Critical factors

Evidence shows that improvement in two areas will make the most powerful difference to Māori students’ educational success:

1. Quality provision, leadership, teaching and learning, supported by effective governance.

High-quality teaching, supported by effective leadership and governance, makes the biggest 'in-education' difference to student outcomes across all parts of the education sector.

2. Strong engagement and contribution from all who have a role to play

Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.

Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.

Quality provision, leadership, teaching and learning, supported by effective governance

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

• What significant events if any have shaped the current climate at our school?
• In what ways are the current relationships internally and externally, educationally powerful for our Māori learners?
• How are our Māori learners and communities represented within the school environment?
• What do you know about the identity, language and culture of your class/school?
• In what ways has the perception of the wider community shaped our school?
• How can our understanding of the identity, language and culture of our Māori learners accelerate their success?
• What relationships exist in our class/school?
• How do the relationships within the wider school community impact on our Māori learners?
• How do we include Māori representation in the decision making about the vision of our school?

Makoura College: Māori potential approach, Identity, language and culture and Ako (3:03-5:10)

• How does our school visualise Māori potential?
• What do you know about the potential of the Māori students in your class/school?
• How will your team/school/board support Māori students to build on their potential?

Makoura College: Ako, Productive partnerships (5:10–6:15)

• In what ways do our Māori learners have ownership of their learning?
• How does our school integrate learning opportunities into our already busy school timetable?
• In what ways do we celebrate Māori learner achievement?

Makoura College: Ako, Productive partnerships (6:15–6:50)

• How does our school support Māori learners as they transition in and out of our school?
• What do we know about the engagement, attendance and retention of our Māori learners in my class/school?
• What do we know about the interests of our Māori learners?

Makoura College: Māori potential approach, Identity, language and culture and Ako (6:50–end)

• What do we know about the achievement of our Māori students?
• What factors contribute to or have influenced this data?
• In what ways do we celebrate the academic success of our learners?
• How is this success communicated to parents, families, whānau and the wider Māori community?

Newton Central: Identity, language and culture, Productive partnerships (0:00–1:10)

• How do we develop a culture of trust if it does not exist in our school?
• What do we know about the educational benefits of a strong connection to our identity, language and culture?
• What is it we value about our own cultures?

Newton Central: Ako, Identity, language and culture and Māori potential approach (1:10-1:53)

• How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
• How many languages can you speak? (the staff, school board, community)

Newton Central: Identity, language and culture, Productive partnerships (1:53–2:20)

• What is normal in our school?
• Do you see the world the same way as the Māori learners in your class/school?
• What learning factors do we see as being critical to our Māori learners?

Newton Central: Māori potential approach, Identity, language and culture (2:20-3:31)

Newton Central School: Treaty of Waitangi, Productive partnerships (4:19-5:00)

• What Māori representation currently exists on our school board?
• What policies, procedures and practices are in place to affirm this partnership?
• How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?

Newton Central: Productive partnerships, Identity, language and culture (5:21 -6:42)

• What does success as Māori mean at our school?
• How are Māori aspirations represented at a school board level?
• How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Newton Central School: Treaty of Waitangi, Productive partnerships (6:42-end)

• What is the vision for Māori learners at our school?
• Who can assist us to achieve this vision?
• How will we monitor, report and modify actions to achieve this vision?

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

• How are Māori learners, their parents, families and whānau engaged with our school?
• How does this engagement support educationally powerful relationships?
• What are the core values of our school?
• How are these values linked to the goals, targets, plans and actions we have for our school?

Breens Intermediate: Ako, Māori potential approach (2:34–5:13)

• How are the classes in our school organised?
• How is achievement tracked for Māori learners?
• Does the current learning environment support all students and how do you know this?

Breens Intermediate: Ako, Māori potential approach (5:14–6:42)

• What does a Māori potential approach look like in our class/school?
• Who has ownership of learning and teaching in our class/school?
• How do we work to the strengths of our Māori students?

Breens Intermediate: Identity, language and culture, Treaty of Waitangi (6:42–8:29)

• How does our school use Ka Hikitia, Tātaiako or Hautū?
• What lessons can be taken from our conversations about our own identity, language and culture?
• What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?

Porangahau School: Maori Potential Approach, Ako, Identity, Language and Culture (1:50–2:15, 2:15–3:19)

• How do we assist students to return back to school and begin the week?
• How are peer relationships used to support students to feel connected to our school and how do we know?
• How is tikanga Māori alive in our school?

Porangahau School: Productive partnerships (3:19–3:34)

• What barriers exist for our students to access our school?
• In what ways can we remove or limit these barriers?
• How committed are our staff and school board to building and strengthening the effective communities of our school?

Porangahau School: Maori Potential Approach, Ako, Identity, Language and Culture (4:05–4:57)

• What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga?
• How do we as a school acknowledge that level of commitment from our community?
• In what ways are our school community developing and strengthening our own cultural competencies?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

• What do I know about the Māori learners in my class/school?
• What type of strategies do we use to assist our Māori learners?
• In what ways do you share teaching and learning opportunities in your class/school?

