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Module 3: Culturally Responsive Leadership

Due: 28th March

“Nau te rourou, naku te rourou, ka ora te manuhiri.”

With your food basket and my food basket, the people will thrive.

 

For students to succeed, schools need to develop culturally responsive pedagogy which includes:  providing learning contexts that celebrate who students are, helping them grow their cultural identity and encouraging an acceptance of this with their teachers and peers.

One of our mentors, Ally Gibbons, was Principal of Rotorua Girls’ High School when they were awarded the Prime Minister’s Excellence in Education award. When speaking of her time there, she says the following:

“Our WHY was that our students deserve to be at a school with expert teachers and leaders who had high expectations and hauora (well being) was at the centre of all that happens in the school. Our students need leaders and teachers who advocate for them and challenge deficit thinking; who work collaboratively with learners, other staff and the community; who use evidence to inform their practice and are constantly reviewing processes and structures in the school. All these actions allow the school to be responsive which enables the development of strategies to address the need for social justice and equity for our learners. Our vision was to transform school culture to lift Māori engagement, achievement and outcomes at the school, using a distributed leadership model where the principal shares authority and power; teachers take leading roles, assume responsibility, and act independently as individuals or groups within a bicultural environment.

We know that we have to be responsive to the changing needs and requirements of our modern learners. We often have to be prepared to disrupt the status quo to allow for a more equitable and innovative school. This means it is sometimes uncomfortable, but if we can support each other and collaborate through this change then the benefits to the outcomes for Māori (and all) will be accelerated – as is evident in our achievement data and student well-being voice. In fact, student voice is critical in this conversation. If we don’t disrupt the status quo nothing will ever change, as has been the experience of indigenous people the world over.”

 

Akoranga – Creating a culture of learning

Providing professional learning and development for staff is an important aspect of influencing cultural responsiveness. To support staff to successfully develop culturally responsive practises, leaders need to know:

  • the complexity and stages of each staff member’s journey toward developing cultural responsiveness
  • the different cultural experiences and beliefs they hold (Williams, 2016 ).

Leaders have an important role in supporting staff to:

  • increase their understanding of their own culture and the influence it has on their teaching
  • gain some understanding of how Pākehā culture influences education and develop an appreciation of the effect this has on children from ethnic minority groups
  • increase their knowledge of the cultural background of the learners they teach and use this information to provide effective learning for these groups of children (Patara, 2012 ).

 

Case Study: Pegasus Bay School

At Pegasus Bay School, teachers teach and use te reo Maori daily so students hear and see it as a natural part of their school culture. Teachers are aware of the importance of using te reo Maori regularly and pronouncing it correctly. Students and teachers are learning together. Tamariki are encouraged to bring in things which are meaningful to them. They gathered things such as toi toi and harakeke from their local environment which are used as classroom resources.

Follow this link to learn more: https://elearning.tki.org.nz/Leadership/Culturally-responsive-leadership#js-tabcontainer-1-tab-3

 

Unconscious Bias

In leadership and teaching positions we need to be aware of unconscious biases and how these might affect the way in which we operate in a school setting; towards children, colleagues and whanaū. An unconscious bias is more difficult to overcome and can be defined as such:

“Refers to a bias that we are unaware of and which happens outside of our control. It is a bias that happens automatically and is triggered by our brain making quick judgements and assessments of people and situations, influenced by our background, cultural environment and personal experiences.” – Equality Challenge Unit UK: Unconscious Bias in Higher Education Review 2013.

 

An example of unconscious bias may be to assume a child or staff member of a particular ethnicity may have a better/worse work ethic. Often, a dominant group in society will have a bias or prejudice against more subordinate groups and we tend to prefer people from the group to which we belong. Whether we are aware of it or not, these biases can strongly affect our decision making.

Please see the optional resources section of this module for more in depth readings on this topic.

 

 

Provocation:

Have a wander around the school and consider the physical environment, the learners and the learning they are engaged in, what is on the classroom walls, the language of the teachers, and so on. What do you see and hear?

Have a think about who this reflects. For instance, does your classroom reflect the teacher or the learners in it?

So then, what could you do differently? What could you learn from other teams/classes? What are you doing well and could share with other teams or fellow delegates on this program?

Share your ‘noticings’ and reflections on the forum, in the format of a video. You can choose how to present this. Some ideas –

  • take us for a tour of your school and talk us through what you noticed
  • create a video montage of photos from your school and pair this with a voiceover detailing your reflections
  • add in some student voice and your subsequent reflections.
  • just film yourself talking

It’s up to you and your imagination! Please don’t feel nervous! Feedback from past delegates has been that, though people have been concerned with this task, they have enjoyed the challenge and this way of connecting with fellow delegates.

NB: These videos are just to be viewed by delegates enrolled in this course – respect the privacy of any learners portrayed in videos and the vulnerability of delegates’ sharing both the positives and ‘work-ons’. As with all reflections and sharing on this forum, please share only what you are comfortable with fellow delegates knowing.

