Module 8: Whānau Whanake (Building Stakeholder Relationships): This module explores building positive and collaborative partnerships and networks with parents, teachers, students, and community members to support school improvement.
Due: 11th August
Nau te rourou, naku te rourou, ka ora te manuhiri.
With your food basket and my food basket, the people will thrive.
Module Objectives:
- Understand the importance of strong stakeholder relationships in school improvement.
- Identify your key bicultural stakeholders in the community.
- Develop and implement strategies for effective communication and engagement with stakeholders.
- Build trust and foster collaborative partnerships with parents and whānau.
- Utilise community resources to enhance student learning and well-being.
- Develop and implement a stakeholder engagement plan for the school.
The NZ Education Code of Practice 2021 describes stakeholders as “learners, staff, whānau, local communities, employers, iwi, and others who share a meaningful interest in the wellbeing and safety of learners enrolled with the provider.”(p.10) A key principle for forming stake-holder relationships is mahi tahi and kotahitanga: collective benefits and shared aspirations. This module dives into developing culturally responsive practices and engaging with whanau, hapu and iwi. However, the principles explored can be applied to many stakeholder groups.
We are aware that there is a continuum of experiences and expertise among our delegates so please explore the area(s) most relevant to you below.
Defining Culturally Responsive Leadership
Culturally responsive leadership refers to a leadership approach that recognises, respects, and integrates the diverse cultural backgrounds and identities of students, staff, and the community within the educational environment. This approach prioritises inclusivity, equity, and culturally sensitive practices.
Key Components of Culturally Responsive Leadership:
- Cultural Competence: Culturally responsive leaders demonstrate cultural competence by developing a deep understanding of their own cultural biases and beliefs. They actively seek to learn about the cultures represented in their school community.
- Inclusive Leadership: Inclusive leaders foster an environment where all students and staff feel valued and included, regardless of their cultural background. They promote an atmosphere of respect and acceptance.
- Cultural Awareness: Culturally responsive leaders are attuned to the cultural needs and preferences of their students and staff. They adapt their leadership style to accommodate these differences, making the educational experience more relevant and engaging.
Culture Matters!
Culture significantly shapes our thinking, perception, actions, and communication. Learning is intricately linked to culture, meaning that even when the classroom’s teaching methods, resources, curriculum, and relationships remain the same, students’ experiences may differ due to their cultural perspectives and prior knowledge. Problems arise when educators are unaware of the diverse knowledge and experiences diverse students bring to learning. Even if a teacher shares the same culture as their students, understanding their backgrounds isn’t guaranteed as cultural understandings and behaviours vary within cultural groups, and teachers may miss cultural cues. It’s vital not to ignore these differences or treat all students uniformly, but instead, move from cultural blindness to cultural responsiveness.
Bias, Unconscious Bias and Racism:
Biases in educational leadership can manifest in various ways, often stemming from deep-seated societal prejudices. These biases may result in unequal opportunities, resource allocation, and disciplinary practices for students of different backgrounds. Educational leaders, whether consciously or unconsciously, may favour certain groups while unintentionally disadvantaging others. These biases can hinder the creation of inclusive, equitable learning environments, perpetuating disparities in academic achievement and student well-being. Addressing biases in educational leadership is crucial for fostering fairness and ensuring that every student has an equal opportunity to succeed academically and personally. It requires self-awareness, ongoing education, and a commitment to dismantling discriminatory practices to create a more just and equitable educational system.
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.
In New Zealand schools students can also experience outright racism, as explored in this article on Mana College – https://www.nzherald.co.nz/kahu/racism-in-schools-calls-for-cultural-competency-in-the-classroom/JNSGWAYUUQI5RH65F3535A7YII/
Our Responsibility as School Leaders in Aotearoa:
School leaders clearly have a responsibility to ensure schools are safe and equitable places for learners and their whanau. We know that culturally responsive pedagogies have the potential to narrow the disparities in our school communities, concurrently elevating the overall levels of achievement. Extensive research indicates that these culturally responsive pedagogical approaches boost student performance across diverse cultural groups, ensuring every student is motivated and has the assistance required to unlock their educational potential, irrespective of their social, economic, cultural background, or individual requirements.
