Effective leaders

This paper discusses school leadership, diversity, culture and change with particular reference to Maori, as the indigenous people of Aotearoa/New Zealand.

As part of the development process for the Ruia websites, whānau members, teachers, and leaders at several schools were interviewed about the partnerships that have supported their Māori students to be successful. The case studies below arose from these interviews.

Te Ao Mārama 2012 is a collection of statistics about Māori from a Māori perspective.

Ruia – Teacher appraisal for Māori learners’ success is a resource for principals and other school leaders who want appraisal to lead to deep learning for teachers and to educational success for Māori students.

In her report, detailed on the Educational Leaders website, Helena Baker, principal of Te Kura o Tākaro, writes about how she worked with the community on the curriculum design process.

Since 2008 Te Kotahitanga has provided a biennial conference for everyone who is interested in exploring the project further. The 2010 Te Kotahitanga Changes Conference allowed schools and their communities the opportunity to critically reflect on their experiences in the project, share their learning and celebrate each others’ successes.

The Treaty of Waitangi media gallery on the NZConline website provides examples from schools of the Treaty of Waitangi principle in action.

In this sabbatical leave report from Bruce Pagan, Principal, Kaikoura Primary School; Bruce investigates the effects/benefits that the pursuit of culturally significant events can have on Māori student achievement, with particular reference to those families/students that engage regularly in hui, muttonbirding, and carving.

The purpose of this report is to document the outcomes of the implementation of Te Kotahitanga in Phase 3 and 4 secondary schools from 2007 to 2010. During these four years, the Phase 3 schools were in their fourth to seventh year of implementing the project in their schools. Phase 4 schools were in their first to fourth years of the programme.

The five Rangiātea case studies and exemplars examine secondary schools on their journey towards realising Māori student potential. The Hastings Boys’ High School case study focuses on a small selection of school systems, processes and programmes that support educational achievement.