Ka Hikitia - Managing for Success
“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.
Filed under: Productive partnerships
Mason Durie speaks of the need for schools and whānau to have shared expectations of Māori students. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships | Effective teachers
Mason Durie, Wally Penetito and Keriana Tawhiwhirangi discuss the need for both Māori and non-Māori to share the responsibility of building and maintaining effective relationships for learning. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships | Effective leaders
Keriana Tawhiwhirangi provides advice on how to initiate dialogue with whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships | Effective leaders
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).
Filed under: Productive partnerships | Effective leaders
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).
Filed under: Productive partnerships | Effective leaders | Effective teachers
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).
Filed under: Productive partnerships | Ako | Effective teachers
At Hiruharama School, the process of learning is expressly communicated to all the students, and they are the primary communicators of their learning to whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships
Family and whānau are a critical audience for students’ work and achievement. Creating opportunities for the celebration of learning is a feature of the Integrated Studies programme at Opunake Primary School. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships
As part of the process of listening to the whānau and their objectives for their children’s education, opportunities may arise for schools to offer their resources to assist whānau in advancing their own learning, as well as that of their children. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).
Filed under: Productive partnerships | Effective leaders
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).