Effective leaders

A regional example of celebration of student learning with their community is the annual Nati awards on the East Coast of the North Island. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

The need for whānau involvement does not diminish as students advance through schooling, and schools need to ensure their relationships with whānau extend beyond the immediate family. Regular communication is key. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

Whānau and community involvement in school life can and should extend beyond supporting the school at cultural and sporting activities, and lead to engagement which directly supports students’ learning. At Hiruharama School, whānau are engaged at every level including strategic planning. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

Relationships with whānau and communities. Research evidence shows that when schools develop relationships with whānau and communities around child learning, then the learning outcomes improve for all their students. (Extract from ‘Te Mana Kōrero : Strengthening Professional Practice’, 2005).

Developing an inclusive curriculum. At Rotorua Lakes and Greymouth High Schools, student and whānau knowledge is validated through its introduction into the context for learning. (Extract from ‘Te Mana Kōrero: Strengthening Professional Practice’, 2005).

A feature of effective professional learning is critical reflection on practice. At Greymouth High School and Waitara Primary School, teachers are opening up their classrooms to others for peer observation and feedback. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

Diagnostic information should be obtained from a wide range of sources. The close analysis of curriculum data is critical to informing teaching and learning decisions. (Extract from’ Te ManaKōrero: Strengthening Professional Practice’, 2005).

Just as teacher-student partnerships need to be culturally responsive and mutually respectful, so do the partnerships between school, whānau and iwi.

The essence of these clips is that school leaders and teachers need to participate in professional learning and development that is specifically designed to increase their understanding of issues associated with Māori student engagement and achievement, so that educators can lift their capability in this area and work more effectively with Māori students.

In this clip we see the benefits of teachers, students and whānau coming together to set goals – and to celebrate success in learning.