In this video, Professor Mere Berryman explains the need and the opportunity to use evidence to make a difference in education in Aotearoa, and why a Tiriti o Waitangi partnership approach – Mana Ōrite – is foundational to success for diverse Māori learners and for all learners in English-medium education.
Task:
Research tells us that there are some key aspects of culturally responsive pedagogy:
- Reflect on your cultural knowledge and teaching assumptions related to culture
- Learn about your students
- Use students’ cultural knowledge, perspectives and skills as a resource for teaching
- Create a safe and supportive environment and build strong relationships
- Encourage a discursive curriculum and enable student self-determination
- Connect with families
- Connect with communities
Select one or two aspects from the list above and reflect on what your school does well in this regard and what next steps you would take to further develop your school’s cultural responsiveness.
Comment on a fellow delegate’s response, remembering that every school is at a different place in this journey. You might offer support if there is a next step you can help with, reassurance if you have been on a similar journey, help with a resource you have found useful etc.
Optional Resources:
Explore the resources 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
A 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
Assessment:
- Completion of all relevant readings.
- Participation in the online forum discussion.
- Submission of reflection on forum.
24 Responses
Use students’ cultural knowledge, perspectives and skills as a resource for teaching and Connecting with families
There are a number of initiatives that we do to encourage students to share their cultural knowledge to further inform our teaching. As a school community, we also noticed the disconnect between school and whānau. We have created many opportunities for parents and wider whānau members to connect with schools.
o Passion Projects: Allowing students to share in their passions. Allowing time in the afternoon one day a week, students choose an elective that interests them. Whānau are invited to share their skills and passions too, by teaching interested students in their skills. We had kaumatua come along to teach students how to knit granny squares to donate to Middlemore Hospital, we had grandads teach students how to build garden boxes to help beautify the school, etc.
o ‘Getting to know your child form’ – sent out at the beginning of the school year. Parents complete this form and bring it to “Meet the teacher” evening. In this form, parents share information about their child that may help teachers to better tailor the teaching and learning. Some examples include, skills and interests, languages spoken at home, their local parish, curriculum strengths, and opportunities for parents to contribute to school life i.e. fieldtrip transport, translating newsletters etc
o Whānau cultural hui meet once a term, where whānau from similar cultures connect and share traditions and celebrations with the school community. For examples, for Chinese New Year, parents taught students how to make paper lanterns, provided stories and videos about how the 12 zodiac animals, and taught students some Chinese Dancing.
o Our School celebrated a Cultural Shared Lunch. Families provided step by step food recipe videos for the school community to watch. Students were encouraged to recreate a dish from another culture and bring it to school for all to share in. It was great to see a variety of dishes such as, Iraqi Dolma, Chinese Fried Rice, Filipino Puto and more.
o After school kaputī encourages whānau to share and connect over a cup of tea or coffee that they order in the language of that particular Language Week we are celebrating.
Malo e lelei Andrea:) Your school is doing some pretty exciting work creating rich opportunities for students’ cultural knowledge and whānau strengths to shape learning.Love the Passion Projects, cultural hui, and shared lunches- your approach to them means they go beyond tokenism and position culture and identity as resources for the whole community. Powerful stuff that will be remembered by your students long after they leave school!
Linking these to your overall curriculum design is key here and having clarity about which learning areas are being served across the curriculum will deepen the opportunities you are already creating….Ka pai tō mahi Andrea:)
What our school does well:
Connecting with whānau and the community is a strength in our school. When our school opened in 2019, the foundation staff made it a priority and to this day, you feel how important celebrating culture is. It was a conscious decision from the starting team to create a school with this environment and educating new staff and whānau that join. It starts with a whānau korero – where leadership meets the new student and families starting. They share about the history and school story and mention that we celebrate culture here in who we hire and in the community we are in. We also invite whānau to share or perform during our celebration weeks. Because this was initiated from the start of the school, and held it’s importance, it continues to thrive and families still come to share their culture with us. Our mihi whakatau for each new cohort joining us (held twice a term) is an important aspect of inviting our new whānau to be part of our community.
