Using family-whānau-iwi-community expertise

Te Mana Kōrero 2

• What examples of schools working closely with family, whānau, iwi, and community expertise can you identify?

[Rotorua Lakes High School: Whaea Audrey working in a writing programme; Waitara School: parents in school reading programme; parents as general helpers, e.g., minders on class visits; whānau members teaching kapa haka, taiaha, and stick games]

• Who represents family, whānau, iwi, and community expertise in these examples? What sort of expertise do you think they bring to learners’ learning?

[Family, whānau, iwi, and community expertise is represented by anyone who has local knowledge or skills related to students’ needs and/or is enthusiastic about motivating students. Note comment from Rotorua Lakes High School principal: “I hope to use the resource that sits out there more in the future and the knowledge that many of our older Māori people have.”]

• What might the school have done to encourage these people to participate in the learning experiences of their tamariki at school?

[Waitara School: school ensured that its environment was such that Māori community members would feel comfortable and want to participate in school activities. Note parent comment: “In the past parents haven’t had too much to do with the school. They’ve felt pushed away. It wasn’t that attractive to the Māori people in the town. That’s changed a lot. It’s amazing now – there are Māori things in every class. What that’s done is bring the school closer to the Māori community in the town.”]

• What might the school need to do to ensure ongoing participation by these people in the learning experiences of their tamariki at school?

[To continue to make the school as welcoming and culturally safe as possible]

• Why do you think the school has encouraged these people to participate in the learning experiences of their tamariki at school?

[These schools realise that “quality teaching is maximised when school and home partnerships are fostered and focused on student learning” (Strengthening Professional Practice: Whānau and Communities); “when schools develop relationships with whānau and communities around child learning, then the learning outcomes improve for all their students”; and “research shows that voluntary parental involvement makes a difference for children”.]

• Do there appear to be good relationships between these people, teachers, and other school staff? How do you think the school has fostered these relationships?

[Rotorua Lakes High School: note principal’s strong support for using community expertise in school and good student learning fostered through co-operative teaching between Whaea Audrey and teacher; parent who assists with kapa haka and school trips speaks very enthusiastically about parents wanting to contribute at every level once they have been welcomed into the school.]

• What do you believe that students will gain when their teachers work closely with community expertise, as in these examples? Do you believe that student achievement will be raised as a result of such links? Is there any evidence of this?

[Note again the voice-over comments: “Research evidence shows when schools develop relationships with whānau and communities around child learning, then the learning outcomes improve for all their students”; “Research shows that voluntary parental involvement makes a difference for children”; “Quality teaching is maximised when school and home partnerships are fostered and focused on student learning”; and “Schools who want to develop a more inclusive curriculum and cultural context are increasingly looking to the community for expertise”.]

• Is there any evidence of teachers moving into the community to work or consult with community members, particularly Māori community members? Why have they done this?

[Waitara School: teacher visits all learners’ homes at the beginning of the year to gain information about them to support their learning, and realises that data can be collected from a wide range of sources; note her comment, “When I am talking with students, I can visualise them fully – this not only enables me to help them where they’re at, but also with their work.”]

Te Mana Kōrero 3

• What opportunities do schools in the clips provide for families/whānau and iwi to get involved directly in students’ curriculum learning (as well as cultural and sporting events)? What stops some family, whānau, and iwi members from getting involved? Is this important? Why is this important?

[Note examples of family, whānau, and iwi members involved directly in curriculum learning through strategic choice of learning context, e.g.,

- Tologa Bay Area School: choice of ‘pounamu’ as a class topic has meant that family, whānau, and iwi members have been able to participate in the learning of their tamariki, i.e., they have some expertise on this topic.

- Opunake School: choice of ‘bush survival’ and ‘creation myths’ as class topics has meant that family, whānau, and iwi members have been able to participate in the learning of their tamariki, i.e., they have some expertise on these topics.

Note Opunake School principal’s comment, “Some parents feel disempowered or not confident enough to participate directly in students’ curriculum learning.” It is necessary from time to time to select learning contexts that parents will feel confident about.

Note student’s comment, “I reckon it’s really important for parents to get involved with school work we’ve been doing so that we can talk about it at home and at school as well.”]

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