New Zealand Journal of Teachers' Work
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365 research outputs found
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He Whanaungatanga Tīmatanga: The Treaty of Waitangi, Artificial Intelligence and our Schools
Full text linkThis opinion piece explores the intersection of artificial intelligence (AI), The Treaty of Waitangi, and New Zealand schools from the perspective of a Māori educator. The author reflects on personal experiences with AI and discusses the rewards and potential risks Māori face when dealing with artificial intelligence. The piece then looks at how the Treaty’s principles of partnership, participation, and protection can coexist with AI and offers suggestions on how AI can be integrated into Māoritanga in a respectful and collaborative way
Navigating the Winds of Change: A Reflection on Local Curriculum Implementation on the Remote Chatham Islands, New Zealand
Full text linkThis reflection offers valuable perspectives on implementing localised curricula in remote settings. It highlights the importance of teachers' ongoing professional support and the inclusion of local cultural elements to create a relevant and meaningful educational experience. These insights contribute to the broader discourse on education in remote communities such as the Chatham Islands, advocating for a balanced approach that respects local traditions while preparing students for a globalised world
Playing to our strengths: An Appreciative Inquiry approach to appraisal
Full text linkABSTRACT
Appraisal processes are a requirement for professionals working in the education sector. Often appraisal processes do not focus on strengths, rather, it becomes a process of meeting pre-determined requirements. This article takes a strength-based approach to appraisal and discusses a study which pilots the use of an Appreciative Growth Cycle process. The study focused on the growth of future professional practice within an organisational team. An Appreciative Inquiry methodology (Cooperrider & Srivastva, 1987) guided the study. The purpose of the study was to trial the feasibility and application of the Appreciative Growth Cycle process for its possible use across a wider organisational context. The research question therefore that drove the study was: In what ways might the use of an Appreciative Growth Cycle process be applied within a wider organisational context? 
The enactment of distributed leadership in secondary schools in Aotearoa New Zealand
Full text linkSchool leaders have a significant impact on student outcomes (Grissom et al., 2021; Leithwood et al., 2020); however, there has been a shift from viewing school leadership as the actions of an individual, to seeing leadership as a collaborative endeavour, including in New Zealand (Youngs, 2020). The traditional heroic model of leadership is making way for a new leadership paradigm which considers leadership as the actions of many rather than the few (Spillane 2005) and promotes the construct of distributed leadership. This research study, using an interpretive qualitative design, focused on the experiences of secondary school principals in their attempts to distribute leadership. Moreover, the study aimed to connect principal’s interpretations of distributed leadership with their practice of the construct. The findings highlight the challenges in defining and enacting distributed leadership. Nine recommendations for principals who are considering distributed leadership as a tool for effectively distributing leadership and improving student outcomes are presented. These are designed to provide principals with a starting point when considering distributed leadership and to stimulate further discussion on the topic
Memory and Hope: Living and Honouring Te Tiriti o Waitangi in Pedagogy and Practice
Full text linkTēnā koutou e ngā iwi, e ngā reo, e ngā kārangatanga maha o te motu. Ka rere ngā tai o mihi ki a koutou i runga i te kaupapa nui o te wā, arā, ko te whakakotahi i te whakaaro me te whakahirahira i Te Tiriti o Waitangi hei tūāpapa mātāmua mō te mātauranga o Aotearoa.
The work of teachers in Aotearoa is deeply relational, situated within the ongoing story of Te Tiriti o Waitangi. This special issue, Memory and Hope: Living and Honouring Te Tiriti o Waitangi in Pedagogy and Practice, explores how teachers can embody the aspirations of Te Tiriti o Waitangi, navigating the challenges of colonisation’s legacy while fostering hope for equitable futures. This editorial reflects on the interwoven threads of memory and hope, examining how teachers might honour Te Tiriti o Waitangi in a politically complex and diverse society
He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching
Full text linkThis article explores the intersection of three crucial constructs in early learning: social and emotional learning, bicultural practice, and intentional teaching. It considers the potential advantages of integrating these constructs to enhance children's learning experiences and shape future teaching practices. It emphasises the importance of the first five years of a child's life in their social and emotional development and recognises the significant influence of kaiako in this process. While prioritising social and emotional learning, there is a need to support teachers in articulating their evidence-based practices. Despite recognising the importance of social and emotional learning within Māori contexts, there is a gap in understanding how kaiako integrate bicultural practices into supporting social and emotional learning. Intentional teaching, a cornerstone in early learning, is strongly evident in the refreshed Te Whāriki 2017, along with an enhanced bicultural framing. Drawing from a larger research study, this article presents an overview of existing key research and suggests a potential way forward for kaiako to intentionally support social and emotional learning through drawing on the richness of the Māori language, culture and traditions, realising the bicultural aspirations of Te Whāriki (Ministry of Education, 2017)
Critical Consciousness, Te Tiriti o Waitangi and Public Health Education
Full text linkAotearoa New Zealand is experiencing a significant shift in political discourse surrounding Te Tiriti o Waitangi. The current government, under the guise of ending ‘race-based’ policies and reducing bureaucracy, is proposing changes that threaten to erode the rights and protections of tāngata whenua [Indigenous people of the land]. While the coalition government asserts its commitment to improving outcomes for all New Zealanders, the changes represent a direct assault on Māori that will disproportionately and negatively impact Māori communities. In this political climate, the role of education becomes even more critical. As educators in public health, our commitment to uphold the provisions and principles of Te Tiriti o Waitangi and to foster understanding is unwavering and more pressing than ever. In this opinion piece, we argue that embedding Te Tiriti o Waitangi meaningfully throughout our curriculum is not just beneficial but essential
Trauma Informed ECE Practice in Aotearoa New Zealand
No full textThis research overview outlines the catalyst for a proposed research project which stems from an interest in trauma and its effects, particularly in early childhood. It argues that there should be a stronger focus on Trauma Informed Practice in Aotearoa New Zealand, with two foci-firstly in ITE programmes, empowering graduating kaiako with the tools to support tamariki who have trauma through pedagogical practice, so that they can work in collaboration with external services rather than relying on them. Secondly, with the creation of a model to measure trauma which is designed for use in Aotearoa New Zealand, takes into consideration te Tiriti o Waitangi, the history of colonisation in this country and the specific needs of Māori
Notschool.net Uncovered: Not All It Seems
Full text linkThis paper comments on the recent Notschool.net initiative and offers a critical perspective on the rapid growth of information and communication technology (ICT) in New Zealand schools. It attempts to uncover some of the ideological assumptions behind the drive to reform schools through new computer technology and points out the danger of treating ICT as a neutral tool independent of powerful social, economic and political forces ..
A Māori Crisis in Science Education?
Full text linkThis article is written for school teachers in Aotearoa New Zealand schools who teach science to Year 7-10 students or as part of a primary classroom programme under The New Zealand Curriculum. What can teachers do about inequity in science education for Māori students? Clear understanding of this complex issue is required, so this article offers a synopsis of the Māori science curriculum debate. Written from my perspective as an insider-researcher interested in this topic for many years, this article engages with important comments about Māori-medium science education made by Sir Peter Gluckman in a major report on science education (2011), and an earlier challenge by Graham Hingangaroa Smith (1995) about the ‘Māori crisis’ in science education. Towards the end I briefly discuss what teachers might do, and consider the potential of ‘bilingual science’ as an alternate approach with relevance for any classroom teacher, and a way of navigating the current theoretical impasse or ‘crisis’ in Māori science education