Using students’ cultural knowledge, perspectives and skills as a resource for teaching is also effective at our place. Especially during the celebration weeks, learners have the chance to share their culture depending on the classroom situation, but they are able to teach cultural dances, language and music to their peers.
Next Steps to further develop cultural responsiveness:
Create a safe and supportive environment and build strong relationships. I believe that the next steps would be to learn about cultural bias and, as the school is growing at a faster rate now with a lot of new staff, creating room to educate and remind staff of what this looks like in our school, would be beneficial to ensure the stability of the school culture.
Love the idea of including whānau to perform during celebration weeks, Kirsty. It’s a great way for tamariki to understand that as a society, we need to embrace and celebrate all cultures. It is so important to include whānau in all decision making for kura. We have community cultural groups who meet once a term. Parents/grandparents inform the learning that they would like ākonga to understand about their culture. We also have kaputī afternoons, where families connect over a cup of tea or coffee, but need to order in the language of the the culture we are celebrating at the time.
Ka pai tō mahi!
Kia ora Kirsty:) It’s clear that there has been a wonderful foundation in cultural responsiveness established in your school from the outset. Love how you’ve highlighted the deliberate choices of the foundation staff and how these continue to shape practice today – the whānau kōrero, mihi whakatau, and celebration weeks all signal to families that they belong here and that their culture matters.
Love the ‘next steps’… while onboarding lots of new staff the challenge is to maintain that original intent and consistency across a bigger team. Leading that conversation to ensuring a shared understanding around cultural bias and ensuring staff have the tools to enact the school’s kaupapa will help sustain the culture everyone has worked hard to grow. A focus patai might be: How do I lead/embed ongoing learning for staff so that the founding vision is not just remembered, but actively embraced and strengthened as our school evolves?
Connection with Families and Creating Safe, Supportive Environments and Building Strong Relationships
At Te Uho o te Nīkau (Te Uho meaning heart – our students, and Nīkau representing our kura and wider community), cultural responsiveness is at the centre of how we welcome, teach, and connect with whānau. We actively build strong partnerships by creating multiple opportunities for engagement, such as Whānau Hui, Whānau Kōrero, Celebration of Learning Days, Heartbeat Evening, Sports Days and tournaments, Progress Report Days, and cultural celebrations. Whānau are invited into decision-making, particularly around language weeks and cultural events, ensuring their voice shapes our kura. Communication happens through a range of tools – Hero, Facebook, phone calls, and face-to-face conversations – so that families are always connected to their child’s learning.
When new entrants and their families join us, we uphold tikanga Māori through our termly Mihi Whakatau, supporting a smooth transition into kura. The Nourishing Nīkau programme further helps new entrants and parents move confidently from kindergarten to Year 1. Parents are welcomed as active partners in learning, with opportunities such as Celebration of Learning, Puka Bear buddy reading, and supporting classrooms as parent learning assistants. These experiences highlight not just achievement but also the learning process and growth behind it.
We celebrate the cultural richness of our community through Matariki, Ramadan, Chinese New Year, African Heritage Day, Diwali, and more. Families are encouraged to share traditions, stories, language, food, and cultural wear, ensuring every child sees their identity reflected and valued. Whether one student or half the kura, identity is honoured through flag-raising, language activities, and cultural sharing.
Our local curriculum is shaped by iwi stories and tikanga, giving tamariki opportunities to share their families’ “suitcase stories” while also learning Te Reo Māori in specialist classes and through Kapa Haka. Our kaiako embed daily practices such as karakia, waiata, and whakataukī to strengthen language and culture in everyday school life. We are committed to continually growing our own knowledge of Te Reo Māori me ōna Tikanga and ensuring our teaching responds to the diverse voices of our community.
Positive and respectful relationships are the heart of our kura. Kaiako use restorative practices and PB4L to create safe, supportive environments where students feel valued. Classrooms reflect the diverse identities of our learners and encourage them to share their stories and perspectives, building a strong sense of belonging.
