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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: 04:14

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.

Key content

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Key content

A strong feature of the professional learning and development at Māngere Bridge School is the take-up of opportunities, with teachers participating in large-scale national projects as well as those within the school. The teachers develop and strengthen their relationships with Pasifika parents by sharing with them the professional knowledge that they themselves are gaining. The teachers’ participation in quality learning circles contributes to their learning about what is effective practice for Pasifika learners.

Teacher-student partnerships are strengthened by regular learning conversations. Through these conversations, they each explore the student’s achievement in sufficient depth for them both to know what they need to do next to be able to progress the learning. The focus is clear and constant. Teachers, parents and students investigate, deliberately and collaboratively, the effectiveness of teaching practices in relation to Pasifika student achievement patterns. These are some of the ways that teachers at Māngere Bridge school engage in professional learning and development to benefit their Pasifika students.

“Collaborative opportunities for professional learning are most likely to deliver benefit for students when they are characterised by:

  • an intensive focus on the relationship between teaching and learning;
  • collective responsibility and accountability for student achievement and well-being.”

School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration, page 120

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

  • How much time and what resources go into professional development around the achievement needs of Pasifika students in your school? Could these be increased? How?
  • Do you talk to your Pasifika students about your professional learning and development needs? If not, why not? How do you know what will help them to learn better?
  • Would you say that there is a strong sense of collective responsibility and accountability for Pasifika student achievement and well-being in your school? Could it be improved? If so, how?
  • Does the professional development you receive impact directly on the achievement patterns of your Pasifika students? How? If not, why not?
  • What forms of professional learning and development have you found particularly effective in helping you to meet the needs of your Pasifika students in the classroom and raise their achievement levels? Do other teachers agree with you? What works for them, and why?

Transcript

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Transcript

Liz Crisp - Teacher

The professional development we get in the school, as a teacher is great. At the moment we’re on a contract where we’re aiming to raise the standard of reading for our Pasifika children. We have spent time together as a staff talking about them. Most impacting for me was actually looking at the whole building of relationships and in a busy life of a school and the drive to get reading and writing and maths standards up, I think I was forgetting that it is so important to build relationships with the children initially. So spending time at the start of the year to make connections with children. Making sure my classroom is warm and inviting and a great place for children and parents to be. Trying to learn the names of the parents you know so I can greet them appropriately. All those sorts of things came through our professional development, which we held together. On an ongoing basis we’re part of an Assessment for Learning contract. And I'm an Assessment for Learning lead teacher so I get input regularly on a termly basis on how to work alongside teachers and children, and what is great practice in helping them learn.

Rosina Prasad – Teacher
We have had Pasifika literacy days, we’re with our cluster schools, and I've always found those really valuable because you get to learn so much from a variety of people. And I think the fact that they’re focussed as well and that everyone kind of shares their ideas, and shares their knowledge or something they’ve learnt has been really beneficial for my own practice. And I think we get quite a few readings as well, like professional readings to have a look through and quite often they’re from teachers who have had the same issues. And I've always found those quite insightful.

Liz Crisp - Teacher
Another part of our professional development is a little meeting that we have of teachers called the Quality Learning Circle. And it's a chance to sit down and bring to the table our thoughts about our Pasifika children and other children. To perhaps look at a reading, some data, to share ideas, and problems, find solutions, and just work together to better help our Pasifika children in their learning.

Actuality - Quality Learning Circle

Liz Crisp - Teacher
One thing that came out of some professional development we did was, it was around having some learning conversations. So something we put in place last year was sitting down with one of the pasifika children in our class and on a regular basis, weekly, talk about their learning, and record what was happening. And I think it had two effects, it one helped me get to know that child really well and they also me, so we had a great rapport but also we both became really knowledgeable and very specific about where the child was at in their learning and so the learning steps became really tight and really clear. And those children progressed really really well as a result of that. Not easy to do in a busy classroom and not easy to do for every child but really effective to target a child in that way if you’re a little bit concerned or just know there needs to be something happen to help them learn.


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