This presentation outlines approaches to raising achievement levels of adolescents from Maori and Pasifika cultures in New Zealand schools.

1. Case studies of raising achievement:
Mangere College, Taihape Area school

3. Overview:
 Case study: Mangere College
 What is an AIMHI school?
 Some of the issues present for students and teachers
 Strategies to address achievement.
 Case Study: Taihape Area School
 Te Kauhua project
 Key turn around strategies

4. What is an AIMHI school
 In the late 90‟s ten decile 1 schools around NZ
chosen for research project with Massey University -
Kay Hawk and Jan Hill
They produced articles such as:
 “Towards making achieving cool”
 “Teachers under stress: Implications for schools and
teachers in multi cultural schools.”
 “Aiming for student achievement: How teachers can
understand and better meet the needs of pacific
Island and Mäori students”
 “Four conceptual clues to motivating students”

5. Consider….
 “What kind of school did you go to…..
 “What kind of schools have you been to on teaching
practice…?”
 ”What would a low decile school look like?? …..feel
like???

6. Popular
perceptions/misconceptions
1) Decile 1 schools are under
resourced???
2) Suburbs like Mangere, Otara, Aranui
– are dangerous and violent???
3) Decile 1 schools have poor
teachers???
4) My child will not be able to get a
good education at these schools??

7. Overview of Mangere
College -
 800 students.
 Approx. 60% Pacific Island
/Pasifika (Samoan, Tongan,
Cook Islands, Nuiean, Fijian)
 25% Maori, 5% Indian, 5%
Asian,
 In 1998: 8 Pakeha students
 Staff: approx 50% Pakeha
 PE staff – 7 staff 2 Maori, 2
Samoan, 1 Tongan and 2
Pakeha

30. Hufanga Taufo‟ou Ieremia Toe‟Salelea
Mata Rikiau Memory Haimona
Jacqueline Itamua Poriau Uamaki
Andre Vatu Misili Filoa
Francis Pule Kose Tuifelasai
Jerry McFarland Steven Nabong
Ema Piutau Julia Pula
Vicky Rauwhero Kui Sifaheone
Fatu Tangaloasa Ronny Taniela
Makasini Tulimaiau Apenera Tutai (Ape)
Asoleaga Nuausala (Aso)Taiwan Leasuasu

31. Issues –
 Perception of schools not as good as others…..despite
good reports from ERO
 Falling rolls – white flight and brown flight – buses
going out of suburb
 Capna – staff cuts
 Achievement range
 Lower literacy levels – Year 9 equivalent to Year 6-7
(PAT)……
 Bursary and School C passes 15-20%

32. So why the low achievement?
1)Poor teachers?
2) Low decile? – means it a low socio economic
area…poverty……
3) Maori and Pasifika students - over represented in low
decile schools – in every city in NZ….Aranui, Porirua,
Otara, Glen Innes etc…
The Big Question: WHY???

34. Socio Economic factors:
 Poverty – no doubt if you are poor it is harder to do well at
school.
What do the students experience:
 shared bedroom or non assigned, often no desk, no computer
 several families in one house – rental prices
 pressure for nutrition/food - no breakfast maybe - houses
change, no phone often or changing number
 Having to do a job to „pay the bills‟ – pressure to leave school
early
 Social problems as a result of poverty
 Precedents and role modelling – if none of your family has ever
been to tertiary education it is generally harder for you to have
self belief in this option….

35. Cultural Factors: (based on research)
 Values of traditional culture vs. values of western culture –
ie: respect for elders means don‟t question, contrast with critical
thinking and debate in classrooms
 Priorities and time pressures - other commitments – family /
church / performance
 Living in two worlds leads to gate keeping - immense
pressure and various coping strategies
 Language difficulties – most can speak several languages,
English is second or third language, parents often island born
and speak own language at home…..can lead to lower
comprehension – impact in exams

36. Bishop 2004

37. Consider…?
 “What could schools do to improve achievement?
 “What can teachers do to improve achievement

38. Strategies:
1) Macro level - issues for government
 Poverty – high unemployment
 Housing – state house rents
 Health
 School zoning and competition
 Teacher recruitment and retention

39. 2) Medium level -Strategies for Schools
 Leaverage alternaitve assessment methods instead of exams
(NCEA)
 Longer periods/block teaching/ home rooms
 Vertical forms – mix of ages / whanau concept
 After school homework centres
 Cultural liaison staff – parents/ communities/ churches
 Emphasis on student support / pastoral care
 Innovative discipline systems– restorative practice
 Career pathways – bridging between organisations
 Nutrition initiatives

40. 3) Micro Level - Individual Teachers
 Develop teacher - student working relationship
 High expectations of potential – engender self belief vs deficit
positioning
 Explore ways to unlock their potential
 Innovative teaching methods
 Cultural overlay
 Intentional building of community – develop group locus of
control
 Create environment where it is safe to take risks/fail…

41.  Confident and collaborative classroom management
 Be a role model – participate, demonstrate, embarrass
yourself
 Use feed forward one on one with students
 Be aware of cultural differences and worldview – be
teachable
 Pronounce names correctly – they notice it immediately -
shows that you value and respect their culture enough to have
tried to learn it…
 Sense of humour - laugh with students and at yourself…….
 Persevere in contacting parents…….