5. Our priority learners are
not failing in our education
system,
Our education system is
failing them!
6. ● Poor
● Hungry
● Tired and or sick
● Inadequate, overcrowded housing
● Parents don't value education
● Parents don't do homework with their children or
come into school
● Poor behaviour
● Lazy
● Don't value education – it’s cooler to fail
● Are not as smart as other kids
9. A TAILORED PROFESSIONAL LEARNING
AND DEVELOPMENT APPROACH
PHASE 1 PHASE 2 PHASE 3
CULTURAL AUDIT PLANNING PLD
Conduct a cultural Develop strategic goals
audit and produce a for Māori Education, Provide tailored and
comprehensive report Māori Achievement and specific PLD to all staff
that describes the Cultural Responsiveness. (and BOT members
current state of Develop an Action Plan in where appropriate),
collaboration with staff, that directly supports
Cultural the BOT, the local Māori
Responsiveness and the goals and
Community and whānau; outcomes of the
that states that describes the school’
recommendations for s current state, the
school’s action plan
the future. desired state and that has and strategic plan.
specific goals aimed at
achieving the desired
outcomes.
11. Māori achieving Educational
Success as Māori
Opportunities to celebrate and excel in
their own culture
● Traditional indigenous education and knowledge
● Natural inherent abilities, skills, expertise
● Indigenous Pedagogy
● Whānau, land & natural resources, te reo, tribal connections
● Holistic view: physical, spiritual, academic
● Religion, spirituality
● Food
● Cultural practices and beliefs
● History, authority and autonomy
12.
13. CULTURALLY RESPONSIVE
PRACTICE
● Relationships: personal, meaningful, in-depth
● Values based
● Educate yourself
● Individual needs based
● Culture counts, know what you bring to the table
● High expectations: strengths, Māori potential
● Support, over and above the call of duty
● Meaningful contexts
● Facilitate, encouragement, self-directed
learning, autonomy, leadership
14. WHY BLENDED E-LEARNING IS
SUCCESSFUL FOR PRIORITY LEARNERS
● Autonomy, self directed
● Interactive
● Gateway to a wider world
● Individualised pace and ability
● Access available for wider family, iwi
● Integration, collaboration, innovation
● Their world, their comfort zone
● Face to face relationships
15. AN EDUCATORS' KETE
● Meaningful relationships
● Te Reo me ōna Tikanga Māori
● Culturally Responsive Practice
● Te Tiriti o Waitangi, Ka Hikitia, Tātaiako
● Engagement with whānau
● Acknowledgment of iwi/hapū & hau kāinga
