Dee's Professional Learning Blog

In New Zealand, schools have a unique way of governing and assessing students, focusing on local needs. Since 1989, schools have been run by Boards of Trustees chosen by parents, which allows decisions to be made based on what's best for the community. A key feature is the National Certificate of Educational Achievement (NCEA), used in secondary schools. It provides detailed data on student progress, helping schools see how they're doing and where they can improve. Primary and intermediate schools have more flexibility in assessments, choosing from a range of options or creating their own, as long as they meet national guidelines. This flexibility lets schools assess students in ways that fit their needs best. Quality assurance is overseen by the Education Review Office (ERO), which reviews schools' performance regularly. This helps schools reflect on their practices and make better decisions about teaching and learning. One challenge is using data to improve teaching pract...

As a teacher of Māori students, my role involves creating a culturally responsive learning environment. The key aspects include rejecting deficit thinking, building positive whānau-type relationships, engaging with parents and iwi, empowering students through transformed power relations, and employing discursive and co-constructive pedagogies.  Additionally, As teachers, we play a crucial role in effective classroom management, setting high expectations collaboratively, integrating Māori culture into education, staying informed through continuous professional development, and advocating for the needs of Māori students within the school system. I believe that these efforts contribute to a positive, inclusive, and empowering educational experience for Māori students, fostering their academic achievement and overall well-being. Reading:  Seven principles to effectively support Māori students as Māori

When considering the insights from the reading "Māori pedagogies: A view from the literature" by Hemara (2000), we can discern significant changes in how Māori children are taught today compared to historical practices. In this reading, we gain a deeper understanding from Maori whakapapa about the essential education of spiritual and cultural beliefs/ways before and during the nineteenth century for Maori tamariki. Tamariki were highly valued members within the iwi, seen as the future of their whakapapa.  We are given an insight from the narrator on how the tamariki were prepared for their roles within their iwi from the time of conception and throughout childhood. Maori Tamariki were nurtured with endearment and gentleness while encouraged to defend themselves and the mana of their iwi.  It was essential that the tamariki were positively encouraged to learn the ways of the iwi, assimilating skills through play, imitation, exploration, and involvement that would prepare them...

The Achievement Challenge that my inquiry specifically links to for 2024 is the Raising of  Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading  My goal is to integrate the Aotearoa NZ histories into my teaching practice.  Incorporating these histories into learning inquiries is crucial for promoting cultural understanding, recognising indigenous perspectives, fostering social cohesion, and enhancing education. It also aids in developing critical thinking skills, a sense of citizenship, and a global perspective, while preserving cultural heritage. I chose this inquiry focus for several reasons.  Firstly, my deep passion for New Zealand history was fueled by my participation in an enlightening, thought-provoking, and sometimes uncomfortable  ANZHT conference at the end of term 3.  Secondly, upon reviewing the previous positio...