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

• Do we know where our Māori learners come from?
• What do we know about the history of the area and the school?
• In what ways do we strengthen Māori learners’ access to their identity, language and culture?

Te Karaka: Ako (2:26–3:19)

• How is ownership of learning retained by the students?
• How do we report to our Māori parents, family, whānau or community?
• How do we know that this reporting is effective?

Te Karaka: Ako, Identity, language and culture (3:20–4:04)

• How do we engage our Māori learners with the curriculum?
• How do we know that this is working for our learners?
• In what ways do we let our learners lead their learning journeys?

Te Karaka: Māori potential approach, Ako, Identity, language and culture (4:43–5:42)

• What are the targets for our Māori learners?
• How do we measure the success of Māori learners as Māori?
• What do we know about the effect of our school environment on the learning of our Māori students?
• What does Māori learner success look like at our school?
• What do parents; family and whānau think success looks like in our school?
• In what ways does using the identity, language and culture of our students affect their learning?

Te Karaka: Māori potential approach, Ako (5:42–6:30)

• How do we know what our students want?
• What types of access do our students have to teachers/school board/principal/senior managers/whānau and the wider community?
• How do we strengthen our students’ ability to select their career pathways?

Strong engagement and contribution from all who have a role to play

Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.

Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

Makoura College: Ako, Productive partnerships (5:10–6:15)

Makoura College: Ako, Productive partnerships (6:15–6:50)

Newton Central: Productive partnerships, Identity, language and culture (3:31–4:19)

• In what ways do parents, families and whānau drive the changes in our school?
• How will we change the hearts and minds of our school to accelerate success for Māori learners?
• How do the relationships in our school community educationally powerful?

Newton Central School: Treaty of Waitangi, Productive partnerships (4:19-5:00)

Newton Central: Productive partnerships, Identity, language and culture (5:21 -6:42)

• What does success as Māori mean at our school?
• How are Māori aspirations represented at a BOTs level?
• How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Newton Central School: Treaty of Waitangi, Productive partnerships (6:42-end)

• What is the vision for Māori learners at our school?
• Who can assist us to achieve this vision?
• How will we monitor, report and modify actions to achieve this vision?

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

• How are Māori learners, their parents, families and whānau engaged with our school?

• How does this engagement support educationally powerful relationships?
• What are the core values of our school?
• How are these values linked to the goals, targets, plans and actions we have for our school?

Porangahau School: Productive partnerships (0:00-1:23)

• What effective partnerships do we have in our school community?
• What relationships exist in our school that support Māori learners to accelerate their success?
• In what ways do we assist our parents, families and whānau to ensure learners can attend our school?

Porangahau School: Treaty of Waitangi, Productive partnerships (1:23-1:50)

• How do we know what is best for our Māori students?
• In what ways does our school honour the Treaty of Waitangi?
• What is the relationship between parents, family whānau and school?

Porangahau School: Productive partnerships (3:19–3:34)

Porangahau School: Treaty of Waitangi, Productive partnerships (3:35-4:05)

• Who is part of the community that supports the school and learners?
• How do we assist parents, family or whānau into our school?
• How can we as parents, family and whānau connect with the school?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

Te Karaka: Treaty of Waitangi, Identity, language and culture (0:00-1:54)

• How do we build relationships in our school?
• What do we know about where our Māori students come from?
• What do we know about the Māori from where our school sits?

Te Karaka: Treaty of Waitangi, Identity, language and culture (1:55-2:26)

• How do we know what is best for our Māori learners?
• In what ways does our school honour the Treaty of Waitangi?
• How do we support and strengthen our staff and students cultural competency?

Te Karaka: Productive partnerships (7:42–end)

• What information about Māori learners is received by the school board?
• What do we know about the attendance, engagement and retention of our Māori learners?
• In what ways does using the identity, language and culture of our students affect their learning?

Smooth transitions

Ka Hikitia – Accelerating Success 2013-2017 identifies the importance of supporting Māori students during times of transition in their educational journey (for example, moving from primary school to secondary school, from secondary school to tertiary education, or from Māori-medium to English-medium schooling).

Transitions can be challenging for Māori students. Māori students value strong relationships with education professionals and their peers. Establishing relationships with their new peers and educators promptly after a transition improves engagement and, in turn, will lead to sound educational outcomes.

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

Makoura College: Ako, Productive partnerships (5:10–6:15)

Newton Central: Identity, language and culture, Productive partnerships (1:53–2:20)

• What is normal in our school?
• Do you see the world the same way as the Māori learners in your class/school?
• What learning factors do we see as being critical to our Māori learners?

Porangahau School: Productive partnerships (3:19–3:34)

Porangahau School: Productive partnerships (6:00–6:19)

• How do we support Māori learners to transition into and out of our school?
• How do we provide information to our school community to support education success?
• What information and or access do we provide to parents, families and whānau about beginning at our school?

Te Karaka: Productive partnerships (7:42–end)

Last reviewed: 23 July 2021 Has this been useful? Give us your feedback