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Engaging with whanau Maori - Leadership for the future

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hoana mcmillan

on 9 February 2014

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Transcript of Engaging with whanau Maori - Leadership for the future

Engaging with Whānau Māori – Leadership for the Future
Leadership that works well with Whānau Māori
How might Māori communities work together with school leadership?
What you should know
OVERVIEW OF RESEARCH
Leadership
Whānau
Knowledge
Better outcomes for Māori
Principals
Managers
Head Teachers
policies and procedures
school charters
BOT
student achievement
curriculum
Research Focus Questions


Māori
Māori
Board of Trustees
Non māori principals
Māori Board of Trustees Members
Predominantly Māori schools
Doing well in terms of
achievement

Positive relationships with their
communities
Māori
Māori
Whakamana tangata
Whakamana Whānau
Whakamana Tikanga
Whakamana Reo
From the principals
Mātauranga Māori
Pono
Manaaki
Acknowledging People
Acknowledging Family
Acknowledging Protocol
Acknowledging Language
Knowledge of worldviews
Māori
Trust
Care
Implications for ECE -
How does your practice reflect these?
traditional perception of roles i.e supporting school trips and sports teams and developing relationships with their childs teacher
Forward thinking necessary toward advancing roles and how
might work with leadership was largely uncontested
Implications for ECE
What is more important. . .
''Key findings highlight ways to engage with whānau Māori''
''Based on the findings of this evaluation, there needs to be considerable improvement in the way most services work with
whānau Māori"
(ERO, 2012, p.12)
Consultation
Hui
Goals
High expectations
Implement Initiatives
Acknowledge wider
relationships
Show respect for one another
Allow one another a voice
the ability to communicate in Te Reo
Belief systems
Culture counts
Live in communities
Study
Interactions
Absorb beliefs and
practices
Honest
Time
Accessible
Responsible
Slow to take offence
mainstream primary schools have yet to realise the power of communities working with school leadership and the impact this might have on achievement
necessary pre-requisites include decentralised governance and foster conditions of school culture and climate that works well with
communities
the unchartered territory lights the way for an ecological experiement toward a new set of working 'blueprints' (Bronfenbrenner, 1977)
What does primary school leadership that works well with
communities look like?

How might communities work with together with
school leadership?
How do whānau Māori work together with your manager and educators at your centre?
''Sharing of children's work and activities through face-to-face contact and documented stories were the
primary means of involving parents and whanau'' (ERO, 2010, p.2)
''Informal ‘chats over a cup of tea’ and catching up with whanau are not partnership'' (ERO, 2012, p.1)
How can you advance whānau roles?
References
Bronfenbrenner, U. (1977). Toward an Experiemental Ecology of Human
Development. American Psychologist. 32(7), 513-531.

Education Review Office. (2010a). Promoting success for Māori students:Schools’ progress. Wellington: Education Review Office. Retrieved from http://www.ero.govt.nz


Education Review Office. (2010b). Success for Māori children in early childhood services. Wellington: Education Review Office. Retrieved from http://www.ero.govt.nz

Education Review Office. (2012). Partnership with Whānau Māori in Early Childhood Services. Wellington: Education Review Office. Retrieved from
http://www.ero.govt.nz
whānau
whānau
whānau
Māori
māori
māori
māori
What did the school leadership do to engage with their
communities?
Māori
What did the school leadership do which was consistent with traditional roles?
whānau
Māori
What did the school leadership do to acknowledge the place of cultural practices?
mana
What did school leadership do to acknowledge the
significance of Te Reo ?
Māori
-to the community
-to oneself
Full transcript