Teacher stories (16)
Two teachers from distinctly different cultural backgrounds highlight the importance of being culturally responsive.
A teacher changes her practice to better meet the needs of her Māori students.
This is the second part of Anjali's story.
Understanding how students are impacted on by wider social influences is central to how this teacher operates.
The importance of relationships and listening to students.
Establishing effective contexts for learning requires teachers to value learners.
This clip emphasises the powerful notion of teacher self-efficacy.
This clip illustrates the courage of a teacher to be open to doing things differently.
This Physical Education teacher illustrates the importance of teachers involving students so that they feel a part of the learning process.
Being supported through Te Kotahitanga prompted this teacher to reflect more critically on her own practice.
This clip focuses on the concept of ako, which is based on the premise that we can each learn from the other.
Across this science department a traditional tool in the form of learning guides is being used.
This teacher lays the groundwork to ensure effective communication anchors both student and teacher commitment.
Feedback on her practice is central to this teacher’s developing pedagogy.
Students leading the learning in this classroom is evident from the outset.
School stories (3)
At the heart of this new school is a strong focus on whanaungatanga that begins with the students and extends throughout the school and into the community.
Staff in this school discuss frankly how students’ NCEA results improved dramatically.
Senior staff discuss using the GPILSEO framework as a vehicle to spread and sustain Te Kotahitanga.
Te Kotahitanga goes beyond improving cultural iconography in classrooms.
Challenging the dominant discourse of a focus on all students to a focus on students less well served by the education system has resulted in improved achievement for Māori and for all students.
Māori students leaving Te Kotahitanga schools at year thirteen, reflect on their experiences in these schools since year nine.