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stand out

What’s your point of difference?

Posted on March 15, 2018 by James Hopkins

stand out

With Auckland’s ever-expanding population, marketing for roll growth is not something a large number of schools have as a priority at the moment. But, what of those schools with a declining roll? Or those that have a hanging legacy to try and cast aside? Getting students through the door and growing a school can, in some cases, be a real challenge. And it’s not just students, what about attracting high-quality teaching staff? Auckland is a prime example of an area that is crying out for teachers. The media is constantly full of articles sharing the stories of teachers who have left the metropolis for the regions. Whether it’s cost of living or simply trying to get onto the property ladder, some of New Zealand’s larger cities are losing teachers at an alarming rate.

As someone who visits a lot of schools, I often find myself wondering what each school’s point of difference is. With my ‘parent-of-a-child-who-is-just-about-to-start-school’ hat on, what is it that would make me send my son to your school? What I’m talking about is a school’s value proposition. In marketing terms, it is defined as ‘an innovation, service, or feature intended to make a company or product attractive to customers.’ In real-world terms, I’m asking to see not just what the school does very well, but also how it is different from other schools around it.

Now, please do not misunderstand me — I’m not looking to start a marketing war between schools with flying accusations of poaching one another’s cohorts. I’m simply wondering whether leaders who are responsible for enrolments and appointments have considered what it is that makes their school special. Of course, most of us value our teaching and learning environments. It’s what makes teaching in New Zealand such a pleasure, knowing that no two classrooms or schools are the same. We have the freedom to develop our own thinking, direction, and culture within our individual environments and at a wider school level. My question is: Has this been formatted into a ‘unique value proposition’?

“Also known as a unique selling proposition (USP), your UVP is a clear statement that describes the benefit of your offer, how you solve your customer’s needs and what distinguishes you from the competition. Your unique value proposition should appear prominently on your landing page and in every marketing campaign.” (Unbounce.com)

Whether it’s your extra-curricular options, your incredible inquiry model, and delivery plan, or sporting success, unfortunately, many prospective parents and employees start at the same place: Decile. With the upcoming system changes and transition to the MoE anonymous targeted funding initiative, or risk index, things are going to change. But, that is never going to extinguish any fires burning from previous negative associations and, until the new system is fully embedded, decile ratings (both past and present) will significantly influence people’s perceptions.

Do what you've always doneHaving recently visited a school with my parent hat firmly fixed on, I left with as many wonderings as when I stepped inside the doors. I couldn’t shake the question, ‘what else?’ Everything I was shown was fine. There were opportunities for growth and learning, steps being taken towards modern learning practice, and dabbling in the ILE world. All was absolutely… fine. So, why couldn’t I shake the question? It’s simple really. Being okay isn’t okay. Teaching and learning under the ‘That’s-What-We’ve-Always-Done’ mentality is just never going to be okay. I don’t for one second think this is the case in the school I visited. I wholeheartedly believe they had innovation and powerful opportunities for engagement and empowerment happening within the school; I just couldn’t see it. Their website touched on it, their inquiry model certainly talked about empowering learners and self-exploration, but as a visitor to the school and prospective parent, it wasn’t in front of me. No matter what question I asked or how subtly I pushed, the school’s uniqueness didn’t shine through. And it made me wonder… Is this what visitors to the school see? Is that okay? To a parent outside of education, what was shown was similar in some ways to the education they received. Surely that wasn’t the school’s unique value proposition?

Do more of what makes you awesomeIn the busy life of schools, the must-dos of governance and Ministry requirements are, at the very least, time-consuming. Little time is left for the ‘should dos’, and they are dealt with the best they can be. For example, we should be promoting teaching as inquiry and establishing strong relationships both within and across schools. We should be strengthening our repertoire of skills and letting the ‘pockets of promise’ shine through. But what about the ‘could dos?’ It’s here that schools have an opportunity to push beyond the norm and define themselves as genuine institutions of modern learning. After the charter has been submitted and the data has been analysed, many leaders have little time to engage in purposeful conversations around pushing the boundaries of education. This is by no means a criticism; just the reality of the incredibly high pressured life of a leader in education. So often I’ve seen the pendulum swing away from future-focused education towards governance and accountability. And, it’s here where facilitators and consultants like myself have an opportunity to help make a significant change. Our role is not to show schools the way. We don’t have the map. But we do have the paper with which leaders can draw their own and decide on just what it is that makes them special.

