Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

An inquiry and knowledge-building cycle for educationally powerful partnerships

He hurihanga uiui, whakatupu mātauranga me ngā hononga e puta ai ngā hua mātauranga nui tonu

Figure 2. Educationally powerful partnerships for Māori learners' success: An inquiry and knowledge-building cycle

The Ruia websites are structured around an inquiry and knowledge-building cycle (see Figure 2) for leaders, teachers, and members of the wider school community, reflecting the close connection between whole–school cycles of professional learning and improvement and schools’ engagement with whānau. The responsibility of building partnerships and of setting and working towards high aspirations for Māori students is shared with parents, whānau, and the students themselves. The ‘we’ and ‘our’ of the cycle implies this wider group.

The cycle is founded on and connected to the version of the teacher inquiry and knowledge-building cycle presented in the Teacher Professional Learning and Development BES (Timperley et al, 2007). It will help schools and whānau build relationships in ways that are consistent with the principles of educationally powerful partnerships. Schools that are committed to such partnerships will fully integrate ongoing consultation, reporting, and self-review into repeated cycles of learning and improvement so that they simply become part of the “way we do things here”.

Each stage of the cycle described in this website provides background information (“What to think about”), links to helpful resources (“What to use”), and case studies (“What it might look like”). Reflective questions support both individual and collective inquiry into the impact of partnerships on student learning. An introductory section (“Using evidence in inquiry”) discusses the use of data when inquiring into partnerships.

 

Using evidence in inquiry

Identifying priorities for Māori students

Identifying partnership learning needs

Partnership learning

Partnership actions

Reviewing the impact of changes

Return to top