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Engaging with whanau Maori - Leadership for the future
Transcript of Engaging with whanau Maori - 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
Better outcomes for Māori
policies and procedures
Research Focus Questions
Board of Trustees
Non māori principals
Māori Board of Trustees Members
Predominantly Māori schools
Doing well in terms of
Positive relationships with their
From the principals
Knowledge of worldviews
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
(ERO, 2012, p.12)
Show respect for one another
Allow one another a voice
the ability to communicate in Te Reo
Live in communities
Absorb beliefs and
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
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
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?
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
What did the school leadership do to engage with their
What did the school leadership do which was consistent with traditional roles?
What did the school leadership do to acknowledge the place of cultural practices?
What did school leadership do to acknowledge the
significance of Te Reo ?
-to the community