 

 

Optional Resources: Explore the ones most relevant to you.

Working effectively with iwi and hapū, Melanie Taite-Pitama: https://vimeo.com/242861287

Puketeraki Kāhui Ako: Culturally responsive practice: https://www.youtube.com/watch?v=DQusPg98GcQ

Website with many useful resources and links: https://elearning.tki.org.nz/Leadership/Culturally-responsive-leadership#js-tabcontainer-1-tab-5

Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES): https://www.educationcounts.govt.nz/publications/series/2515/5959

“The real conspiracy is that education is for the rich” L. O’Connell Rapira – https://thespinoff.co.nz/politics/24-08-2020/the-real-conspiracy-is-that-education-is-for-the-rich

“They didn’t care about normal kids like me”: Restructuring a school to fit the kids” A. Milne – https://mro.massey.ac.nz/handle/10179/6234

“Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools” A. Milne – https://researchcommons.waikato.ac.nz/handle/10289/7868

 

80 Responses

  1. https://docs.google.com/presentation/d/1Ui1DvzYctNnIVN5A6SAOCqQxWxzob-2mNbHn10q9U_A/edit#slide=id.g273ac77f434_0_98

    Link to a snapshot of our awesome kura and a few of the amazing opportunities offered to our tamariki. It is hard to capture those amazing moments while organising or participating in them. Our kura is inclusive and provides various opportunities both in and out of the classroom. As a student, Years 7 & 8 were my favourite years of schooling. Having the chance now to see it live in action from an adult perspective, I’m in awe of our akōnga.

    1. That’s a great presentation Wiki and offers a lovely insight into your school. The values are both explicit and implicit as they underpin all the relationships you have with each other and with your charges. You must feel very comfortable in this environment.

    1. There is so much that I need to work on for my classroom – more inclusiveness with work and updated work from students. The work stuck on there were from last year, but we are re-organising things in the classroom when students have finished assessments and can be put up with their permission.

        1. What an interesting classroom Erica. I was waiting for you to talk about that proud Samoan flag as well which must resonate with a lot of your students. Of course your school is also integrating that Catholic culture as well.

    1. Yahoo the link works. Great job Claire. I particulaly enjoyed the student voice in the last slide. The student from Rarotonga had some creative culturally responsive ideas. I also appreciated your reflections on what’s going well and future goals and aspirations.

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    1. Thank you for sharing your presentation Annette. You brought out the special character of your school nicely as well as highlighting the ways in which you and the school as a whole are moving towards a greater level of cultural responsiveness.Lovely to finish with the ‘sleeping giant’. FYI Your school is state integrated not independent.

  6. Bronwyn and Rowie’s cultural responsiveness hikoi at Bohally Intermediate.

    At Bohally Intermediate we value the many different cultures, languages, and identities that make up our school community. We acknowledge the opportunity diversity creates for us to explore and develop key areas of The New Zealand Curriculum. In particular; to embed the Values of diversity, equity, community and participation, integrity and respect in all that we do; to use the Principles to guide all decisions we make, being mindful especially of the areas of cultural diversity, inclusion, community engagement and future focus. We view all our learners as assets to the school community and strive to create a safe environment where learners can feel comfortable sharing their cultures. This provides opportunities for all students to appreciate different values and expectations.

    Here is a snap shot of images Bronwyn and I noticed while doing a hikoi around our kura.
    https://drive.google.com/file/d/1hXf-gTS-RFqwUP047JTmgakMY60u1Mb4/view?usp=sharing

    2. A picture says 1000 words and your slide did just that!
      I think it is so cool to see all of the ways your kura is embracing the cultural diversity within it through your different wall displays, Visual Art and students getting involved in a range of activities.

    1. What a great presentation Femke, I really enjoyed viewing it. Your school oozes cultural responsiveness. I particularly like your school values and how they are displayed and discussed in detail in every classroom and woven into all that you do.

  8. What a fabulous, energetic and vibrant school community Linda, and how lucky are you that you get to be a part of it as well as lead it. It took me back to my time teaching in Flaxmere and the very fond memories I have of the community I taught in. Well done Linda

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    1. Hi Lucy I really enjoyed your snapshot of Bohally Intermediate School in the beautiful Blenheim! Thank for sharing. Your school values are obviously well embedded, modelled and celebrated across your school. I love how your classes really set the tone and inclusiveness for the day with waiata, pepeha and karakia especially because it is student led and routines well established for its success. Enjoy the holiday break, regards Tania

    2. Thanks for sharing Lucy. It is so great to see how you are bringing culture into your kura and I love that you are having your daily waiata, karakia and pepeha being led by students. So great to see new leaders being grown within kura. I also enjoyed seeing what your kura was doing for the community and for students during break times. It is great to see so many being involved with initiatives that are both engaging and benefitting the community.

