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

Partnership actions: What to use

This section discusses four resources that you may find helpful for building educationally powerful partnerships in your school context.

Reading Together

Reading Together is a joint home–school intervention targeted at raising literacy. It was developed by the authors of the Family and Community Influences BES (Biddulph et al., 2003) and has proved effective in raising children’s reading achievement while supporting greater collaboration between home and school. It involves four workshops for parents that are delivered by teachers. In 2010, the Ministry of Education began co-ordinating a scale up of the programme across decile 1–3 schools.

Reading Together is discussed on pages 162–164 of the School Leadership and Student Outcomes BES (Robinson, Hohepa, and Lloyd, 2009). The authors report that the workshop leaders’ handbook is “a smart tool for leaders who want to forge cost-effective, school–home connections that will support children’s literacy development” (page 163).

Te Mana Kōrero: Relationships for Learning

This Te Mana Kōrero resource focuses on “the need to build and sustain strong and effective school-whānau partnerships if Māori achievement levels are to be raised” (facilitator folder, page 3). They present the experiences and perspectives of students, whānau, and educators in schools that are using a range of strategies to build educationally powerful partnerships within their communities. The original DVD was accompanied by facilitator notes that expand on that focus, identifying three key priority themes:

  • ako (effective teaching and learning)
  • culture counts (validity and valuing culture)
  • productive partnerships.

The notes include a rationale for the materials and guidelines for facilitation. They also include a set of “deficit busters” that can be used to address the deficit thinking that is frequently present, often unconsciously, when teachers and schools are asked to focus their attention on Māori achievement. School leaders can use discussion around the DVD to develop a draft action plan based on points they feel need developing within the school. 

Te Reo Māori in the New Zealand Curriculum

Pages 29–30 of the English-medium curriculum guidelines for te reo Māori emphasise the importance of schools developing their te reo Māori programmes in partnership with Māori whānau, iwi, and communities. Specific, practical steps are suggested for how this could be done.

“A personal vision for education”

In this video clip, presented in the context of developing leaders in education, graduate teacher Turei Thompson shares his personal view on the importance of providing an education that incorporates strong values and strong relationships with whānau and community. The clip could be used as a prompt for initiating discussion on your school community’s vision for student learning. Questions might include:

  • What are the values we want our children to be learning? 
  • Where does learning happen in our children’s lives?
  • What kinds of contribution can communities make to children’s learning at school?
  • How well do our school’s structures and processes support learning?

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