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A Pasifika teacher outlines the process of how he uses the cultural identifiers for giftedness and applies these identifiers to students that he teaches. The Pasifika teacher also shared his presentation of the process and an explanation of gifted and talented Pasifika students.
Duration: 03:40
A Pasifika student who is able to articulate how his cultural identifiers for giftedness contribute to his world as a learner and how his gifts can be used to help others who rely on him as a role model.
Duration: 02:56
The Gifted and Talented Coordinator shares her story about how her involvement with the Pasifika Achievement Coordinator in the Digi Advisor project. The Digi Advisor project helped affirm what Pasifika initiatives the school already had in place to support their Pasifika learners.
Duration: 02:18
An Auckland Girls Grammer School Samoan language teacher and a non-Pasifika music teacher collaborated on a consensus approach to see which cultural identifiers applied to Pasifika students they taught mutually. The Samoan language teacher acknowledges the value of having a process to identify gifted and talented Pasifika students, providing another avenue or lens to view how Pasifika learners can translate their particular strengths into classroom learning and achievement.
Duration: 02:33
An Epsom Girls Grammar School student discusses two specific cultural identifiers: lineage and birthright that pertain to her upbringing from her family. Notions of cultural identifiers for giftedness are found in the home, and this Tongan student articulates how family and cultural values are used as a foundation to accelerate her learning and achievement at school.
Duration: 03:29
An Auckland Girls Grammar School Samoan language teacher explains how she combines e-Learning tools in her assessments to allow her students to achieve to their potential through the use of YouTube channels to film oral language assessments. This means that students are able to film their assessments without the time pressure or time constraints of timetabled classes as an example of ubiquitous learning.
Duration: 04:22
A Pasifika teacher shares his story about the benefits of being involved in the Digi Advisor project and being involved in online communities of practice on the Virtual Learning Network.
Duration: 03:03
A Pasifika teacher shares his opinion and interpretation of the PEP, how teachers can use the policy document as a way to provide a strategic focus on Pasifika learners, parents, families and communities.
Duration: 01:30
Luamanuvao Winnie Laban, Assistant Vice Chancellor (Pasifika) Victoria University, discusses why it is important to New Zealand as a nation that Pasifika students are successful in education.
Duration: 03:27
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
Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:34
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 00:00
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:03
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:27
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
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
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
Pasifika students discuss the importance and relevance that the ASB Polyfest has played in their classroom learning, which in effect improved their academic achievement. Key points in this story also include the senior students mentoring younger students - tuakana/teina model, the opportunity to celebrate their culture by engaging with their traditional performing arts and being able to connect their cultural identifiers to Pasifika giftedness.
Duration: 05:33
Senior Pasifika students provide advice for teachers of Pasifika students, highlighting the need for teachers to focus on the level of language that they use in classrooms to communicate with Pasifika learners.
Duration: 02:24
Glen Tuala - Pasifika Advisory Officer, Correspondence School. explains the flexibility that the Correspondence School can offer in developing a more personalised learning programme for Pasifika students.
Duration: 05:17
Jim Halafihi, ICT teacher Papatoetoe High School, explains how establishing a positive rapport with your Pasifika students can provide a good starting point to knowing your students. When a teacher knows their students they are in a better position to respond more appropriately to their needs.
Duration: 06:01
Maggie Flavell, explains the the perspective of a non Pasifika person working with Pasifika students. She talks about the importance of learning about the Pasifika culture to enable her to better engage with Pasifika students and their families. She also talks about the value of having a good support network to support her own professional development.
Duration: 06:31
Imeleta Faumuina, HoD English Tangaroa College, discusses the importance of providing authentic learning contexts to support meaningful student engagement.
Duration: 10:27
Melaine Sagala - TIC Samoan Language, Avondale College, discusses the benefits of strong student connections for their learning. She also discusses a model for connection that has worked for her in the past.
Duration: 06:39
David Faavae explains that with in the changing Tongan culture that Tongan boys can be very different, each requiring a different approach when working with them as teachers.
Duration: 04:05
Pennie Otto, Lecturer at MIT Tertiary Secondary School, discusses how she has developed a programme based on the Niue language and culture that has lifted Pasifika student achievement at her school.
Duration: 04:23
Teokotai Tarai, HOD Languages, Teacher of Cook Island Maori Language, explains how Pasifika students come to the classroom with a wealth of knowledge and experiences. This can provide a platform for better student engagement and success.
Duration: 06:14
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
This clip, from the Connections and Conversations DVD, considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences, and aspirations.
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.

Duration: 9:44
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 5:43
This clip, from the Connections and Conversations DVD, considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning. 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.