On seeking the advice of a very experienced and highly-regarded, forward-thinking principal recently, he shared his insights on the direction he felt schools were headed. So many of his colleagues and fellow leaders were so preoccupied with governance, property, and finance (their must-dos), that their ‘should-dos’ received just a fraction of their time. It left nothing for the big questions. Where were they going? Where did they see their school in 5, 10, or even 20 years time? How were they providing learners with purposeful, agentic learning and focusing on the skills sought by businesses and future employers? Were they focusing on the key competencies and values within The New Zealand Curriculum and promoting communication, organisation, and collaboration (see here for a 2016 article via Linkedin)? The list of questions was endless and all were very much in the wider, strategic direction space. I, like many of his colleagues, simply had no answer.

There are many great thinkers and edutainers out there. They enthrall us with their vision of the future and incredibly simple explanations of the most complex concepts. But, just how often does it transfer into genuine change? So, I direct my final comments to leaders who are asking the questions but simply don’t have the capacity to find the answers. Find your map. Collaboratively, creatively, and with the support of colleagues both within and outside of your organisation. Sometimes that means someone like me has the honour of coming along with you on your collective journey, and sometimes it’s just a case of finding the time to prioritise your could-dos. Whatever you choose, whatever it is that makes your school shine, sing it from every rooftop and do it with pride.

Whāia te iti kahurangi ki te tūohu koe me he maunga teitei, Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.

 


References

  • https://unbounce.com/conversion-glossary/definition/unique-value-proposition/

Images

  • Feature photo by Ricardo Gomez Angel on Unsplash
  • If you do what you’ve always done… By BK under CC BY-SA 2.0
  • Do more of what makes you awesome by Koka Sexton under CC BY 2.0
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grow your team

Grow your team

Posted on March 13, 2018 by Rebbecca Sweeney

grow your team
What’s going on in the place where you’re a leader? Leadership, teamwork, goal setting and planning are probably all areas that are no doubt part of your role and, in some cases, maybe where you may seek more support. The sharpest organisations are seeking out the right support, just when they need it, and that’s what I’m going to focus on in this post — where you currently ‘are’ as a leader, and the right support for you.

You’re a leader! Are you leading?

When you moved into a leadership role, it might have been because you showed some key leadership qualities. It also might have been because you were one of the best at what your organisation does (e.g., one of the most effective teachers, the best engineer, the most successful detective, or the most talented, client-focused hairdresser).

Either way, if you’re a leader, it might be worth reflecting on the following questions to see if you’re really leading:

Leadership style
  • What type of leader are you?
  • What were the qualities of your past, respected and admired, leaders?
  • What are the agreed qualities of leaders in your organisation? What is expected of you as a leader?
  • What type of leader does your team need and want? How do you know?
Developing others
  • In what ways are you empowering others around you who have the potential to become leaders?
  • How many of your staff have leadership aspirations?
  • Are you doing the work of your team, and as a result, holding them back from growing?
  • What qualities are you looking for in your staff? Do they know what you’re looking for?
Leadership accountability
  • What does your leadership role require of you?
  • Should you be on the ground sometimes doing the work? Or should you remain in strategic spaces overseeing others to do the work? Why?
  • Do others agree with you?
  • Are you clear about your organisation’s strategic plan and goals, and can you help others to understand how their work contributes to these?

You lead a team! Is it a team?

Leading teams is complex. Time, workload, personalities, and change impact on your priorities as a leader. Regardless, you are likely part of a team of leaders, and you are also leading a team — whether they are leaders or people on the ground doing the work. You may want to consider the following questions to uncover any assumptions you might have about your team(s):

  • Which team is your priority and why?
  • What expectations do you have of teams and how they work together?
  • Are some teams outperforming others? Do you know why?
  • How do you support teams to manage their time and workload?
  • Are team meetings boring with only one or two people talking most of the time? If yes, how can you change this?
  • What levels of trust exist in the team? How are you fostering trust on an ongoing basis? Are people able to disagree, and do team members enjoy a good debate?
  • How do you approach “difficult” personalities or step into “challenging” conversations?

