Changes in Practice- Week 32 Activity 8

Upon reflection on my personal 32 week learning journey through the whole postgraduate programme.   It has definitely been one of a challenging expereince with no regrets, I am happy I took the leap of Faith in begining of my Postgrad studies journey with MINDLAB course. The first 16 weeks was a more famailiar classroom expereinece with many interactive activities whereby I have enjoyed and I have implemented into my own classroom practice and become more confidence with google apps for example google classroom and forms. As for the online interaction this was a formidable experience for me, which I am still keen to learn more about and take that extra leap in my own Professional Social media connections. I do know I need to manage my time much more effectively and I need to dedicate more serious time and focus in Post grad studies.  For every assessment I have had to request for an extension and extra time from the wonderful MINDLAB admisntrators who were very helpful thank you Tasha and Tino for you patience with me.

Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice. 

From the begining of this course I have tried to dedicate and have a more improved level of commitment and demonstrate professional personal practice. I am aware of my ability to implement eveidece base research from my Blended Learning Literature Review into my classroom practice with resoable confidence. Howevet I am yet to explicitly share with my depatrtment and whole staff.  For the 4 assessments in this course I will provide a brief reflection to demonstrate my professonal learning development.


1.CISC 8110-Digital & Collaborative Learning in Context-My experience was variable as a result of not having a personal lap top or ipad, I struggled with  both these assessments. I am graetful for my colleague that was also doing the Mind Lab course at the same time where by lend me one of the PE department iPad, which was my first time to use.  I was happy that I got reasonable results for the frrst assessment and was able to provide a “well-argued with a narrative structure that relates themes together and explains what has been learned. However, I was not able to really considered different stakeholder groups in the second assessments. For example, how are other teachers responding to student needs?” and  I was not organised therefore “provided a poorly structured presentation of disconnected information, or the length did not meet the required criteria.”  

2.CISC 8104-Leadership in Digital & Collaborative Learning- The first assesment was interesting and I was surprised that I was able to show my confidence in the Google classroom initiative and analyze the leadership theories and provided plenty of honest, critical self-reflection about my newly appointed Principal. My sencond leadership assessment is yet to be marked since I was able to get a resubmit.

3.CISC 8101-Research and Community Informed Practice- I am still astonished that I completed my very first Literature review, which was probably the hardest academic writing I have had to do. I am aware of the gaps and the need for me to elaborate more on the objectives of this review and provide further critical evaluation of the  literature by comparing and contrasting them. I needed to provide a detailed discussion on the gaps in current literature. However the overall experience was critical for me as LIFE LONG LEARNER and I am proud of myself that I was able to complete it. I will need to mprove with more detailed explanation and critical evaluation on some aspects of the inquiry. In terms of planning and data collection, where I could have provided evidences of data collection such as constructed interview questions, and more detailed description on how different types of data will be analysed and combined to answer your inquiry questions. My analysis on the findings was valid, but the potential impacts needed to be evaluated critically with more depth or breadth of Blended learning. As a result of internal school commitments Polyfest and external commitments Pasifika where by I was the MC for the Tongan stage, Church, family commitments and my former Highschools Centenary Celebrations all in one month.  I was unable to complete the online participation. Which would result in my hesitatnt to fully participate in the next assesment.

4.CISC 8100- Applied Practice in Context- The aim for this assessment is “To critically examine and contextualise practice and develop a critical understanding of how indigenous knowledge and cultural responsiveness, society, ethics, environment and law inform practice.” My inability to commit and complete a blog each week, agaim resulted in my lack of time management and particpating with the online paritcipation and really taking the leap tasks.

Criteria 5: Show leadership that contributes to effective teaching and learning. Professional knowledge in practice

My current role as Assisstant HOD I have encouraged Google classroom into the department. However I am yet to observe whether it is fully implemented.  From Y9 until Y13 students have been able to fully engaged at their oiwn pace since. This is a result of  my ability to set up an engaging and a series of different level activities on google classroom tasks. This year I will need to gauge and share with the department  some of the great learning I have experience in the MIND LAB course. I am a collaborator and I have been actively involved in omy schools PD Committees such as the e-Learning, Adaptive  teaching. I am now looking forward to pursue a Leadership course next term with UoA. The benefits of Google Classroom has lifted my teaching and relationship with my students and explicitly showing how to be a LIFELONG LEARNER. and making mistakes is OK.  I have to realise that I have potential Leadership skills and I need to share my explicit understanding about the Teaching as Inquiry process with my fellow colleagues.

