Philly HallHarakeke River Flow

Me inoi tatouKarakia

E te Atua

Kia pai te haerenga o tēnei ra

Me ō mātou mahi o tēnei

karaehe mō tēnei rā

i ngā wā katoa

Amine

Dear God may this day go well and our work of this class for today and at all times. So be it.

WaiataE TORU NGĀ MEA

E toru ngā mea

Ngā mea nunui

E kī ana

Te Paipera

Whakapono

Tumanako

Ko te mea nui

Ko te aroha

There are three thingsVery great things

That says the BibleFaithHope

The greatest thingIs love

Understanding the agenda for

change

Whakatauki

Tūngia te ururoa kia tupu whakaritorito te tutūo te harakeke

Set the overgrown bush alight, and the new flax shoots will spring up

In order to change we may need to leave some ways behind in order to do things differently

Weaving the strands of the harakeke

• Building on Success

• Positive Behaviour for Learning

• Academic Counselling

Shaping a change In how we do things

Underlying assumptions:

• Nothing exists or develops in isolation

• One thing impacts on another through association and linkage

• Building relationships underpins authentic change

• In order to see the vision we have to be prepared to climb to the top of the mountain

Drawing on culturally responsive metaphor

In traditional Māori Society and today where the knowledge is still held on our marae: Special flax plants were tended in a plantation (pā harakeke) and there were traditions about when and how they could be harvested. The plant was seen as a family. The central shoot or rito was the baby and the leaves on either side of it the awhi rito or mātua(its parents). Only the leaves on the outside – the tūpuna, or grandparents – were cut, to avoid weakening the plant.

Connecting with whānau through

‘Learning for Success Meeting’

In our own school we might see ourselves as a whānau - nurturing the young shoots – the rito -of our tamariki and rangatahi.

We must learn how to connect more fully with our rangatahi as Māori and their whānau and communities and appreciate the importance of whānau engagement in educational settings.

Supporting Māori students in raising

their aspirations for their future

Using & sharing data to set goals & inform

decisions

Challenging our own professionalism to be

more effective

Engaging with whānau as partners

Raising Māori Achievement

Requires us to be involved in…..

Effective Teaching Profile

& Shadow Coaching

Academic Counselling

Building on Success

PB4L

CULTURE OF CARE

RESTORATIVE PRACTICES

RELATIONSHIP BASED

CLASSROOMS

RELATIONSHIPSWHANAUNGATANGA

KOTAHITANGA MANAAKITANGA

RANGATIRATANGA

Adapted from: MacFarlane, Glynn, Cavanagh, Bateman (2007)

Handout

Learning Objectives

By the end of today’s Professional Learning Experience we will have begun to develop:

• An increased understanding of how the various strands of our learning journey are connected by our commitment to raising Māori Achievement at Reporoa College

• A greater sense of self efficacy and agency to be able to contribute to raising Māori student achievement through the ‘Learning for Success – Academic Counselling’ Process

Success Criteria

Colleagues will:

• Be able to share with one another at least three ways in which we are working as a staff to raise Māori Achievement

• Be more prepared to co-construct individual goals with student and whānau

• Have a better understanding of student data to use at the ‘Learning for Success’ meeting

Whakawhanaungatanga

Establishing Relationships

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