Your team has goals! Are they ready for change?

All organisations have aspirations and goals. We are always seeking to improve what we do in any context. Aspirational goals mean ongoing change. Every leader needs to have a focus on leading change to some degree, and these questions will help you to uncover how you and others perceive change in your organisation:

  • Do people believe that change is needed?
  • Do all teams have clear goals that they had input into?
  • Do all team members know that their team goals will often require them to be in a constant state of change in order to reach those goals?
  • Which teams, or team members, appear to be stagnant and unchanging? Why?
  • How do you support people who are finding change difficult? Do you support them differently to those finding change straightforward?
  • What approaches are most effective when people are finding change difficult?
  • Are you struggling with change while also being expected to lead change? How do you manage this?

Help! What might help you as a leader?

It’s important to choose the support that is going to work best for you and the people in your organisation. Do this by involving your other leaders and teams who will be receiving the support. These people are most able to say what issues they currently face. They are also the best people to critique the range of support available. In seeking support, consider the following questions:

  • What are our issues and challenges?
  • What have we tried?
  • What worked?
  • What didn’t work?
  • What bothers us the most?
  • What hasn’t been tried yet?
  • What support can be tailored for our context? To what extent?
  • How often will we review this support to check that it is working?

 

You might not have all the answers to the questions in this post. With great leadership support you can find a range of solutions that best suit you and your organisation. That support can come in many forms, such as:

  • The Advanced Leadership programme, facilitated online over six months
  • Individual leadership mentoring/coaching
  • Leadership Team mentoring/coaching
  • Change leadership support and facilitation
  • Teamwork and collaboration facilitation or mentoring (from building trust to communication to goal setting and conflict/debate strategies)
  • Online courses combined with face-to-face, or virtual, support
  • Support for coherent planning and action
  • Online support such as Educational Leaders and NZC Online

Image Credit
Fern by Michael Gaida from Pixabay under CC 0

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engage with the nzc

Are you engaging with the New Zealand Curriculum?

Posted on February 27, 2018 by James Hopkins

engage with the NZ Curriculum

Most great conversations start with a really purposeful question. A question that’s simple but not simplistic. A simple question posed in conversation recently was, ‘Are you engaging with the New Zealand Curriculum?’ Before you answer, think carefully about what that question actually means. In my humble opinion the New Zealand Curriculum (NZC) is one of the finest documents created. It has guidance, it asks questions, it can define your view of education. In any purposeful conversation or debate, there is usually a catalyst. So, before I go any further, I’d like to extend my heartfelt thanks to Daniel Birch, Principal of Hobsonville Point Primary School, for being an incredible thought provoker in conversation today.

The New Zealand Curriculum is a 49-page document that should underpin the content and practice of every educator in every classroom in the country. But does it?

Most of us, myself included, focused initially on pages 16-33, studying the learning areas and objectives, planning carefully for good coverage and making sure that I was accountable. But that still leaves us 32 pages to explore. Taking out place-holder pages, covers, and glossaries, we are left with around 28 pages of information, advice, and guidance, and it’s these where tremendous value can be found. So, I return to my original question, are you engaging with the New Zealand Curriculum? Looking back at my own classroom practice, and allowing time for the question to genuinely percolate, no, not fully. You see, the document was never designed to simply be a reference point for teachers to choose what to teach. It’s an all-encompassing document that stresses the importance of teaching the whole child.

nzcWhen you look at the diagram, lifted straight from the document, it makes sense that about a third of the content is dedicated to Learning Areas. It could be argued that about a third of learning is assimilating knowledge in specific content areas. But what of the other two thirds?

Once again I return to the original question, are you engaging with the New Zealand Curriculum? All of it. With the pressure of National Standards and NCEA achievement targets, it stands to reason that there would be a logical slip towards knowledge in order to have something to summatively assess. Much of the brilliant research out there focuses on raising student achievement. As an example, John Hattie’s extremely highly regarded Visible Learning focuses on effect size and the influence on achievement. It’s a strong reminder that we are continuously surrounded by the language of achievement, value added and academic progress. But what of the main vision? What about the skills businesses value and are looking for? Don’t misunderstand my point, subject-specific knowledge very much has its place, but that place is just one piece of the complex puzzle that is teaching and learning. A wonderful colleague of mine mentioned recently that if we can get the values and key competencies right, the other things will sort themselves out. I think she has a point!