Therefore I write this reflection  with some  relief  that I have been able to some extent tcomplete this course. I have read  all the  FB page Auckland Central InTake 2016 MindLabCentral16 and I am grateful for the 19 members who have been verysupportive. I have enjoyed learning how to create a Blog page and insert pictures which I have thoroughly enjoyed. But was not entirely confident to use google + community page. Something I aim to utilise in the near future. My next dream regarding my future professional development is to dedicate time for further Post grad studies and .

I am grateful for my family and thankful to my colleagues for their support, many times I really was comtemplating if I should withdraw.  I take my hat off to everyone who has completed this course, it is so worth it.

So take a leap of faith in your Professional Personal practice.


Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California:Cornwin Press, Inc. Retrieved on 7th May, 2015 from

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from


Crossing Boundaries and Creating Connections Week 31 Activity 7

After mapping my interdsciplinary connections, there is “so much integtration in this world” (Ross Institute. (2015)  as well as  a significant potential for e-learning to facilitate interdisciplinary learning , the primary focus is though that the connections ” promotes success for all students” (Mathison,S.. & Freeman, M., 1997)

With regards to my school connection , I have observed that Senior Leaders Team (SLT) have been instrumental and shown a more transformational in their approach and have been all open to feedback. The Departments, in all levels of form teachers and each cohort, Deans and and other departments have been a bit more cohesive in the Professional Development provided. Common goals (student achievement), and physical space fit well with ACRLog’s model (2015). There will always value in face to face connections  but when SLT deliberatively,  make connections through various e-learning forums it does have a more added value providing more feedback have provided more insight for the whole staff about staff expectations.


IC Map

The above coogle map link  shows the interdisciplanary professional contacts with whom I engaged with at various degrees, some more than others depending on the purpose.  Because  I regularly engage in social media,  I have noticed there has been a positive spill over effect with my professional and/or social levels of connection . Because there has been a more focus for many departments with literacy across the curriculum with a focus of reading or writing. It has been important to build on the connections with the English department and other departments such as Science which complement Geography standards.  Therefore students in my Level 1 Geography and Science are able to gain credits in both subjects.

For each department the goal has been giving the opportunity for students to gain credits in at least one standard by the end of term 1 and to  idenitfy ‘at risks’ students early in the year by allowing them to reflect in their learning. A newly developed Professional Development “Adaptive Teaching committee” has been intiatived  as a result in the hope  teachers will be equipped  in how to ” approach aimed at achieving a common instructional goal with learners whose individual differences” (S. N. Ikwumelu; Ogene A. Oyibe & E. C. Oketa, 2015) Therefore targeted students on both scales are encouraged to strive for excellence and achieve all their minimal internal assessment credits of 14.

Potential Challenges:

  • Departments are yet to explicitly work collaboratively within their department and others
  • Explicitly showing teaching and e-Learning is dilberatively implemented in to the curriculars
  • Getting all students to meet utilise e-elearn forum in a safe and productive manner

Potential Benefits:

  • Authentic learning experience for students, aligned and engaged teachers Professional Development
  • Provide engaging and meangingful lessons which students take ownership of their learning
  • Making genuine connections  locally, nationally and globally to improve teaching and learning

Ultimately, I’m hopeful that through meaningful connections on a professional leve will add value to teaching and withing the learning in the classroom. Students will be make connections outside the class and their classroom extends to the community environments which provides authenctic learning experiences such as Mangere Education Centre.  The Ross institutes ‘spiral curriculum’ takes this idea even further and while this is an impressive and inspiring video to watch, and the potential issues of equipping  teachers are given the opportunity to upskill with the technology and variopus elearning forums. Factors that need to be considered is students meet the criteria for all assessments. However, the use of Google classroom supportes differentiated learning and be able to cater for each student needs.


ACRLog. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from

American Association of Colleges of Nursing.(2016). Interdisciplinary Education and Practice. Retrieved from

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from

Ross Institute. (2015, July 5). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. . Retrieved from

ThomasMcDonaghGroup. (2011, May 13). Interdisciplinarity and Innovation Education. . Retrieved from

Professional on-line Social Networks Week 30-Activity 6


“Social networks might be described as a phenomenon of the modern age. There is a plethora of online spaces that aim to make facetoface socialconnections visible. The meteoric rise of leviathans such as Facebook,Twitter and LinkedIn stand on the shoulders of predecessors such asFriendster, MySpace,, LiveJournal and &Ellison, 2007) in (Melhuish 2013).