As a kura, we take pride in the many ways cultural responsiveness is embedded in our daily practice. Looking ahead, our challenge is to sustain these strengths while continuing to deepen our approach as we grow, with new staff joining our team and new whānau becoming part of our community.
Malo e lelei Tazmeen! Te Uho o te Nīkau has built an incredibly rich, intentional culture where whānau, identity, and belonging sit at the heart of all that it is. The opportunities you’ve created from Whānau Hui to Heartbeat Evening, cultural celebrations to everyday practices like karakia and whakataukī shows that responsiveness isn’t a single event but an embedded way of being. The authenticity shines through – I love how you frame whānau as active partners in learning and decision-making, not just supporters from the sidelines!!! It changes everything…you need to share this with schools far and wide!
The next step you’ve identified is an challenging one – how do you keep sustaining and deepening this work as your kura grows? You might want to think about what structures or shared practices you will bring to the fore so that new staff and families don’t just join the kura, but truly join the kaupapa? By making your culture both visible and teachable, you strengthen the likelihood that Te Uho o te Nīkau’s heartbeat will remain strong no matter how much you grow! Such a lovely metaphor…and such wonderful people like you and your team that bring it to life Tazmeen!
Connecting with whānau and communities. Creating a Safe and Supportive environment – Building a school culture.
Our kura is the smaller of two primary schools in our small town. Over the last ten years or so our roll has dropped and the perception of our school in our town is that we are the “maori school” and that our kids are rougher and more bullying happens. This is not based on any evidence but often rumour and judgement. Many people who live right next to our school will drive their kids to the bigger school with the perception that they will get a better education. Our roll at the start of last year was 120 tamariki with 5 teachers. Our school sits between 80-85% Māori – and a growing Tongan student body – we pride ourselves on having a community feel to our school and sound links to the marae and the iwi of our area. Our previous Principal developed great community engagement with his volunteering on various sports committees and groups and had a wealth of experience and knowledge about our area. Most of us on staff are Māori and at various stages of learning about Te Mātauranga māori and our Tūrangawaewae and Whakapapa.
Our new Principal has come on board and has set us on a journey together. One where we highlight what we have always done but now we embrace our “reputation” and use it positively as a way to draw new families into our school and make our school the kura of choice in our area. We don’t pay lip service to Te Tiriti, we embed it in whatever we do to the best of our ability (until we know better, then we do better), we are authentically us, we don’t just tick boxes.
We sat down with our school stakeholders (parents, board, community members, teachers and past pupils) at the start of last year and talked about what we are doing right and where we can go from there. This was incredibly raw and confronting but we needed to bring them on board to make the journey with us-to make change and change perceptions. Surprisingly a lot was positive. We know that to engage our community we need to make informal connections with our whānau and build relationships. Not everyone has a positive view of school and schooling and developing and earning respect is crucial. We have made little changes – specially written school karakia each morning and afternoon, whānau nights each term with kai, whole school focus for each year based around whenua, whanau and connections with our community. We have a robust and inclusive kapa haka group run by a former student that all of our Senior school participates in willingly and at the local Matariki festival was the biggest and most entertaining roopu of the day. We have parents and former pupils coming along and coaching our sports teams. Our wider Tongan community have contacted us and this Friday we hold the first Moana Vibes festival for our area in our school as part of Tongan language week. We are using social media as a way to highlight what we are doing and people are starting to talk about our school in a positive way. Our roll has grown and we have two new classrooms this year alone. Watching Ally Gibbons’ interview about her experiences with Rotoua Girls’ High was really interesting and similar to what we have started in our kura. I like the quote from the article about culturally responsive teaching she is quoted in “Better never stops”.
Kia ora Sam! This is a really honest and poignant reflection – I love the way your kura has chosen to lean into its identity rather than shy away from the labels others have put on it. That shift shows some really powerful leadership. The fact that you’ve gone through a confronting but honest process with your whānau, board, and community shows true commitment and manaakitanga. The wonderful events and practices you describe are not add-ons but part of what your kura stands for and it looks like your growing roll is evidence that people are noticing – and buying into that. You go Selwyn Park School!
