Effective leaders

The action research approach that was adopted at Henderson Intermediate ensured adoption of the outcomes by staff and built confidence in their ability to find their own solutions for issues.

An idea from whānau became the basis of a successful intervention to tackle attendance issues.

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

For three schools in the Christchurch region, the opportunity to operate as a cluster provided the stimulus for professional learning.

A feature of school structure at Te Kura Tuarua o Waihora – Hillmorton High School, are the vertical form classes, or tutor groups. Students and staff attribute much of the supportive and responsive school environment to the effective use of these structures.

At Te Kura Tuarua o Waihora – Hillmorton High School, a distributed leadership model was deliberately applied to the implementation of professional development in order to encourage school-wide acceptance and adoption of new practices.

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.

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).

It’s not enough to invite the community to come to you - you have to go into the community. At Hiruharama School, every Friday senior students, the principal and whānau are involved in the delivery of meals-on-wheels to the kuia and kaumatua in the area. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).