Eventhough, I am frequent social media user in my personal life, I am yet to truly engage in using social online networks in my teaching and professional development. I have Facebook & Instgram account which I use alot but I have yet to interact online even on our Auckland Central MindLabCentral16  FB page which has a good hearty 19 memebership. I have read the wonderful blogs and just pressed LIKED but yet to interact and provide feedback. I have a twitter and pintrest account and have tagged inspirational educational posters and shared in my classroom but have not actually interacted with the potential Professional on-line Social Networks, I am sure will provide great feedback for my teaching.

Since my school prefernce is still OFFICE Outlook and yet to fully engaged with the opportunities of Professional on-line Social Networks .  I have been actively engaged in implementing  all my classes from Junior  to Senior level to Office apps first, but prefer google apps which I feel is much more interactive such as GOOGLE Forms allows me to gauge with student instant feedback about  the students learning but also how I teach, which has been very valuable.




The benefit of adding a social media component to my practice, especially google classroom is that it does allow my to have differentiated learning actively happening. Students work at their own pace and are able to share, comment although I have observed student comments continue to still be more social and off task.  I  do feel more comfortable in using google classroom as I am familiar with it and students are too, since many come from feeder schools who are totally emersed in online social networks. And it has not taken too much to set up and get the students engaged.  There is a great deal of opportunity for my colleagues and department if we were to be fully engaged such as the google forms sent to us by my Senior Leaders Team (SLT) to gauge with our understanding and provide feedback in their leadership too.  Provides the sense of connectiveness within the staff. The support from my Professional on-line Social Networks in particular the fellow colleagues from the Auckland Central 2016 Intake FB page, google + comunity has been supportive and having another colleague from school do the course together has been invaluable.

google-classroom-a-differentiation-strategy-7The potential challenges would be going over protocol of writing on the google classroom page and understanding the purpose of the forum. It is also an opportunity to remind of safe pratice of using Social Media and for the School values of “Respect and Responsibility” is constantly reinforced.  Using social online networks in teaching and professional development continues to be brutally honest has been an uncomfortable process for me and perhaps my achillies heel and the major reason for my procrastination in providing online interaction with this course.  Although “robust finding from studies of human psychology applied to education is the value of feedback to learning…It is most successful when the feedback helps a learner to improve, by finding out how to correcta misunderstanding, or to build new knowledge in reaching a goal” Source: Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016).  Just writing these blogs and pressing PUBLISH has been a nerve racking experience for me because of my own insecruities, which probably is the same for my of my own students when sending through work online.

Social media is a supportive learning tool to lift engagement and provide a platform for professional development.  “A profession that seeks to keep talking and growing in a collaborative way forthe sake of its members and for its students must surely have an encouraging future ahead.”(Melhuish 2013).



Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from…

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from


Indigenous knowledge and cultural responsiveness WEEK 28

Indigenous knowledge and cultural responsiveness
Upon reflecting on indigenous knowledge and cultural responsiveness, if one just demsonstrates RESPECT and RESPONSIBILITY to each student in the classroom. As a teacher you are responsive to the childs culture and immediately the connection of respect will naturally be recpricol. Thus a safe space has been created.  (Bishop, 2012) once the rekationship has been fostered the teacher has demonstrated cultural responsiveness.Gay (2002) defines culturally responsive pedagogy as reflecting “knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction”Teaching as Inquiry encourages to get to know the students “Focusing Inquiry” (NZC, 20017 p35) clearly stages that their are many ways to get to know the leaner. I have develoepd an adapted Toku pepeha to help me connect with all students and know where they come from. By understanding  our students background and what environment and know some of the issues they are coping with.

This year I have developed at the start of each class a SAFE SPACE talanoa which encourages students to share theie name and by frequently having this in week 1 and 2 of Term 1 this has enabled me to know each students name. I have also encouraged students to develop daily and weekly goals. At the end the lesson and week. The students and I revisit these goals. Again, in doing this we are encourauing students to set goals and provide feedback and feedfoward.

Providing and demonstrating  “Excellent education to the students of Mangere” is our Vision that teachers need to provide and explicitly share with our students. By having our Safe Space the student and I are also able to discuss a schools expectations and shcool values which is a summed up in 2 simple words. “Respect and Responsibility” We are also able to discuss Positive Behaviour for Learning and what it looks like.