The ‘better never stops’ quote from Ally fits beautifully with what you’re doing. The challenge now will be sustaining and deepening this culture as the school grows and new whānau, students, and staff join you. Keep asking something like…How do we protect and nurture the essence of our kura while continuing to grow and innovate…just to make sure you keep what it critical at core as you grow and grow and grow!!!
Connection with families:
At Te Uho o te Nīkau (Te Uho means ‘heart’ – our students, and Nīkau represents our school and wider community), cultural responsiveness is woven into the ways we welcome, teach, and connect with whānau. Events such as Whānau Kōrero, Progress Report Day, Whānau Titi (PTA), and our Heartbeat Evening affirm our place as the heart of the community, strengthening relationships through shared learning and connection.
When new entrants, students, and their families arrive, we uphold tikanga Māori through our termly Mihi Whakatau, supporting a smooth transition into our kura. Our Nourishing Nīkau programme also helps new entrants and their parents move confidently from kindergarten to Year 1. Parents are regularly invited to be part of the learning journey, particularly through our Celebration of Learning, where tamariki showcase their inquiry work. These occasions highlight not only the finished product but also the process and growth behind it. Other initiatives, such as Puka Bear buddy reading and the contribution of parent learning assistants, extend reading mileage and reinforce the partnership between home and school.
We celebrate the cultural richness of our community through events such as Matariki, Ramadan, Chinese New Year, African Heritage Day, and Diwali, providing opportunities for families to share traditions and stories. Whether it is one student or half the kura, identity is honoured through flag raising, language, cultural activities, and cultural wear on display, ensuring every child feels valued and seen.
Our local curriculum is grounded in iwi stories and tikanga, shaping the way we do things. Tamariki are given opportunities to share their families’ ‘suitcase stories’ in cultural sharing, as well as to learn Te Reo Māori in specialist classes and through participation in Kapa Haka. Our staff continue to strengthen their practice in Te Reo Māori me ōna Tikanga and to ensure their teaching is responsive to the diverse cultures and voices of our whānau.
As a kura, we are proud of the many ways cultural responsiveness is lived out in our daily practice. The challenge ahead is to sustain these strengths while continuing to deepen our approach. This means reflecting on how unconscious bias and cultural assumptions could influence the way we respond to student behaviour and how we engage with whānau whose cultural beliefs around discipline differ from our own. By considering these questions, we ensure our responses uphold the mana of tamariki and strengthen trust with whānau.
At our school, we use a range of meaningful ways to engage with our parent community. Through three-way (parent, student, teacher) conferences, fortnightly assemblies, PTA events, classroom sharing afternoons, class trips, parent orientation, annual Cultural Concert (families/students create acts from their or others cultures). I am a part of our Te Ao Māori Professional Learning Group, which follows the Spiral of Inquiry to increase teacher understanding and space to progress staff / school in this area. A year by year of progression outcomes has been developed to ensure learning is built on every year (rather than same topics being taught), student and teacher surveys have been completed to identify areas of growth (doing well) and improvement to focus on, and an overhaul and organisation has been completed of resources.
Areas we could improve on: 1: Create a shared bank of Māori resources to support all subject teaching areas. 2: Hold more parent get togethers to gauge ideas & feedback. 3: Continue student surveys to gain student insights to shape planning and teaching. 4: Invite parent community to join in which school events (dressing up for Book Week, dressing in culture attire for language weeks, bringing expertise into the classroom with topics taught). 4: Resume our Cultural Ambassador programme (Senior School students, from as many cultures as possible, lead assemblies, events (Pink Shirt Day), lead events (Junior Cross Country). Some small additions to what we are already doing, would make a big difference for our parent community and families.