In recent years, the metaphorical pendulum has swung towards pedagogy and away from content. Most teachers and principals I engage with have a better understanding of research and how their students learn than ever before. Much of the challenge around maintaining this focus on powerful, meaningful learning opportunities lies with identifying our drivers. Why do we do what we do, not what we want as an outcome. Meeting a national standard or predetermined benchmark cannot and should not be a driver. It is an outcome. Put simply, achieving a standard is a result of good teaching practice with a balance of values, key competencies, and focus on learning areas.

Identifying Misconceptions

More recently, I was shared into a fantastic ‘What if’ style set of statements, post staff meeting in a large high decile school. The staff meeting had centred around inquiry and curriculum, however staff were given the opportunity to share statements at the end of the meeting to further discussion, challenge concepts, and share ideas moving forward. It was here that a statement was delivered by a teacher that reignited this post, displayed by a small pocket of teachers from within the school…

“What if the New Zealand Curriculum had been designed by educators and not politicians.”

Having not been present at the meeting, I am not fully aware of the conversations that took place and led to this statement being shared. However, I’m led to believe that the statement came as a result of discussion with a small group of teachers. I was left almost speechless. As someone who works alongside schools, my place is not to judge, it is to educate, facilitate, and provide opportunities to explore. It has never crossed my mind that there could be a pocket of people out there who believe the NZC was designed by politicians. In the design of the original NZC, the consultation process was long and extensive. Educators from across the sector were invited to share their thinking and shape the way we deliver education in this country.

The link between those engaging with only the subject matter and learning areas and those who believe the curriculum was constructed by people outside of education is immediately apparent. If you believe something has been constructed by someone who doesn’t understand your role, you simply won’t buy into it. It becomes learning that is done to you- the most ineffective of all professional learning.

Linking to Digital Technologies | Hangarau Matihiko

It has been a priority for many New Zealand teachers for several years and more recently has become a national priority via the Ministry. Much like the NZC, the current draft copy must not be interpreted as a set of learning intentions to be adhered to. It’s a broader, more holistic, approach to establishing digital fluency within today’s learners. It’s new, but it’s not really new. Many forward-thinking schools have continued to push the boundaries of education and digital possibilities for years. The development of the DT & HM curriculum is simply a step towards helping others be and do more. Like the NZC it incorporates a strong ‘why’ and detailed explanations around the value we need to place in developing wider skill sets to meet the needs of both future employers and our current learners. It is not prescriptive, nor is it a sequence of lessons or breakdown of modules to teach. Like every other learning area (both within and outside of the NZC), the intention is to use existing strengths within inquiry teaching and extend them using algorithmic and computational thinking.

However you view the curriculum, there are some things you simply cannot ignore. It was designed by educators for educators. The intention is to teach the whole child, not to teach the content areas. If you want to teach for success, there’s no better place than to start with the NZC and utilise it to its full extent.

 


Image Credits:

Engage image: Engage by Nick Youngson CC BY-SA 3.0 Alpha Stock Images
The New Zealand Curriculum

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girl talking-singing

Talking Really Matters

Posted on February 20, 2018 by Ann Hatherly and Sue Bridges

Girl talking singing

Like seedlings, good ideas can become great ideas if they have strong roots and favourable soil conditions — and then, with the right combination of weather and nurturing, they can exhibit remarkable growth.

This gardening metaphor beautifully suits the Power of Talk summit we attended last year — both in regard to the content focus of children’s oral language, and also to the organisation that hosted it. The Talking Matters — Kōrerotia Mai! Campaign seeks to dramatically improve the oral language skills of children in the early years, which will then significantly impact on their ability to thrive at school. Alison Sutton had the remarkable drive and networking skills to take this concept from discussion between colleagues to a fabulous blossoming multi-disciplinary summit, in just 18 months.

