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Te Mana Kōrero

Te Mana Kōrero is a series of three professional development packages and facilitated workshops.

These professional development packages draw on the evidence that show what is working for Māori students, from programmes such as Te Kotahitanga and Te Kauhua.

Each of these successful professional development programmes is based on important Māori concepts or principles:

  • ako – effective and reciprocal teaching and learning relationships where everyone is a learner and a teacher
  • manaakitanga – the care for students as culturally located people above all else
  • mana motuhake – the care by teachers for the academic success and performance of their students
  • whakawhanaungatanga – the nurturing of mutually respectful and collaborative relationships between all parties around student learning.

The content and video resources you will find on these pages are taken from Te Mana Kōrero Online, developed to help school leaders and teachers address and meet the goals of Ka Hikitia: Managing for Success: The Māori Education Strategy 2008–2012 (Ministry of Education, 2008-2009).

  1. Filed under: Productive partnerships | Effective leaders

    Keriana Tawhiwhirangi provides advice on how to initiate dialogue with whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  2. Filed under: Productive partnerships | Effective leaders

    Keriana Tawhiwhirangi and Wally Penetito reflect on the risks inherent in failing to maintain productive partnerships with whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  3. Filed under: Productive partnerships | Effective leaders

    It’s not enough to invite the community to come to you - you have to go into the community. At Hiruharama School, every Friday senior students, the principal and whānau are involved in the delivery of meals-on-wheels to the kuia and kaumatua in the area. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

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

    A regional example of celebration of student learning with their community is the annual Nati awards on the East Coast of the North Island. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  5. Filed under: Productive partnerships | Effective leaders

    The need for whānau involvement does not diminish as students advance through schooling, and schools need to ensure their relationships with whānau extend beyond the immediate family. Regular communication is key. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

  6. Filed under: Productive partnerships | Effective leaders

    Whānau and community involvement in school life can and should extend beyond supporting the school at cultural and sporting activities, and lead to engagement which directly supports students’ learning. At Hiruharama School, whānau are engaged at every level including strategic planning. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

  7. Filed under: Productive partnerships | Effective leaders

    Relationships with whānau and communities. Research evidence shows that when schools develop relationships with whānau and communities around child learning, then the learning outcomes improve for all their students. (Extract from ‘Te Mana Kōrero : Strengthening Professional Practice’, 2005).

  8. Filed under: Productive partnerships | Identity Language and Culture | Effective leaders

    Developing an inclusive curriculum. At Rotorua Lakes and Greymouth High Schools, student and whānau knowledge is validated through its introduction into the context for learning. (Extract from ‘Te Mana Kōrero: Strengthening Professional Practice’, 2005).

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

    Just as teacher-student partnerships need to be culturally responsive and mutually respectful, so do the partnerships between school, whānau and iwi.

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