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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: 04:16

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.

Key content

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Key content

When partnerships between schools and parents are directly focused on student learning, the links to learning outcomes are much stronger. Parental and family involvement in Pasifika students’ learning is crucial to improving their outcomes. Research indicates that home-school partnerships are dependent upon the actions of educators, their ability to avoid deficit or stereotypical characterisations of parents and caregivers and their willingness to initiate links, respond to and recognise strengths within the diverse families of their Pasifika students. Schools need to take the lead in making parents feel welcome and find ways to encourage, scaffold and enable teacher-student-parent dialogue around school learning.

“Research evidence shows that particularly strong and sustained gains in student achievement have been made when schools and families develop partnerships to support students' achievement at school... However, as is also apparent in the available New Zealand research, unless the focus on student learning is central to the partnership, positive impacts on student achievement are smaller or do not occur.” Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, pages 38–39

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 kind of relationship do you have with the parents of your Pasifika students? What kind of relationship do you want? Why is this important? Are there steps you need to take to make this happen?
  • How does your school respect and celebrate the notion of partnership with Pasifika parents, students and teachers working positively together to support academic learning more successfully?
  • Would you describe your school as a welcoming and supportive environment for Pasifika parents? How can you tell? Is there anything your school could do to make it more welcoming?
  • To what extent do your Pasifika parents care about their children’s learning and achievement? On what evidence do you base your response? Do you think you need to find out more?
  • How do you involve the parents of your Pasifika students in their learning? How effective is their involvement? Could you make it more effective? How?

Transcript

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Transcript

Melanie – student
Sometime our parents ask questions about what we need to work on, and how they can help us achieve our goals.

Jan Bills
Pasifika parents in particular have very strong pathways for their children. They want their children to succeed in life. They want their children to be a generation that does more, better, greater. I think sometimes they don't know quite how that works in a different culture. I think that it’s the role of the teacher to help them to understand how their child can make progress to get there.

Shyamala Papa
In the mornings you find little ones, who know showing parents, this is what I do; come and have a look here. You know showing them stuff on the wall. I think definitely it helps them to take ownership of their learning. And they are definitely more enthusiastic.

Jacinta – student
Parents and caregivers are really involved in what we’re doing at school.

Esther – student
Parental advice is really important to us.

Tom Brown
Pasifika students relate to their parents, their parents are the head of the household. Unless we are talking to the parents then we only have a minor impact on the students. We need the parents on board, we need to talk to the parents, we need to develop the programmes of the parents. More importantly we need to let parents know what’s going on inside the school. Once the parents know that, then they can help us with the students. Until the parents are fully aware of what is happening in schools then they tend to leave it to the school and that’s not enough. We need to develop the role far far more than we currently have done.

Jacinta – student
We have alot of meetings and alot of family events so they come along and just see how we’re going and one on ones with the teachers.

Anne Miles
This is my 7th year. When I first came here I called a parent meeting and two parents came. And so what happened was that I got a teacher who was doing her masters, and for her thesis she took on the project of investigating how parents would feel comfortable to come into school. They like to be welcomed, they like the formality of invitations. They like to being able to sit in groups – which is comfortable. You didn't feel, you had to sit in the back row when you were sitting on a circular table. They like the fact that when they did come there were some refreshments, because some of them had come straight from work or were on their way to work. They like the fact that there were translations available if they needed translations of written material or translators if they needed translators. And they enjoyed the fact that they were treated with respect.

Ana Manu
The most important thing is welcoming them, even learning the simple hello greeting in that language or even asking if they’re pronouncing the kid's name properly. Little things like that can go a long way in getting that relationship.

Anne Miles
We also use some of the parents to talk, so we’ll get a parent to talk about how she learnt that she had to make time for homework, that she had to make sure her daughter was at school, that you can’t use the cheaper airfare time to go to Tonga for a holiday just because during school time the fares were cheaper. You know so it was little practical things that parents could convey and that students could convey backed up with the support of the teachers.

Inna – student
When Mum is involved I feel like she, what do you call it, supports me. That she cares, and that she’s interested in what I’m doing. And for me that means alot. Like even if it’s just coming, turning up to parent interviews, coming to watch my games if I’m playing in a sports team, I really admire if my mum has the time to come watch her own daughter like perform or do something good or even come to prizegiving. That’s my favourite part. And they give all the olas, and the lollies.


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