The Power of Talk summit, including keynotes and presentations (see video links below) plus plenty of opportunities for discussion, brought together educators, health professionals, researchers, government agencies (eg Corrections, Ministry of Social Development), and non-governmental organisations (NGOs). This afforded participants the chance to explore the issues deeply from and across a range of perspectives.

For those who want an abridged version, here is our take on the standout messages:

  • There is not much point in nourishing reading and writing if you are not nourishing talk (oral language).
  • Talk matters because the ability to express feelings affects the ability to do well in life — we are more likely to experience social and emotional wellbeing when we have sound oral language skills.
  • What we often define as ‘sullen’, ‘moody’, ‘defiant’, and ‘uncooperative’ in the youth justice system, has its roots in poor oral language. We can reduce youth justice rates by working to improve early language.
  • It’s not just the number of words, but also the diversity of words that children hear in their first three years, that predicts positive outcomes later.
  • All families have a kete of valued knowledge. It’s not that they don’t have much or know much. It’s that we are asking them the wrong questions. Let’s ask them what they value.
  • Reading, storytelling, and singing create resilience for children even in really vulnerable circumstances.
  • Bilingual children are shown to have a cognitive advantage. It’s important for us to promote the positive power of home languages.
  • The Growing up in NZ longitudinal study shows that 90 different languages were spoken by children in the cohort. This is the New Zealand of today — and the future.

As another new year gets underway, let’s all celebrate the diverse oral language skills that our tamariki bring to our places of learning — and let’s use and enhance them so that children possess both skills and knowledge to speak up and be heard. There is now more room in both the updated Te Whāriki and the primary school day to give much-needed attention to developing oral language — which in turn will inevitably result in stronger reading and writing skills. Our CORE facilitators are here to provide ideas and support.

So… over to you. What can you, your colleagues, and your community do differently in your workplace to boost the power of your learners’ talk? At a time when ‘student voice’ is increasingly valued, let’s do our best to make sure that our tamariki can truly articulate their thoughts and aspirations. The world needs to listen to them!


Talking Matters Summit speakers included:

  • Judge Andrew Becroft (Children’s Commissioner)
  • Rae Si’ilata (Auckland University)
  • Dr Susan Morton (Director, Growing up in NZ longitudinal study)
  • Wendy Nelson (Brainwave Trust)
  • Alison Sutton (Talking Matters).

Their keynote videos and presentations are all freely accessible here.

Image Credit: Image by tookapic on Pixabay under CC0

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koru and ferns

Learning to crawl in the Māori world

Posted on February 9, 2018 by Rebbecca Sweeney

treaty talks: te tiriti o waitangi

Ko Waimārama te moana.
Ko Tukituki te awa.
Ko Kahurānaki te maunga.
Nō Heretaunga ahau.
Ko Trevor Sweeney tōku matua. Nō Te Aroha ia.
Ko Margaret McCann tōku whaea. Nō Otira ia.
Ahakoa ko Ngāti Pākehā tōku iwi, he kaha tōku hononga ki te whenua o Ngāti Kahungunu.
Ko Rebbecca Sweeney ahau.

children playing in whare on maraeThis is my pepeha. I extended it last year and can now say it without prompts, and in any situation. It’s time to extend it again, or perhaps prepare a wider range of pepeha and mihi to use in different situations. I’m learning to crawl in the Māori world.

I started my journey when I was about 7 years old when my teacher at Hastings Central School, Mrs Wilkie, taught our class to pronounce kupu Māori correctly and taught us to sing a range of waiata. She shared a passion and it certainly rubbed off on me! Thanks to Mrs Wilkie, I have always had pretty good pronunciation and I have always loved tikanga, te reo, and waiata Māori.

Many years passed. I’ve stayed on lots of marae around Aotearoa — during my years at teachers’ college; while working for government; and now, through being part of the CORE whānau. I went on a noho marae for the first time at the age of 12, to Mihiroa Marae, and loved every moment. I still remember learning some of the tikanga, kawa, on that marae through elders talking to us, or through us kids making dumb mistakes and getting told off. I still make dumb mistakes now. I still get told off. I don’t mind. I also get gentle guidance. I’m learning to crawl in the Māori world.

