Responding to “demanding constituents” has been the catalyst for changes in teaching practice at Henderson Intermediate - changes achieved through a process of reflecting upon the evidence available and responding to student need.

When Henderson Intermediate staff were open and honest about the issues of Māori student achievement with whānau, they received an immediate response of support.

Principal Anne Brokenshire and facilitator Kylie Coulbeck reflect on what is now more evident as a result of the professional learning that staff have undertaken.

At Te Kura Tuarua o Waihora – Hillmorton High School, an analysis of student data revealed a pressing need to address issues of Māori student achievement. Teachers took ownership of the issues and sought solutions through an action research model.

Mason Durie speaks of the need for schools and whānau to have shared expectations of Māori students. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

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

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).

Culturally responsive learning contexts are those where the learner can bring their own experiences into the classroom context. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

Research shows that bringing cultural context into the curriculum affirms the students identity, and validates their cultural knowledge and knowledge of their whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

Students and teachers reflect on the qualities of a teacher that makes a difference. (Extract from ‘Te ManaKōrero: Teachers making a difference’, 2002) .