Education of Maori at Waihi College.

“Every child, whatever his social and economic position and whatever his level of academic ability has a right as a citizen to a free education of the kind and length to which his power best fit him.” – Peter Fraser 1935

Tataiako Document – Cultural Competencies for Teachers of Maori Learners.

Tataiako Document – Cultural Competencies for Teachers of Maori Learners.

The heart of this document is “Maori learners achieving education success as Maori”

What does this mean here at Waihi College in our classrooms? What does this mean for the students we teach?

Waihi College Charter.

“All reasonable steps are taken to provide instruction in tikanga Maori and te Reo Maori for full time students whose parents ask for it.” (page one).

Waihi College Charter.

“All reasonable steps are taken to provide instruction in tikanga Maori and te Reo Maori for full time students whose parents ask for it.” (page one).

Goal 1 : Curriculum and Assessment. 2015 Goals include “Improve Maori (and Pasifika) achievement rates.”

“Collaboration and communication with whanau to ensure personalised learning plans are achieved and enhanced.”

“70% pass rate for Maori students at Level One.”

ERO School Evaluation Indicators.

“Current education priorities focus on a national effort to reduce the achievementdisparities within and across schools, improve education provision and outcomesfor all students, and ensure that Maori achieve education success as Maori.” (p. 8)

ERO School Evaluation Indicators.

“Current education priorities focus on a national effort to reduce the achievementdisparities within and across schools, improve education provision and outcomesfor all students, and ensure that Maori achieve education success as Maori.” (p. 8)

“Four key themes that are important in making connections and engaging with Maori communities: identify who you are; build relational trust; listen to communities; and respond accordingly.” (p.28 Domain Three : Educationally Powerful Connections and Relationships).

“It is generally true that schools that produce good outcomes for Maori students produce good outcomes for all students.” David Hood 2015, p. 89

“It is generally true that schools that produce good outcomes for Maori students produce good outcomes for all students.” David Hood 2015, p. 89

"Deficit thinking occurs when teacher work from the premise that Maori student cannot be expected to do well at school because they have, for example, poor attendance, family issues and poor motivation to learning. As a result of this thinking, teachers lower their expectations and as a consequence create the very conditions require to disadvantage Maori students in their schools." Bali Haque, 2014, p. 225