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By stressing on the positives it enables students to think “OK what are some of the skills and values, I can add to this exisiting structure”  Specific megaskills that contribute to cultural intelligence.Bucher (2008)  points out:

  1. The first of these talks about understanding ones own cultural identity, and
  2. how we relate in terms of our way of life.
  3. allow students to live according to their own customs and have a very accepting environment.

The ability of the school to conenct with it’s students, parents and wider community will see a much more worakable relationship within the classroom and outside. Againstressing that it is the RELATIONSHIP CENTRED LEARNING (Bisho, 2012) environment that will illustrate that Indigenous knowledge and cultural responsiveness is being implemented in my school.


Bucher, R. (2008). Building Cultural Intelligence (CQ): Nine Megaskills. Upper Saddle River, NJ: Pearson Education Inc.

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Current issues in my Professional Context WEEK 26


Current issues in my Professional context


Manchester College(Pseudonym)  is a coeducational secondary school located in the Gate way to Auckland in the suburb of Mangere. The school provides good quality education for Year 9 to 13 students. Conviently located it is skip and hop from a variety of natural and unquie cultural places for the students to explore local  environment which provides a picture perfect extension to the students outdoor classroom experience.

  1. 5mins North West by car or a 15min walk from the school is  Mangere Mountain where you can explore the remains of former Māori settlements. Of lately the Mangere (Te Pane O Mataoho)  Mountain Education Centre has been working collaboratively with Manchester College(Pseudonym) Junior Social studies and Geograophy department to add value explore Mangere Mountain in the Pre European times as well as take the unqie geological hikoi.We respect our students backgrounds and allow them to engage in culturally relevant activities. Hongboontri and Keawkhong (2014) suggest that the school culture impacts on teachers’ beliefs and schools practices, but this relationship is also reciprocal
  2. f590998b-b5f2-48f3-82c3-7ca6e30f877d
  3. 10-15mins South West away you can do a Walk through history and experience some of the area’s significant historical sites, Ihumatao village and including the Otuataua Stonefields. The stonefields are home to archaeological remains of Māori and European stone structures dating back over 800 years.
  4. 10mins away West Meet the farm animals visit the working farm at Ambury Regional Park and get up close to the animals. The kids will love seeing the goats, cows, rabbits and peacocks and you can even feed the pet lambs in spring.
  5. 5min drive away you can Discover the culture Mangere is a culturally diverse region, explore the Mangere Arts Centre- Ngā Tohu o Uenuku, which was designed to enhance the culture of the vibrant Mangere community.
  6. mangereartscentre


The school roll of over 700 students reflects its ethnically diverse community. Over 80 percent of the students are of Pacific heritage the main ones are Samoan, Tongan, Cook Island & Niue and 15 percent are Māori. Te Reo Māori, Gagana Samoa, Lea Faka-Tonga and Te Reo Māori Kuki Airani are taught as language options. This year Mandarin, Chinese has been introduced as a language option as a result making valid connections with the feeder schools that provide potential students at Y9. The rest of the Asian and other are made up of  Refugees and other minority cultures. the school has  vibrant, multicultural whanau(family) culture that sets the tone of a positive and welcoming climate of the school.


About the School


Mangere, Auckland

Ministry of Education profile number


School type

Secondary (Years 9 to 15)

School roll


Gender composition

Girls       52%
Boys      48%

Ethnic composition

Cook Island Māori
other Pacific


School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school,” says Dr. Kent D. Peterson, a professor in the Department of Educational Administration at the University of Wisconsin-Madison.Your can not look far but within the school it self some of  deficiet theory connected to the school and negative sterotypes. Yes,the families come  low socioeconomic bracket however current student  Paul Lesoa (2016)  shares in the NZStuff, NZ Herald, Manukau Courier that  Manchester College (pesudonym)  ” is a place where we focus on the good that happens, where we acknowledge everyone’s efforts and create a positive atmosphere all around.  We residents know that this is a good place where good things happen but they rarely gain as much attention as negative things do”


Manchester College was the first school to initiate ITS NOT OK family Violence campaign in tthe country in 2014 “Our schools are full of aspiring young students working to make a change for the better. The people of South Auckland are hardworking, just as hardworking as other people around New Zealand. ”  (Paul Lesoa ,2016)

The school Culture (Elizabeth Warner, 2015) is based on whanau (family) and inclusive spirit. Postive Behaviour for learning is encouraged and imlemented into the lessons as well as MC Values of respect and responsibility is major focus.  School Climate (Elizabeth Warner, 2015) is determined by the students. This schools culture is about the relationship between the members of the school encompassing leadership rather than management, staff, students and the wider community are included in their Polyfest during term 1. It includes the organizational structure, physical environment, management of the school and the learning nature.(Stoll, 1998)  There are several factors that shape the school culture such as the strong Manchester College(Pseudonym)   40+ year history, socioeconomic background of the students, national education policies and societal changes. (Stoll, 1998) This is a school that strrives to “Seek the heights”.