    4. Hi Lucy, what a great snapshot of your values and also the whanaungatanga you build within your kura. I love seeing morning karakia and waiata in action, that waiata is one of my favourites! I know how challenging it can be for intermediates, when you only have students for two years, to build relationships, but watching this I got such a sense of spirit and school culture with happy, connected learners and it was clear teachers had taken the time to get to know them. I especially liked the whānau walls, that is such a cool idea for building connections.

    1. Hi Kate! I love how your school celebrates your multicultural community by acknowledging the language weeks. It will make your ākonga feel accepted and a part of your community and also other students will have a greater awareness of how different communities do things. The learning maps also is a great tool to connect with whānau alongside all you other school events you plan to include in your community. Your students are very lucky!

    3. Wow Kate I absolutely love how your kura embraces every aspect of cultural responsiveness that you could possibly want!
      I especially love the whakapapa and whakanui walls you have – what a fantastic idea and so much more meaningful to all of the students. Your school embraces all cultures that are within it – I think this is so amazing and humbling.
      Our school has grandparents/special persons day too but I think mixing it up every 3 years is a great idea! A great play on the alliteration there too.

    1. Well done Tania on your presentation. I certainly have a greater appreciation for your kura, now that you have shared what your kura is all about. What a great moment to have the school’s first ever Pōwhiri and to have your whānau totally supportive. Your school has amazing role models to support you all in the journey of learning of Te Reo Māori. Thank you for sharing Tania.

    1. I found your presentation most interesting Aimee. You have explored character in the broadest possible sense and of course those of us who have taught or still teach in special character schools will recognise the special unifying ability of a shared set of values. It is fascinating how all of that is woven together with Maori, Pacifica and Filipino culture.

    2. Kia ora, Pratima. I commend you on your bravery to share…I’ve yet to put my reflections together and share them…it’s been inspirational to view others’ mahi and enjoy the different approaches to completing this task.

    3. Kia orana and Bula Vinaka my learning buddy Pratima. Well done for being brave enough to share your video, especially sitting before the camera and presenting. Being in Ngaruawahia is a blessing, especially being in the heart of the Māori Kīngitanga. It is obvious that they enjoy having Whaea Pratima as part of their community. Keep up the great mahi you do in your kura and hāpori. Ngā mihi.

    4. Kia ora Pratima, I thoroughly enjoyed listening to your video about your special kura. I can see very clearly that your students are your main focus with what your school values up hold. I am very keen to learn more about your sensory room that provides your students time to reflect and refocus. We are in the process of designing a sensory space at school to support our learners with self-regulation. You also mentioned that your fellow teachers are in rooms by 8:30 to greet their students to continue to build relationships. We too make time to greet our tamariki and start the day off with a smile or conversation. I take turns with our principal at the front gate to greet students and whanau, another awesome way to engage and build relationships. Thank you for sharing your school with us.
      Ngā mihi nui,
      Sheree

    1. Of course I found your work so interesting. The extent to which you use the student voice is commendable and is both affirming and indicative of further areas for development.
      Lovely to see those house names again especially Rangiuru and Karenga of course!

    2. Nga mihi nui mo te mahi.
      A particular thank you for your honesty with your student voice findings. I’m going to be brave and ask some students similar questions this coming lunchtime and see what they have to say.

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    3. Hi Olivia
      I really enjoyed watching your presentation, especially where you gathered student voice. I totally agree with your statement about learning from the girls’s feedback and that it can be confronting but very informative. What we think we may know about our students learning may not necessarily be what they are thinking. Well done.

  17. Kia ora koutou. I have produced a slide presentation for you to read and look through. I am new to Elstow-Waihou kura, as this is only my second year here. I looked more at how I see our school and how we are reflecting on the rural/farming culture of our tamariki. This year we are engaging working towards providing a more culturally inclusive school for all tamariki. We have a small proportion of students that identify as māori but we have a close relationship with our māori whānau. We have just had a small group of Filipino students join us so we are wanting to embrace their culture and celebrate this with them.
    https://docs.google.com/presentation/d/1yks9Ua-cQwF2javzaEK2aVmSC9ZaQs86kT7FP8y0z0A/edit?usp=sharing

    Ngā mihi,
    Sheree

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    4. Thanks Jackie for showcasing your school. It is clear that all staff and tamariki are aware of your school values and the importance of these in and out of the classroom. You definitely captured ‘Unity’ throughout your presentation. Teaching is a rewarding job and to get the affirmation of hugs from your tamariki speaks volumes. Well done Jackie.

      1. Thank you for being brave and posting your video first, Linda! This can be a module that makes people a little nervous! It is wonderful to get a little window into the diverse schools we have represented in our programmes. I particularly like the very end of your video as I think it highlights the vibrancy of your school’s culture, in the broadest sense of the word.

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      2. What a fabulous, energetic and vibrant school community Linda, and how lucky are you that you get to be a part of it as well as lead it. It took me back to my time teaching in Flaxmere and the very fond memories I have of the community I taught in. Well done Linda

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