Kia ora Alix! You’ve got some really authentic engagement with your parent community through a range of contexts. Love your work with the Te Ao Māori Professional Learning Group which shows strategic, sustained commitment to culturally responsive practice. The creation of a shared Māori resource bank, increasing informal parent gatherings, continuing student surveys, inviting parents into more school events, and reinstating the Cultural Ambassador programme are a great collection of activites that will surely strengthen whanaungatanga, amplify student and community voice, and ensure cultural identity is celebrated and embedded across the school. It’s the little things that matter and collectively they will make a difference. Kia kaha e hine!
Use students’ cultural knowledge, perspectives, and skills as a resource for teaching, create a safe and supportive environment, and build strong relationships:
Our kura, like many others, is on a journey in using students’ cultural knowledge, perspectives, and skills as a resource for teaching. Inspired by Niho Taniwha (staff book study) by Melanie Riwai-Couch, we have started to recognise the value of students’ identities and lived experiences in shaping meaningful learning while acknowledging the privilege that may have shaped our past practice. We have a te ao Māori PLG that is dedicated to moving our school and staff forward in this space. On a practical level, a review of current practice was completed with a focus on student and teacher voice. This led to progressions being developed to support staff by ensuring clarity and high expectations (identified in the surveys as a need). These were much appreciated by those needing a resource to support their confidence. We have increased the inclusion of more culturally relevant examples in lessons to help create a sense of belonging and affirm students’ cultural strengths. It was interesting to note that staff assumptions around students from overseas having a sound knowledge of te ao Māori often overshot the reality. It can seem overwhelming in our multicultural high ESOL populations when you are celebrating everyone’s unique perspectives, but it is well worth the effort. Niho Taniwha reminded us that cultural responsiveness is not a one-off action but an ongoing commitment to authentic relationships and shared decision-making. Our next steps include embedding te ao Māori perspectives across the curriculum, providing professional learning, and co-designing learning with students and their whānau. This will be an interesting challenge, and I expect it will take us a few gos to find what works well to encourage authentic collaboration. The hope is that we can move from what are sometimes token gestures to a more transformative practice where culture truly shapes teaching and learning.
Some ideas:
Hold hui and talanoa sessions to gather aspirations and ideas from whānau.
Use regular student voice surveys to shape learning themes and contexts.
Resume the school cultural ambassadors programme.
Share learning outcomes back to the community to keep the partnership active.
Audit units to identify where te ao Māori concepts (e.g., tikanga, mātauranga Māori, pūrākau) can be naturally integrated.
Create a shared resource bank of Māori stories, local iwi histories, whakataukī, and language to support teaching in all subjects.
Use Niho Taniwha and other resources for guided discussion and reflection.
Create peer-observation opportunities focused on culturally sustaining practices.
Kia ora Caroline! Love this – such a strong, values-driven approach to cultural responsiveness that is grounded in reflection, evidence, and a willingness to adapt practice! Using ‘Niho Taniwha’ as both inspiration and provocation shows a real commitment to moving beyond tokenism towards transformative, relational practice – yes! The progressions, use of student and teacher voice, and intentional inclusion of culturally relevant examples sound like a really ‘concrete’ way of ensuring your kura keeps moving towards a space where identity and belonging are affirmed.
The deepening whānau engagement through hui and talanoa, embedding te ao Māori across the curriculum, and resuming initiatives like cultural ambassadors will definitely help to strengthen the bridge between school and community, ensuring student cultural knowledge becomes a living resource in every classroom. Kei runga noa atu koe, e hine!
Connecting with Families and Communities
At our kura, we engage with whānau in a variety of ways, including parent orientation evenings where teaching teams share expectations for the year, three-way conferences, assemblies where parents are invited, especially if their child is receiving an award, in which case we phone them personally, an Art Expo in which students show case a piece of art that they have worked on over the term, and a Twilight Festival where all cultures are celebrated and invited to perform. While these events are very successful, I believe there are further opportunities to strengthen our cultural responsiveness.
For example, during our recent Book Week, tamariki and staff dressed up as their favourite book characters and paraded in front of the school community, including parents. On reflection, we could have been more inclusive by encouraging parents to dress up and join the parade as well. Similarly, during Language Weeks, we invite students to dress in cultural attire, yet we have not extended this invitation to whānau—something that could greatly enrich the celebration.
