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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: 03:39

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.

Key content

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Key content

McAuley High School’s teachers put their emphasis on the questions they asked themselves in order to reach where they are at now. Their school has transformed into a safe, happy and supportive environment where their Pasifika students are able to flourish. Teachers participate in a professional community of practice underpinned by processes of inquiry and linked across all school systems and practices, including induction for new staff. While open to new ideas and new ways of doing things, the school’s strategic plan drives the teachers’ professional learning and development needs, with time set aside for that purpose. Expertise within the school is recognised and used. The focus is on what they identify as ‘good practice’ in the sense of what is working well for their Pasifika students.

“Effective communities provided teachers with opportunities to process new understandings and challenge problematic beliefs, with a focus on analysing the impact of teaching on students learning.”
Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, page xxvii

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

  • What role does professional development play in your school? How is it managed? Does the professional development help you share insights into what works and what doesn’t work for Pasifika students? If not, why not?
  • Do you have any professional development specifically around Pasifika student learning and achievement? Is it useful? How do you know? How do you put it into practice?
  • Do you share any professional development around your Pasifika students’ learning and achievement with others outside your school? How? To what effect?
  • To what extent is your school’s professional development strategically aligned to your school’s vision?
  • Does your school have a collective focus on raising the achievement of its Pasifika students? If so, how is that supported in your professional learning and development opportunities and professional networks?

Transcript

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Transcript

Anne Miles - Principal
In our strategic plan we have identified goals for each year and we base our professional development around those goals. With the alignment of standards, with the curriculum that was introduced formally this year, our professional development is concentrated on those areas. And every Thursday morning we have professional development for staff, in addition to that we have departmental professional development, we also have a professional development programme that will identify teachers individual needs so that they can go on courses or wherever needed. But we have a very wide field of expertise amongst our staff, and its important before you go looking elsewhere to look within. And we've got staff here who are superb with different aspects of teaching, and so we get them to run professional development.

Moyeen McCoy - Teacher
We do have literacy PD that is done for the staff, and normally that is done by me as the head of English and what I have to do then is to try and understand the needs and demands of different subject areas. So I have to go and talk to people, other heads of department, and find out what they need and suit the PD to that.

Anu Patel - Teacher
Where a class is particularly difficult we come together as a group of teachers to look at what works in one area, and what doesn't, and it might just be a case that the class hasn't quite gelled or settled down, or different learning techniques that work well in one area than the other. I think as the need arises we set up those meetings so they’re flexible depending on what needs to be done.

Nola Dougall – Deputy Principal
With our beginning teachers they are timetabled, we have a six day timetable, and they are timetabled for a Provisionary Registered Teachers meeting once in that six day cycle.

ACTUALITY - Provisionary Registered Teachers meeting

Reshmi Kumar - Teacher
When new teachers join our community it is important that they want to belong and that we get them to want to belong. So all teachers who come in new to our community they bring with them their own identity, their own set of personal beliefs and it is very very important for them to see our vision where we are going.

ACTUALITY - Provisionary Registered Teachers meeting

They go through the rigorous training programme at teachers college that is the professional knowledge that they come into the community with. However it is very very important for them to move from that into professional engagement, and that's where we come in. We encourage these meetings, we encourage professional discussion, we encourage effective strategies that work for our students. And we are very open to the new ideas that new teachers bring into our community and I think that is really really important. And that we way build together a community that we are all part of and work towards.


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