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Productive partnerships

“Increasing whānau and iwi authority and involvement in education is critical to improving presence, engagement, and achievement. To achieve this, parents and whānau must be actively involved in decision-making and their children’s learning in all education settings.”

Ka Hikitia – Managing for Success: The Māori Education Strategy 2008-2012, page 28.

Productive partnerships incorporate Māori students, whānau, and educators sharing knowledge and expertise with each other to produce better outcomes for Māori learners. This principle includes taking a ‘personalised learning’ approach that puts every learner and their achievement at the heart of education and recognises that one size fits one.

The resources you will find on this page reflect these principles of productive partnership and provide examples of this from schools across New Zealand.

  1. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 1 they investigated what really makes a difference for Māori student achievement outcomes within a ‘place based’ educational context. 

  2. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Cobden Primary School investigated how a tuakana-teina reading programme can enhance Māori learner literacy achievement and build teacher understanding of a Māori world view (te ao Māori).

  3. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Henderson Intermediate investigated the development of ako-based positive relationships that enhance the presence, engagement and achievement of students, whānau and teachers.

  4. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Chisnallwood Intermediate investigated the ways that the provision of a culturally connected learning context facilitates Māori student and whānau engagement in learning and teaching.

  5. Filed under: Productive partnerships | Effective leaders

    Three schools in the Te Kauhua initiative – Hillmorton, Lincoln, and Hornby High Schools - opted to cluster together for purposes of their research inquiry. They worked from a common research question, but tailored their inquiries to their individual school contexts. The cluster schools met regularly over the duration of the project, sharing findings and challenging one another’s practice and thinking. The following case study highlights the approaches and findings of Hornby High School.

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

    Lincoln High School investigates how, as part of a cluster arrangement, a school can foster the development of an effective professional learning community that is focused on teaching as inquiry and premised on three underpinning principles: ako (reciprocal learning), culture counts, and productive partnerships.

  7. Filed under: Productive partnerships | Effective leaders

    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.

  8. Filed under: Productive partnerships | Effective leaders

    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.

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

    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.

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

    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.

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