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Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:33
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:26
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:02
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.


This part highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
Duration: 5:43
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning.
Duration: 4:14
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
Duration: 11:26
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences and aspirations.
Duration: 9:44
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16

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Duration: 4:30

Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.

Key content

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Key content

Leadership can facilitate the achievement of important academic and social goals by creating an environment that is conducive to success. An orderly environment makes it possible for teachers to focus on teaching and students to focus on learning.
 
"The findings suggest that leaders of effective schools succeed in establishing a safe and supportive environment by means of clear and consistently enforced social expectations and discipline codes. Restorative justice programmes are favoured, displacing punitive discipline practices.
 
When ensuring an orderly and supportive environment, leaders in high-performing schools:

  • protect teaching time;
  • ensure consistent discipline routines;
  • identify and resolve conflicts quickly and effectively."

School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration, page 43.
 
Coherence within a school at all levels is important to effectiveness. Coherence matters between levels in the school, across members of the school’s professional community, and between different instructional parts including teachers.
 
Research into Pasifika achievement indicates that :
“The coherence between teachers appears to be especially significant so that there is consistency in pedagogical approaches as well as in focus and goals.”
Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research – Final Report, page viii.

Acknowledgment:

Thanks to the principals, staff and students of Aorere College, McAuley High School, Mangere Bridge School, Sylvia Park School, Mary MacKillop School and Wymondley Road Primary School for their contribution.

Things to think about

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Things to think about

  • Do you have any behavioural problems with Pasifika students? Why? Why not?
  • Restorative justice is more about solutions than punishment. What’s your approach to discipline? Why? Does it work for Pasifika students?
  • Who do your Pasifika students look to for help when they get into difficulties? Is this what you want to happen?
  • If you operate a restorative justice model, have your Pasifika students increased their achievement as a result? If you do not have such a model, would you consider introducing it? Why? Why not?

“The findings suggest that leaders of effective schools succeed in establishing a safe and supportive environment by means of clear and consistently enforced social expectations and discipline codes.”
School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration,page 43.
 

  • Would you describe your school as a safe and supportive environment for Pasifika students? In what ways? Are there improvements you could make?

Transcript

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Transcript

Lynne Van Etten
The Restorative practice is about talking to the student, making them see what harm they've done to other people, and getting to restore that situation. And so often that could just be a one on one with the teacher, but also it might be in a bigger situation. It could even be a class conference where the student has done something that’s upset a lot of people in the class. So we often have a class restorative meeting. And often we will have parents as well involved in some of those restorative meetings.

Patrick Drumm
You need to separate the action from the person, and again you're looking at the behavioural aspect of what a student might do if they’ve made a mistake, but still keeping the integrity of the person in highest regard. And again students will respond very positively when they know that they have an action to be accountable for but you are still caring for the individual.

Jacinta – student
It's a school thing, it's the Aorere way... attitude, organisation, respect, expectations, responsibility and enjoyment, so like it is a school wide thing so we all learn that and that is what we go by every day.

Anne Miles
We have high standards and we expect them to meet the high standards, the girls know that. I am often at the gate in the morning if they're late. The parents know the high standards. McAuley is known as a strict school amongst the community and I believe if you look after the little things like uniform, lateness, moving around, then you're not going to have problems with the big things.

Mele – student
It's good for them to encourage us to keep going and remind us of our role in society and our value, how important we are to communities.

Tone Kolose
We call it the Wymondley, the Wynmondley way, and there’s four expectations that we expect the children to follow when they’re at school and one of them is around keeping hands and feet to yourself, and we often talk with the children why do we do that and they know it’s to keep safe, keep themselves safe and keep others safe. To being in the right place at the right time, to respecting people’s property, and the school’s property. And part of that expectation is one of the things that we talk to the children about is that it’s alright to say no. It’s alright for people to say no you can’t borrow such and such, and that you should be able to accept that. But I think the most important one for us in terms of the expectations that we have on our students is making good choices, and that’s sort of a theme that we have within the school. I rarely deal with behaviour now in this school which is acknowledgement of the consistent approach that the staff have with behaviour. When I do have to reprimand children, when they do come into my office, I only say a couple of lines and that is – are you here for a good choice or a bad choice?

Glen Ryan
The behaviour of our pupils has changed over the five years of our school. At the beginning it was punitive, detentions, so forth. We totally changed the model so we have a thinking model. So in the classrooms it's all focussed back on learning, so the teacher, we have a red card, yellow card, green card system. So great behaviour, positive affirmation, children love positive affirmation. A green card, positive response, if they're not on task, a yellow card, just think about what you're doing, no one's angry, no one is yelling it's all nice and calm, it's about learning, a red card means time out, have a think. So they have a thinking spot. There're a few questions there, where they think about what they are doing when they are asked to go down. What should they doing, and what are they going to do when they come back to the classroom. And the child and the teacher have a discussion about learning, and the child is back in to their work. The peer mediators are helping in the playground, keeping things down, we are addressing issues as they come along, so the tone’s changed.


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