In this sabbatical leave report from Sue Horne, Principal, Maungatapu School; Sue investigates culturally responsive leadership and teaching practices that will support Māori student achievement in a Primary School.

In this article Hamish Ruawai talks about his career as a leader. Hamish discusses the importance of knowing that for Māori students to be effective learners they need effective relationships with people who are teaching and how this knowledge influences how he works at Kaikohe West School.

In this report Marion Fitchett discusses how the Ministry of Education examined the effectiveness of its initiatives to support leaders’ professional learning and confidence in implementing the Ka Hikitia strategy.

Sally Wilson, Principal, Raurimu Avenue School discusses how she used the school’s commitment to Ka Hikitia to make dramatic changes at Raurimu Avenue School.

The community engagement section of the New Zealand Curriculum Online website presents resources on this site support school leaders, teachers and professional learning facilitators as they engage with school communities.

The Special Education (SE) Māori strategy uses the imagery of a meeting house (wharenui) to explain how Service Provision for Māori can be facilitated within the context of Special Education.

Approaches to conceptualising, identifying and providing for gifted and talented Māori students are dual faceted: they may emanate from Te Ao Māori; a Māori worldview on the one hand, and have significant connotations to Te Ao Hurihuri (the global world) on the other.

The BES programme page on the Education Counts website provides the latest information on BES research, summaries of the key findings, useful links and conference papers along with a whole host of other BES information.

This report from Education Counts reports on the progress against Māori Education Plan Targets: Ka Hikitia – Managing for Success.

This working paper written by Ally Bull for NZCER, discusses the relationship between schools and their communities. It explores the purpose of different school-community initiatives and discusses the case for a wider public engagement in education for the purpose of rethinking how schools meet the needs of all learners in the 21st century.