Building relationships with whānau, hapū, and iwi

Leaders who build enduring, reciprocal relationships with mana whenua understand the importance of Māori kids knowing who they are and where they're from.

Working effectively with iwi and hapū

Melanie Taite-Pitama talks about how schools can build and strengthen a relationship with local marae or hapū to ensure their tamariki and whānau have connection to papakainga and whakapapa.

This video is published on Edtalks

Melanie Taite-Pitama is a student achievement function practitioner at the Ministry of Education.

New Zealand articles and resources

Effective bicultural leadership: A way to restore harmony at school and avoid suspension

by Mere Berryman and Sonja Bateman

This article describes a incident in which three Māori boys in years 7 and 8 were found experimenting with marijuana during the school day and on the school grounds. It is a short case study with a theoretical analysis.

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New Zealand school stories

Taihape Area School: engaging their community

School leaders, teachers, students, parents, whānau and iwi at Taihape Area School worked in partnership on an extensive programme of change from 2006 to the present.

Trusteeship: a special opportunity for whānau

by Ngā Haeata Mātauranga The Annual Report on Māori Education 2006/07

In this case study, long-serving school trustee and New Zealand School Trustees Association president Lorraine Kerr talks about the important contribution whānau can make to school boards, noting that boards need an ability to analyse, understand, and tackle complex problems in commonsense ways.

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Supporting rangatahi with common-sense solutions

by Ngā Haeata Mātauranga The Annual Report on Māori Education 2007/08

In this case study, Newlands College deputy principal John Murdoch reflects on his school’s experience in setting up a whānau advisory group. The group began in response to data showing the college’s year 9 Māori students were struggling.

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