Sometimes, it is the smallest adjustments that can make the biggest difference in deepening our connections with families and communities.
Kia ora ano Susie -you (and your kura) obviously strong self-awareness and a commitment to deepening connections with whanau. Keep viewing each event as an opportunity to further strengthen reciprocal relationships with whānau. Those small, inclusive gestures like inviting parents to participate alongside tamariki can send a powerful message that their presence and identity are valued – and it’s fun!
And you’re so right about those little things that help embed a culture where whānau feel a true sense of belonging and co-ownership in school life. Ka rawe Susie:)
I like the name “Twilight Festival”. It seems very inclusive. We hold a cultural concert each year, which is a very popular event. Families create acts from their (or another) culture. It is lovely to see kids from many different cultural backgrounds joining various groups. A challenge we are facing is the lower number of parents volunteering, whether due to work commitments or a different cultural perspective (school is school, and home is home). These larger events are a great way to get whānau into schools. I would love to have whanau coming into school in a more flexible way, but this seems to have dropped off since COVID. Schools being fenced and visitors funnelled through a Vistab etc system has probably influenced this somewhat, but I am sure we can figure out ways to ensure schools are whānau-inclusive spaces. I agree that small adjustments can make the biggest difference.
I too also like the idea and thought behind your Twilight Festival – what a great inclusive way to bring your community together and celebrate diversity. I also agree and feel we could do the same at my school, but extending what we do with students, to our parent community (Book Week character dress up, cultural/language week dress in attire etc – a small but valuable step.
Reflecting on Creating a safe and supportive environment, Building strong relationships and Connecting with communities.
Creating a More Inclusive and Culturally Responsive House System at Our Kura:
At our kura, we are proud of the rich cultural diversity that is recognised, celebrated, and woven into the fabric of everyday school life. This is visible in our vibrant cultural groups and events, such as our annual Hui for Māori whānau, where whānau are offered meaningful ways to engage with the school. A true taonga of our kura is our Kapa Haka group, which plays a central role in honouring Te Ao Māori. This group, supported by staff and led by student rangatira, performs at significant school events including pōwhiri and mihi whakatau, welcoming new ākonga, whānau, and guests, and opening special occasions such as prizegivings.
Cultural expression is a valued and encouraged aspect of life at our Kura. Our students are supported to express their heritage through music, language, and performance, while also exploring the diversity within our school community. A key example of this is the Paihere group, which brings together our Kapa Haka ākonga and student leaders, creating a safe and affirming space for Māori student voice and leadership.
While these initiatives reflect a commitment to cultural celebration and inclusion, there is an area that could be strengthened—our House system. Currently, all ākonga belong to one of six Houses. These names reflect colonial figures or ships linked to early European settlement in the local area. However, this naming structure lacks meaningful connection for our Māori ākonga. As Mere Berryman rightly asserts, “Māori students want to learn and achieve for the future; they want their cultural identity strong and secure, not to be assimilated—leading to equity, excellence, and belonging.” The emphasis here is on belonging—a concept deeply rooted in te ao Māori and vital to student wellbeing and success.
Our students themselves have expressed concerns and aspirations for change. Many were unaware of the origins or meanings of the current House names and questioned their relevance. Others voiced the desire for more inclusive and culturally connected House names that better reflect the Māori history of our area. They also noted confusion around biculturalism, highlighting the need for greater clarity and integration of Māori narratives within the school environment. As one student shared, “A focus on learning Māori history of our area so we are aware of it and can pay more respect” is something they believe would strengthen our community.
The New Zealand Curriculum reinforces this need. It states clearly that:
“The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga.”
Furthermore, the Treaty of Waitangi principles calls for schools to design curriculum and environments that reflect:
The principles of Partnership, Protection, and Participation,
Acknowledgement of Aotearoa’s bicultural foundations,
The inclusion of te reo Māori and tikanga Māori.
Currently, our House system does not reflect these values. To honour mana ōrite—the concept of shared power and equity between Māori and non-Māori—we must first rebuild and strengthen our relationship with mana whenua, Ngāi Tai ki Tāmaki. Only through genuine collaboration can we begin to consider a dual naming system or the creation of a new structure that authentically reflects our shared history and cultural identity.
