Leahy, S., & Wiliam, D. (2012). From teachers to schools: scaling up professional development for formative assessment. Assessment and learning, 2, 49-71.
Higgins, J., Parangi, M., Wilson, R., & Klaracich, Y. (2004). Effective teaching strategies for Maori students in an English-medium numeracy classroom. Findings from the New Zealand numeracy development projects, 74-78.
He Kākano is a strategic school-based professional development programme with an explicit focus on improving culturally responsive leadership and teacher practices to ensure Māori learners enjoy educational success as Māori. The strategic intent of the project is to improve the emotional, social, cultural and academic outcomes of Māori children in main stream schools
Assumptions based on our own experiences and cultural mindset create barriers to learning for children who don't share them and can't relate to them. Culturally Responsive Pedagogy.
For Māori and Pasifika students, the achievement rate isn’t particularly good. That’s not because of them. That’s because of the system that these kids are having to contend with. Unless we actually get something moving for these kids, we’re going to be stuck with an inequitable society. Bobbie Hunter.
Slide from 2016 Powerpoint at Staff Only Day.
Effective listening requires outreach, openness, and a genuine interest in understanding the thoughts and ideas of others, including those with opinions different from your own. When true listening and learning occur, trust and respect are established and relationships are strengthened. QISVA.
Māori and Pasifika boys are less likely to leave school with University Entrance or higher qualifications than boys from other ethnic groups.