Duration: 4:14
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 11:26
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

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Teokotai Tarai, HOD Languages, Teacher of Cook Island Maori Language, explains how Pasifika students come to the classroom with a wealth of knowledge and experiences. This can provide a platform for better student engagement and success.

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My name is Teokotai Tarai and I’m a teacher at Tokoroa high school, I teach Cook Islands Māori with social sciences and also English. One of my current roles I am also the HOD, I mean the Dean of Te Manava. So I look after all the Pasifika achievement in our school and our Pasifika students. I think we need to understand that regardless of our ethnicity, each young person comes in with a basket of knowledge. So that kete has already been filled with tatau, White Sunday church. They’ve had lots various experiences with hair cuttings, or weddings, a way of living, a way of life. We call it akoroanga. And so as teachers you need to understand that basket that comes in the classroom. It’s just not “There’s a girl, oh.” But it’s about knowing about who they internally are, from the roots up. I think that if we can make that connection with our young people, we can do amazing things. And just like the speakers spoke this morning about that creativity. So our children can sing, they can dance, they can perform, they can act, they’re helpful. They have all these skills, but when we’re put in a different landscape, in a different place, those elements that they were first taught are not being given an opportunity to flourish. And so we really need know our Cook Island students and I think we can start be learning their names. And you, there’s a difference between learning just like, so my name is Teokotai Tarai, but through school they shortened my name to “Te,” “Tari” instead of saying “Teoko”, it just became “Took,” “Chook.” So now I am left with this name “Chooks.” So I thought I would make it up myself- if you’re going to give me a nickname I’ll make my own up, and I’m gunna say you better call me “Chookz” with a “Z.” and it’s you know, but why do we have to compromise? And I think I’ve compromised far too long, and so no! And I want to encourage teachers, no, don’t shorten our students’ name. Learn the whole name. If the name is Tangoroa, then say Tangoroa, instead of “Hi Ta!” You know but I think Cook Island they children are more forgiving. They’re more and they will actually, if you keep calling them “Ta” then they’ll accept that. And I think we’re beyond that. And so I really want to encourage our, um, our teachers, especially for Pasifika kids is to learn their names, learn who they are, know them. I honestly believe it’s the be all and end all of our young people. So like I talked about the experiences that they already come with. And so if we take away this anchor, this life source away from our young people, we strip them of their sense of belonging and their wealth of knowledge. And so they become “Oh, I don’t know this.” And they revert back into themselves and they don’t give themselves an opportunity to flourish. And so I think that culture, language, dancing, in all its forms, whatever culture means to you, whether be through the language, whether it be in the way we address people, um, all those things are important to the whole being of our young people. We’re not just teaching the child, we’re teaching them, their family, and the community, so if we can’t incorporate those things I don’t think we giving our young people a firm place to stay- and you know that the thing is all about belonging. Kids want to belong. They want to learn and I believe that our ancestors migrated to this New Zealand for better education. I don’t believe the dream has changed. The landscape has, but the dream is still the same. And so I’ve been really fortunate this year- well over these last five years, to kinda like build that up in our programme at Tokoroa where culture, language is now seen as important. And I love that Cook Island Māori is a university approved subject. And so now our parents are saying, “Oh! Yes!” because we were all the time “No! Learn the English. No! Do it this way.” Because we wanted to model ourselves against the palagi world, but it doesn’t suit us. It doesn’t suit who we are. You know some people can, ah fit, into different worlds, but our people it’s just a bit different. But now we’ve got language and now we’re getting more of our academic students taking language as well as their subjects. You know so we’ve got, um, and what I love the most is the schools are buying in, and supporting these initiatives through dance, music, culture. What we’re allowed at our school is so if there’s a funeral, the whole class goes. And we teach our children this is how we can connect. And I invite our teachers, come on board, look and have a see what it’s about. We invite them to White Sundays so our teachers can have another place where they can connect with our young people. So culture and really accepting our young people for who they are, once again, if you can make that connection there’s no limit to what you can do with our young people.

It’s been my goal to make sure we’ve got a strong Pasifika contingent going all the way. And to encourage them into leadership, “You can be the head boy.” And to encourage them to become the dux, to aim for excellence. And so actually putting that into our plan, our Pasifika plan at school and I believe that that models into our greater PEP. We started with this nearly eight years ago. Our kids can, our young people can do this. They can be dux’s. They can excel and we just need to give them the platform to do it. And I love it. Be intentional. So our intention is to have leaders. To have the dux and so we tell our young people at year nine, “You will. You can.” And so it gives them that belief that, “Yes. We can.”


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