Kraft, M.A. & Papay, J.P. (2014). Do supportive professional environments promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476-500. Retrieved from…

Lesoa, Paul., Mangere College student: South Auckland is not what it seems retrived from

OECD. (2015).Education at a Glance 2015: OECD Indicators. OECD Publishing, Paris.DOI: Retrieved from…

Stoll. (1998). School Culture. School Improvement Network’s Bulletin 9. Institute of Education, University of London. Retrieved from

Wilson, Mark., TEdEd.(2013, Jun 21). Building a culture of success- Retrieved from

Law & Ethics Influence on Professional Practice Week 29

Law & Ethics Influence on Professional Practice

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Yes I am a self confessed and slightly boarder line of being an obsecessed Social Media user, it is esential that I am always considering the ethical risks when engaging in th evarious Social media that I actively pariticipate because I am a teacher and their are guidlines for specified in theEducational Council for the use of Social media webpage. Social media has become another form of instant communication  not only fo friends, family but also with professional use. So it is importamnt to keep private and professional pheres as seperate as possible.


The  Code of Ethics for Certified Teachers by the education council stipulates that professional interactions of teachers are governed by four fundamental principles:

  • Autonomy to treat people with rights that are to be honoured and defended
  • Justice to share power and prevent the abuse of power
  • Responsible care to do good and minimise harm to others
  • Truth to be honest with others and self.

I am comstantly made aware of taking care to monitor all posts and that onece you make that post, it is very hard to retrieve. As a teacher it my responsibility that students safety in that forum due to the increase of cyber bullying and inappropriate comments should not e made. Ths the improtance to seek parental permission and support.

I am a great supporter of google classroom and this year I plan to invite students parents into our google class. The primary reason is to work collaboratively with parents and students to uphold our school values of RESPECT & RESPONSIBILITY.

Yes I am a  frequent Facebook, Instgram and gmail user,  and enjoy documenting my daily activities by using photos thats I have carefully seletced and captioned. aI am aware that I have exposed my self  both professionaly to the public domain. However, if my posts are able to support tghe various Community of Practice I belong to than I am more than happy to be the avid Social media buff.

Acknowledging the sources when sharing information has been created by others, it is important to highlight the  ethical issues as raised by Cinelearning (2016) in their video about teachers posting on social media. It maybe something schools can have on their enrolment forms and whether they are fine to have their students photo’s taken or filmed in the best interests of the student and school.

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As one of my Teaching as Inquiry goals has been to how to collect evidence of student learning,  which has led me to an ethical issue,  whether to post this on Instagram or  Facebook.  I personally feel it is capturing positive learning than it is fine. Although I am aware that I have put myself at risk of students under 16 years old have not got permission for the images to used for Media use.

Some questions that (Hall, 001) help guide my ethical decision making.

  • Which stakeholder should be given priority? Why?
  • What restrictions are there to your actions?
  • Which courses of action are possible?
  • How should the course of action be implemented

Therefore If I encounter an ethical delima or some sought of risk it is important I share and consult with my department and Senior Leadership team. At the moment my school has decoded to have a FACEBOOK page which promotes and shares with current and pass students as well as the wider community the various activities and positive activities the student at my school are participating. Again, it is important that we always seek advise on my schools Social Media usage policy and remember that anything posted is posted permanatly. It is also doscoverable.  Social Meia was never designed for venting about your bad week at work. Perhaps leave those work stories for the Friday Social Club after school.


Cinelearning. (2016, August 17). Teacher Ethics Video – Social Media Dilemma. [Video file]. Retrieved from

Education Council Code of Ethics for Certficated Teachers  retrieved at 12 March 2017

Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from





I’ve always inspired by the Maori indigenous stories of the 3 Basket (kite) of Knoweldge and how  innovative and youthful Tane who “decided to climb up to the heavens to seek the baskets of knowledge for mankind, … Tāne, with the aid of the winds, was able to proceed until he reached the summit of all the heavens.Here, at Toi-ō-ngā-rangi, he was welcomed by Io and received the three baskets of knowledge and the two sacred stones.
The baskets, or kete were –

  1. The kete-aronui which held all the knowledge that could help mankind
  2. The kete-tuauri which held the knowledge of ritual, memory and prayer
  3. and the kete-tuatea which contained knowledge of evil or makutu, which was harmful to mankind.

