Examples of Best Practice in

Enhancing Achievement for Maori Pupils

 

 

With thanks to those principals from throughout Aotearoa New Zealand who generously contributed to this project.  At the risk of being repetitive, contributions are verbatim.

 

·        Full implementation of the Religious Education Programme

·        Correct pronunciation especially of children’s names

·        Use of Resource Teacher of Maori – they are always searching for “fertile fields”

·        Powhiri / Poroporoaki

·        Waiata

·        Mihi for all pupils

·        Kapa haka where available either in school or supporting community activities

·        Regular consultation (Korero) with Maori Community

·        Marae visit – there could be two or three in your district so be diplomatic

·        Use of travelling performers in schools – some very high class groups

·        Make your school “at least” look bicultural

·        Take opportunities for professional development with regards The Treaty of  Waitangi

·        Karakia in the classroom – blessing, sign of the cross, grace at least

·        Pou in the classroom to highlight the valuing of Tikanga

·        Attitude, attitude, attitude

·        Find a Kaumatua

·        Use your local community. Often they are waiting in the wings

·        Newsletter Kowhaiwhai and greeting

·        Local myths and legends as an established part of the Social Studies Programme

·        Find some/a local storyteller

·        Incorporate Tikanga in school policies and on classroom curriculum planning sheets

·        It’s not a matter of being good it’s a matter of acknowledging that things Maori are valued and in a Catholic School that should be evident regardless of the number of Maori pupils – Maori is “our” (Aotearoa – New Zealand) culture.

·        Teacher proof Te Reo Resource which any teacher is capable of delivering daily for ten minutes or so – “MAORI RESOURCE FOLDER – YEARS 1-6” (one for each year spiral bound each year building on the previous year) Su Brown email maori.resources@clear.net.nz Phone 025 243-0620 or contact your local Resource Teacher of Maori

·        Invite a grandparent to assist in all classes one day a week.  We have found this has benefited teachers and pupils and satisfied parents. Above all it worked!!

·        We will continue this practice again this year.  Activities included Mihi, waiata, storytelling, Maori Art and Craft as well as protocol.

 

We enhance the wellbeing and mana of Maori students through:

·        The provision of a tutor and programme in Te Reo Maori me ona Tikanga

·        A programme of targeted words and phrases drawn from Te Reo Maori which teachers and students are encouraged to use in the classroom and in the playground

·        A focus on the Maori Performing Arts where all students can enhance their skills and knowledge of haka, poi and waiata

·        The provision, once a term, by the Maori Catholic Community, of Karakia and Waiata, in which Maori students have a special role to play

·        Participation in tangihanga, powhiri, hui and Wananga on the marae of Tawhiti a Maru to which the school has an intrinsic link

·        The delivery of a curriculum that favours the holistic approach and where Maori Spirituality and Tikanga are valued and promoted e.g. Religious Education and Physical Education and Health

·        We enhance the achievement of Maori students through:

·        Equity:  ensuring Maori students a ready access to intervention learning programmes and specialist assistance eg Reading Recovery, IEPs, RTLB, RT Lit, and SES programmes

·        Targeting:  where skills and talents are identified and nurtured eg GATE initiatives, sponsored programmes (like those of the Saint Vincent De Paul’s Society)

·        Exposure:  benefiting from the experiences and challenges encountered through the school’s biennial programme of Urban Experiences eg to Christchurch and Camp eg to Camp Kaitawa

·        Incentives:  Acknowledging and rewarding the achievement of personal goals and individual accomplishment, commitment and effort eg JNS initiative, School Prizegiving

·        Mentoring:  Maori students with interests and gifts in Maoritanga mentor their peers and teachers.  The school operates a Tuakana and Teina Network of support and leadership (senior students mentor junior students).  All students encounter Maori role models and leaders in activities and programmes undertaken on site eg kapa haka tutor, year 6 students for fitness and sports

 

·        Kapa Haka

·        Maori Music, stories, dance, art

·        Powhiri

·        Invite members of community to speak to children

·        Include across curriculum language etc

·        Theatre, drama groups

·        Attend local festivals

 

·        We have a small percentage of students who identify as Maori (approx 11% of 200).  To date we have not separated their academic performance out as a separate group but rather we focus on the learning needs of every pupil and allocate resources accordingly.

·        We chose to do it this way after a cursory examination of assessment results showed that less than a handful of Maori students were in need if extra assistance.  We are able to cater for them within our existing ‘special programmes’.

·        The ERO accepted this approach in their review of our practices last year.  However we are currently consulting our Maori school community to ascertain if that approach is still acceptable to them. 

 

·        R.T.M. visits every class every other Monday – follow a structured Te Reo programme

·        Strong Kapa Haka group who take part in annual cultural festival

·        Have powhiri to greet important visitors

·        Sing a number of songs and hymns in Maori frequently

·        Curriculum achievement Reports to BOT have Maori children’s progress identified

·        We have very few Maori children (approximately 3%) and identification of particular achievement, would our Maori parents believe, identify their children. When there is only 1 child at a particular level it is difficult to afford them privacy.  Our parents have requested that we do not report publicly on the achievement of the Maori students in our school.  We have the data available however should the MOE request it.

 

·        Good relationships between home and school are the key to building Maori Student Achievement.  It is the openness and willingness of the teacher and Principal to listen that makes the most difference, like it does with all students.

·        Good relationships make it possible to get over the hard times if they come and make it easier to push students to even greater heights than might otherwise be expected.  A teacher that earns the respect of the Maori community can do much more than a teacher or school that does not appear to care.

·        Whanau in the school like to think that there is someone special in the school that they can talk to.   Designating someone as Maori liaison might be a good thing.  Setting up a whanau reference group as we have might be useful but may also lead to a politicalisation of things Maori in the school, which needs to be avoided.  It is good to have a trusted person to advise you, however.  Check it out with you local Parish Priest or Maori Catholic Chaplain.

·        There is a lot of infuriating political correctness that comes with these kinds of discussions.

      Don’t get into debates about the Treaty of Waitangi, it’s pointless.

·        If the Maori community see things in the school that reflect their values and if they feel welcomed just like everyone else then they will engage with you and student achievement as defined by the curriculum with improve.

·        What Maori view as student achievement is a whole different issue.  But for most whanau I suspect, they want all the vest of the pakeha world and Te Reo, and Kapa Haka.

·        DO teach the Maori Spirituality content within the National RE statements and DO get your teachers along to any Professional Development offered in support of this.  Appraise your staff on this.

·        DO schedule a marae visit, preferably to your local Catholic Marae, every year or so.  Your Diocesan Maori chaplain will put you in touch with the right person.

·        DO spend money on getting your school some Kapa Haka tuition and value it in the newsletter.  Share the Kapa Haka tutor with the neighbouring Catholic schools and expect constant resignations and readvertising of the position.  People with these kinds of talents are always being offered jobs and you will need to pay about $20 per hour to barely hold onto them.

·        DO send your school Kapa Haka group to local competitions.  Make sure your Kapa Haka group is open to everyone and especially pakeha.  At our middle class decile 4 multicultural school we make everybody do Kapa Haka.

·        DO make your letterheads bi-lingual.  This is hardly a progressive move in this day and age.  Show pieces of Artwork and Maori language around the school.  Sign your newsletter off in Te Reo.

·        DO learn to korero Maori a little bit for formal occasions like assemblies or prizegivings.  Model it to your Maori and whole school community.

·        DO expect to get your feelings hurt as part of the process.  Some Maori may view your efforts with disdain while non-Maori may react as well.