In aligning with the aspirations of the New Zealand Curriculum and the voices of our students, we have the opportunity to evolve from mauri noho (languishing) to mauri ora (vibrant and alive). By weaving local iwi history, mātauranga Māori, and the principle of mana ōrite into our structures, we foster a greater sense of belonging for all learners—especially our Māori ākonga—so they can stand strong in their identity, succeed on their own terms, and feel truly seen and valued within our kura.
Kia ora Craig – this is a full and robust reflection! Great to see a strong foundation of cultural inclusion / celebration, and your willingness to critique, review and adapt your House system demonstrates courageous and values-driven approach to leadership. By creating a safe and supportive environment that honours mana ōrite, you will foster deeper belonging and pride among all ākonga – Mere would be so proud! Strengthening relationships with mana whenua is key to embedding authentic local narratives into your kura’s structures. This work has the potential to become a powerful connector between school and community, ensuring every learner can stand strong in their identity while feeling valued and respected.
Nāku te rourou, nāu te rourou, ka ora ai te iwi
Reflecting on Cultural Knowledge and Building Strong Relationships
I was privileged to grow up in a loving, Kiwi family. While I noticed that some of my friends had more — the latest toys, or later, the trendiest clothes — I never truly went without. I was also aware that some of the Māori kids at our small school had less than us. But I don’t remember thinking any less of them. To me, we were just kids — friends who got along.
It wasn’t until I completed my master’s, years later, that I began to fully understand my privilege. That realisation shocked me. I cried when I explained it to my mum (also a teacher and South Auckland RTLB), that the New Zealand I thought I grew up in — where success came from hard work alone — wasn’t the full picture. By then, I had already spent years teaching in South Auckland. I had built strong relationships with families. I began comparing the beautiful Māori and Pasifika boys in my classroom to my own sons, who were about the same age. It was hard to accept that my boys had an advantage, simply because of the colour of their skin. Those parents were working just as hard as I was. It felt deeply unfair.
That moment has stayed with me. The readings that followed — on high expectations, strong relationships, and embedding te ao Māori — have shaped my teaching ever since. I can confidently say that when a child walks into my classroom, they can bring all of who they are. They will be accepted and celebrated. I aim to be warm, yet demanding.
There’s still work to do. In my current professional learning (Aspiring Leadership and BSLA), the Hikairo Schema keeps coming up. I find it a brilliant and practical tool for reflecting on culturally responsive teaching. I’ll be supporting a colleague to lead staff PD on the first two components: Huataki – Begin affirmatively and Ihi – Demonstrate assertiveness. Together, we’ll reflect on our practice, place ourselves on the poutama, and identify next steps. In follow-up staff meetings, we’ll discuss progress and continue to grow.
This is so heartfelt and an excellent reflection on our own practices. I too grew up in South Auckland and work in my beautiful school where our principal grew from the foundations ‘to guarantee to every learner to explore the world together’. I see the richness of cultures celebrated as a whole. We learn and we grow from appreciating everyone’s cultural strengths.
Malo lava Nathalie! I love how you have connected your personal experience to your professional growth, demonstrating a deep understanding of cultural knowledge and equity. Your shift from seeing relationships as simply ‘getting along’ to recognising the systemic advantages and barriers that shape students’ lives is a powerful one. Your knowledge and understanding, combined with your commitment to creating a classroom where ākonga can bring their whole selves, is an absolute cornerstone of culturally responsive practice. Your use of the Hikairo Schema and your willingness to facilitate collective reflection with colleagues demonstrates leadership that is both relational and practical.
Keep at it Nathalie – eyes on the prize to ensure a sustained focus of high expectations and rich outcomes for every learner but especially those for whom the barriers are so much greater.
Kia kaha, kia maia, kia manawanui!
I, too, began to fully understand the presence and impact of privilege through study. I love the way you expressed your inclusiveness… “they can bring all of who they are”.