The stones, or whatukura held the power of knowledge and added mana to the teaching of knowledge.”

For the last 10 years I have actively enjoyed sharing  and filling my 3 Kite of Knoweldge within the school I teach at. Located  in South Auckland-Mangere the Gateway to Auckland and home to our International and domestic Airport. Making it one of the transient cities in New Zealand but also reflects how a number of our students are at risk of not achieiving their NCEA Levels. May of the students have experience so much movement it has taken a toll in their learning developmnt.   Majoirty of the students come from families who are migrants or 1st or 2nd generation settlled in New Zealand during the 70, 80’s, 90’s and we continue to welcome more migrants from around the world, housing has been a major barrier in these students learning.  Despite the awesome work of the staff and  an improvement in our students  NCEA data over the last few years, the school achievements is still below the National average pass rate at Level 1, 2 and 3  . Therefore majority of our students at my school could be deemed priority learners. (Education Review Office.,2012)

So how do can Indigenous Knowledge and Cultural Responsiveness  be measured in my school?

The recent appointment of younger and outgoing  Senior Leadership which included the Principal and two new Deputy Principals have joined the school a crucial climate in the school.The resurgent of fresh leaership has provided  fresh apporach to set and enourage students to achieve in their learning that need to be meet targets by the end of the term and at the the end of this year . which “85 percent of 18 year olds will have attained NCEA Level Two or equivalent qualifications “ (Key 2012). Despite the challenges there is alot of TAONGA amongst the staff who have brought alot of experience and wisdom withing teir 3 Kite of Knowledge. A good number are able to interact in the various mother language of the Maori and Pasifika students.  Again, with the new Principals charasmatic transformational leadership approach and engaging plus relevant Professional Development ( Bishop,2012)  that is effectove for teaches and  reinforces the sharing amongst staff of their basket of knoweldge  within the school and staff working more collaboratively is begining to be more evident during staff meetings and email messages are robust and explicit. Encouraging students  learning are being tracked more efficiently.


In the theme of the 3 Kite of Knoweldge the government through the Minsitry of Education has identified three ways that will have a big impact on improving priority learners achievement (ERO 2012). They are:

  1. Increase Teacher accountability for improving  students‟ learning
  2. Kamar system and collating student data is available to make appropriate decisions for and about students outcomes
  3. Effective Teaching means effetive learning for students

Ensuring the focus is “relationship centred learning” Bishop (2012) where teachers are agency and they create a leanring context where  by students are bringing in ther own experience and knowledge as well as their language and cultue.

It is the responsibility of the school to ensure that their curriculum is challenging, engaging and relevant. Bishop, Berryman, Tiakiwai & Richardson (2003), emphasise the importance of teachers rejecting the defcedit theory and being able to work collabortaively and cooperatively doing the following things daily and that is to respond to the childs culture (Bishop, 2012)

  1. Care for the Maori as Maori
  2. Care for the Maori performace and set high expectations
  3. Manage the classroom
  4. Provide interaction that encourages academic feedback & feedforward
  5. Use a range of startegies
  6. Use student evidece to know student outcomes(Bishop, 2012)


By setting class climate and culture which is responsive to Maori and Pasifika students culture  this will indicate to Maori students that I do mean serious business about their learning and I do care for them to learn effectively and take the strategies that will heklp them learn effectively.



Bishop, R. Source: Edtalks.(2012)  A culturally responsive pedagogy of relations. .Retrieved from

Bishop, R., Berryman, M., Tiakiwai, T., & Richardson, C. (2003). Te Kōtahitanga: The Experiences of Year 9  and 10 Māori Students in Mainstream Classrooms. Wellington: Ministry of Education, p.201.

Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from

ERO (2012) Improving Education Outcomes for Pacific Learners. Wellington: Education Review Office, p.2

Key, J. (2012) The Prime Minister’s Results for New Zealanders.p.3. Retrieved from’s_results_for_New_Zealanders.pdf (15 March 2012)

Winterburn, Linely, (2016) Basket of Knowledge, retrieved at 7/3/2017