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Te Kauhua

The written and video resources you will find on these pages relate to the Te Kauhua initiative.

The Te Kauhua professional learning model is an action research and development initiative. Schools undertake action research projects to strengthen effective links between whānau, families, communities, and schools.

These links maximise teachers’ opportunities to strengthen their practices to support increased academic, social, and cultural outcomes for Māori learners.

Te Kauhua has been in schools since 2001 and is now entering its fourth phase. Phase four of Te Kauhua establishes a number of initiatives to enhance school capability and system understanding of how schools, in collaboration with whānau/hapu and iwi, can develop and implement culturally responsive school and classroom practices.

Each phase of Te Kauhua is based on the evidence and learning from the previous phase. To read about the history of Te Kauhua please visit the Te Tere Auraki site on TKI.

  1. Filed under: Productive partnerships | Effective teachers

    The Te Kauhua phase 3 case studies seek to provide knowledge and guidance to inform the wider educational community about effective strategies for strengthening school-whānau relationships and Māori learner achievement outcomes. Each case study is organised under the following headings: school background information; the research question; impetus for the research; an outline of what was done and the impact on student learning and achievement; key learnings, challenges, and opportunities encountered and some reflective questions for your school to consider.

  2. Filed under: Productive partnerships | Effective teachers

    The Hastings Central School case study is part of the Te Kauhua case studies report (2010), prepared for the Ministry of Education by Dr Ruth Gorinski. As part of their action research for Te Kauhua phase 3, Hastings Central School investigated in what ways using aspects of tikanga, history, and local resources in a “place based” (Heretaunga district) curriculum enhanced their learning programme.

  3. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 2 they investigated the collaborative development of e-portfolios to engage whānau in the student learning partnership.

  4. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 1 they investigated what really makes a difference for Māori student achievement outcomes within a ‘place based’ educational context. 

  5. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Cobden Primary School investigated how a tuakana-teina reading programme can enhance Māori learner literacy achievement and build teacher understanding of a Māori world view (te ao Māori).

  6. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Henderson Intermediate investigated the development of ako-based positive relationships that enhance the presence, engagement and achievement of students, whānau and teachers.

  7. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Chisnallwood Intermediate investigated the ways that the provision of a culturally connected learning context facilitates Māori student and whānau engagement in learning and teaching.

  8. Filed under: Effective leaders | Effective teachers

    Three schools in the Te Kauhua initiative – Hillmorton, Lincoln, and Hornby High Schools - opted to cluster together for purposes of their research inquiry. They worked from a common research question, but tailored their inquiries to their individual school contexts. The cluster schools met regularly over the duration of the project, sharing findings and challenging one another’s practice and thinking. The following case study highlights the approaches and findings of Hillmorton High School. 

  9. Filed under: Productive partnerships | Effective leaders | Effective teachers

    Lincoln High School investigates how, as part of a cluster arrangement, a school can foster the development of an effective professional learning community that is focused on teaching as inquiry and premised on three underpinning principles: ako (reciprocal learning), culture counts, and productive partnerships.

  10. Filed under: Productive partnerships | Ako | Effective teachers

    Providing opportunities for student voice informed and encouraged changes in teacher practice.

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