Better Relationships for Better Learning

Māori Language and Culture In The School

Several schools talked about the need to create a balance between Māori and non-Māori cultures in the school, the ultimate aim being a quality education for all students.

All schools that contributed to these guidelines see the promotion of Māori language and culture as a very important way of encouraging Māori parents into the school, regardless of the proportion of Māori students in the school. Even those schools who are finding it difficult to run te reo Māori programmes, due to problems with recruiting and retaining suitable teachers, are developing ways of addressing parents' aspirations for their children to be taught in te reo Māori. The following are some ideas on how to promote Māori language and culture in the school as an important way of building relationships with parents and whānau.

Promote a philosophy or vision for Māori education

If the school is without a vision for education, particularly Māori education, Māori parents are unlikely to get involved in the school.

One primary school's experience was of ongoing but unfocused involvement of Māori parents. To improve its responsiveness to Māori students' needs, the school worked with the parents to develop a vision and identity for the school. An intermediate school has gone through a similar process with parents, developing a strategic plan for Māori language teaching, including immersion, bilingual, and kapa haka.

Having a clear and attainable vision for Māori education in the school will help sustain programme development and provision. It will also help your school to assess requests to provide programmes that may not be possible immediately or may not be able to be sustained in the long term.

Several schools have outlined their principles and policies of te reo Māori education in documents for parents. One primary school has a Te Reo Māori me ngā Tikanga Māori Policy. This policy provides a means of fostering better cultural understanding through:

Foster te reo Māori and Māori values

Schools contributing to these guidelines have made sure that te reo Māori and Māori values are integral and fundamental to the school's everyday life. In this way, things Māori become part of normal procedures rather than being seen as add-ons.

Making te reo Māori and Māori values fundamental to school life is a powerful way of encouraging Māori parents to take the first steps into the school and to feel more comfortable about involvement. It can make the school a more familiar and welcoming place for those Māori parents who lack the confidence to become involved even though they want the best for their children.

School documents, school practices, and the physical appearance of the school are all areas that can reflect and value Māori culture. This may mean writing the school charter in Māori, having signs around the school in te reo, and holding pōwhiri for visitors. One primary school also offers a pōwhiri for entrants into the Māori immersion classes. Another primary school has reflected its growing relationship with the local Māori community by changing its name to a Māori name.

Provide teachers with staff development in te reo Māori and tikanga Māori

Some schools believe that staff development is the key issue to address if their school is to become more responsive to the needs of Māori students. The attitudes of teachers are especially important because they have the day-to-day contact with parents. It is very difficult to build ongoing relationships if teachers are not willing or able to relate to Māori parents. Schools' experiences show that teachers are at different levels of awareness. Some lack information on Māori education issues. Others fear changes and challenges. Still others perceive a loss of control over their teaching domain if Māori parents have a greater say.

Several principals and Māori trustees commented that it is important to deal firmly with negative teacher attitudes and fears concerning the establishment of te reo Māori classes and other Māori initiatives. This is sometimes dealt with by requiring all teachers to undertake staff development on Treaty of Waitangi issues, to attend school pōwhiri, or to participate in some teaching of te reo Māori. In other cases, schools include Treaty of Waitangi principles as part of general teacher expectations. In all cases, schools emphasised that increased understanding and ability to be responsive to Māori issues is a matter of professional conduct.

One primary school clearly states in its Codes of Conduct for the principal and teachers that they will "exercise responsibility in a way that fulfils the intent of the Treaty of Waitangi by valuing and reflecting New Zealand's cultural heritage".

Almost all schools contributing to these guidelines have provided staff development for teachers, including encouragement to get Māori language qualifications. One school has found underused te reo Māori skills among its teachers - this would not have been discovered if the staff had not undertaken to learn te reo. Another school has found that involving teachers from the general classes in teaching bilingual classes has brought the school together. In another instance, a primary school has established a position to promote the use of te reo in the school and to provide professional development for staff in te reo.

One secondary school held a hui for staff to discuss issues and concerns around developing Māori immersion classes. The hui was run using Māori meeting procedures. The meeting was so successful that it resulted in changes to the running of staff meetings too.

Provide support for Māori teachers

Several schools spoke of the need to lighten the workloads of Māori teachers. Māori teachers acknowledged the importance of being role models for Māori students, but they also reported stress due to high workloads. Particularly in schools where there are few Māori staff, Māori teachers may be expected to cover everything in relation to Māori students. They are often given the responsibility for promoting te reo Māori or kaupapa Māori, even though they may not be knowledgeable in those areas. They are often also given additional duties, such as organising pōwhiri, tutoring kapa haka, advising on the Treaty of Waitangi, and counselling Māori students.

Sometimes the school consults with Māori staff instead of consulting directly with Māori parents. This practice was of concern to Māori teachers and parents, who emphasised that teachers do not have a mandate to speak for Māori parents and whānau.

One secondary school is providing support for its Māori teachers by setting up a support group of parents, approving a home-school liaison person, and appointing a paid kapa haka tutor. The school has also established the position of Māori Dean to focus on guidance issues for Māori students.

Promote Māori role models

Many schools stressed the value of Māori role models. One school has made efforts to recruit Māori staff, particularly into senior positions. In another community, the secondary school is fortunate in having developed a relationship with both the local marae and a very successful Māori business based locally. The business and marae provide role models for the students, and the business has also provided technological support to the school. The trustees of this school have arranged Māori speakers for the annual prize giving, which they believe sends a strong positive message to the Māori community. Inviting young Māori adults who can kōrero Māori into the school can also make a positive impression on students.

Develop kapa haka

Kapa haka raises the image of the school in the community, instils school pride in things Māori, and provides the opportunity for parents to share their skills. Many schools have found that kapa haka is enormously successful in bringing parents into the school.

Some Māori parents commented that kapa haka is not always valued highly by schools. They considered that it could be further supported by providing in-school as well as out-of-school time for practices.

Establish a school marae

Some schools have found that setting up a marae in the school grounds has been an important way of responding to the needs of Māori students. The marae has become a focal point for Māori values, te reo Māori, and kaupapa Māori. Marae are used by both Māori and non-Māori students for a wide range of activities, including teaching, counselling students, noho marae, and hui. Some school marae have taken on a wider significance as a local meeting place in those communities that do not have a marae.