Te Whanau Tahi-The way we do Family at Naenae College. Cultural Responsiveness and Restorative Practice

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1 Te Whanau Tahi-The way we do Family at Naenae College Cultural Responsiveness and Restorative Practice

2 Pepeha Ko Rimutaka te Maunga Ko Awakairangi te Awa Ko Te Whanau Tahi te Iwi Ko Te Whanau Tahi te Marae Ko Te Whanau Tahi te Hapu Ko Naenae te Kareti Kia Ihi Kia Maru

3 Naenae is the place to be video 9LM

4 Students Ethnicity 2015

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7 Painting the Naenae Picture Today Roll approx 750 students, Decile 3 school Dropped from 1300 in 1995, time of Academic Flight Constant downward tracking of demographic pattern in Hutt Valley (smaller cohorts each year) Statutory Management for Curriculum and Finance 120+ students high ESOL needs, migrant families Naenae College was a Decile 2 school 34% school Maori / 30% Pasifika Mongrel Mob, Black Power, Cripps, RSB, gangs all active within Naenae Community

8 Where would you start? What evidence would you need to move forward to implement change?

9 What we did Te Whanau Tahi class developed 2008 Te Kotahitanga Conference Te Whanau Tahi PD programme Hui - all Staff and Principal Te Whanau Tahi Inquiry / RP Begins He Kakano contract BOS 2014 / Ako PanukuKia Eke Panuku 2015

10 SCHOOL WIDE RESPONSE RP Heart Head Hands tools Restorative programmes and curriculum Big Picture Learning Relational foundation for school culture

11 RP journey alongside Te Whanau Tahi Pastoral Staff and Senior Management trained Part of Staff PLD cycle Continuing to embed through policy and language change MOE NZ reference group Teaching of Restorative chat to students 2014 Pilot RP contract - restorative chat and language of values 2014 Continuing to embed precise language

12 Te Whanau Tahi Values

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14 Te Whanau Tahi Value

15 Student voice Cultural responsiveness How important were the teachers in your learning? Teachers: when I don t get on with someone I don t do work I learnt things: mostly the teachers they were in control and actually teaching us. They broke it down better and I understood them and showed me different way not just one way they gave us a choice. I knew them and related to them and they cared about me Instructions for teachers: Do more hands on stuff let you work with friends 8 I just think the Maori success evening is good and the stats they show us push us further the teachers are understanding about who we are and our culture and why it s important Be strict don t let them feel too comfortable don t let them be disrespectful

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19 ERO report How effectively does the school promote educational success for Māori, as Māori? The school s strong commitment to increasing success for Māori students as Māori is highly evident in daily practices, routines and interactions. Māori language, values and tikanga are well embedded. Key practices include: identifying improved learning outcomes for Māori students as a strategic priority incorporating aspects of te reo me ngā tikanga Māori into the curriculum offering Māori performing arts as an option in Years 11 to 13 recognising and celebrating Māori achievement providing positive role models to encourage high aspirations giving prominence to Te Whānau Tahi as the basis for how people relate to each other integrating the marae and kawa into the life of the school supporting and valuing the successful kapa haka group building links with iwi promoting the holistic well being of students continuously engaging in reciprocal relationships with parents and whānau. Māori students develop a sense of belonging in a calm and inclusive environment where their wairua is highly respected.

20 Achievement Data

21 Exclusions from Exclusions for Naenae College

22 Where to next? More community liaison: with parents with linking primary schools and intermediates Keep embedding Restorative Practice along with working toward success for all students

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26 Culturally responsive and relational pedagogy Where power is shared between self-determining individuals within nondominating relations of interdependence Where culture counts Where learning is interactive, dialogic and spirals Where participants are connected to one another Where there is a common vision for what constitutes excellence in educational outcomes

27 ETP - effective teaching profile Agentic position and effective teaching profile - what does this look like? o Manaakitanga-Maori students as culturally located individuals. We need to know what it is to them to be Maori in this area. o Mana Motuhake-demonstrate high expectations o Nga whakapiringatanga-secure well managed learning environments o Wanaanga-engage effective teaching interactions, recognise prior knowledge and find relevance o Ako-teacher as learner and learner as teacher (use a range of strategies) o Kotahitanga-promote, monitor/reflect on learning outcome that lead to improvements in achievement o We need to be culturally appropriate and culturally responsive o It is teaching practise that is the key not the teacher themselves o Ask ourselves What can I learn to add/enhance me as an educator?