Core Concept:
To what extent have leadership and management been successful in creating and maintaining a welcoming and inclusive learning culture and systems that support Māori learners enjoying and achieving education success as Māori?
All of the following, with only a few very minor weaknesses:
· There is clear pedagogical leadership with a strong focus on improving teaching practice for and with Māori
· ‘Being Māori’ is valued within the educational institution and its wider community and beliefs and practices in the educational institution affirm and reflect the inherent identity, language and culture of every Māori learner
· There is a shared commitment to every Māori learner succeeding at or above their peer level with effective teaching and that every Māori learner is each and everyone’s responsibility
· The vast majority[1] of Māori learners, parents, families, whānau and Māori staff report feeling welcomed and included; that their perspectives and worldviews are respected and valued; and none feel like they need to ‘check their cultural identity at the door’
· There is a clear shared understanding that, for Māori learners currently or previously identified as achieving below curriculum expectations, accelerated progress is essential – and every relevant initiative in the school is geared to address that need
· There is a clear, shared understanding among school leaders, educators, staff, parents, families and whānau about what it means to have Māori learners enjoying and achieving education success as Māori
· Virtually all school leaders, educators, and staff can provide a range of examples from their own experiences which show ‘why the focus on Māori learners’ and how they have attended to the identity, language and culture of Māori learners
Successful Māori learners are highly visible in school leadership roles and are celebrated as role models for other learners