I am scared to share my thoughts in this post but am doing it anyway, in case it helps you to start your journey into the Māori world. It’s scary but it’s worth it. Here are some of my learnings.

Never assuming I have it all figured out…

I learned a long time ago that relationships and kōrero are hugely important to Māori. These can be cut off or broken down at any moment if I assume I know what’s best. I have learned that the same is true for all people — but Māori people taught me this. I still make mistakes, but I also see myself growing. It’s easy to forget tikanga Māori if I move too fast and make assumptions. I am Pākehā, so I always think like a Pākehā first. I need to be aware of this bias and I try to learn from the mistakes I make rather than defend myself. I accept any feedback, no matter how it is given. Relationships still matter here, and it’s sometimes hard to take feedback from people you have no connection with, but I believe it’s important to take it when you are learning to crawl in the Māori world.

Taking invitations and participation seriously…

Aotearoa is still mostly a place operating as two worlds: a Māori world and a Pākehā world. Sometimes they overlap, but not that often in my experience. Others might have different views depending on how they live their lives.

Occasionally, I get to take part in the Māori world through regular noho marae arranged by my amazing CORE whānau Māori colleagues, or through a range of tikanga that we strive to make the norm in our mahi, both internally at CORE and externally with our clients. I have learned to take the opportunities that I get very seriously. I want to genuinely contribute in ways that add value, but often I can’t. I don’t want to be the person who just takes what I need or want. I want to give as well.

Before any noho marae I get quite stressed and anxious. I spend a lot of time practising waiata and karakia, and sometimes even things like games I know we will play (no one would guess this as I am still pretty average at these things!!). Don’t get me wrong — every noho feeds my wairua and gives me renewed energy that I can’t explain. Is that mauri? I feel at home and warm around a group of people who support each other, and it is a good place to be. But I am also still learning to crawl in this Māori world and where I crawl, I feel like I am in a learning pit and I don’t want to mess up or disappoint my whānau.

Feel the fear and do it anyway!

Listen and learn…

If there is one thing I have learned that is super important, it is the need to listen and learn.

I don’t talk much in the Māori world. I think I have spoken up in a group situation on a noho marae only once, maybe twice, and that wasn’t until I’d been part of the group for a long time. If I do speak, it is often to ask a question or to try to understand something. When people around me kōrero Māori I try to keep up. I sometimes get my phone out and open the Māori Dictionary online to check some of the tricky vocab that I hear. I can never keep up but sometimes I can follow along — mostly I can’t. That’s my problem and no one else’s. I keep trying to listen to everything and to learn. There are multiple perspectives on issues and ways of working in the Māori world and every situation is unique — just as it is in the Pākehā world.

I have taken lots of te reo and other kaupapa Māori courses over the years. I started in high school when I took School C Māori in 7th form. In English, we were given a set text — a biography called Amiria by Anne Salmond. I loved the stories of the Stirling whānau and read Eruera, and then started reading all the Anne Salmond history books I could find. I remember when I was about 19, crying, as I read Two Worlds, and realised what our history really was (and had caused). I took a Māori Education paper with Wally Penetito during my Master of Education. I took the Mauri Ora course through the Open Wānanga. I took a range of online and face-to-face beginner and intermediate reo courses through places like CultureFlow, Wānanga, and more recently CORE.

It wasn’t until last year that I really learned how huge it is to learn the language. I’m not sure I will ever get very far but I will keep trying different ways to learn. It’s actually terrifying at times, but I just keep trying. Some people would say I don’t try hard enough, and that is probably true. I am grateful to the amazing Māori around me who persevere, help, laugh at and with me, give advice and lend books, demand my engagement, teach me their ways, or just offer kind words of support.

Have debates with the intent to seek common ground…

I used to avoid debates when I was younger. Many Māori have taught me not to do this — simply through their insisting that I have a debate with them! My experiences tell me that, if I don’t engage in debate with Māori when they invite it, that I won’t earn any respect. The intent is always to seek common ground or to at least ensure everyone is heard before decisions are made. I was taught this first by Māori, and later by people like Joan Dalton. Now I love debate and I step into it when it matters. I mentor others to do this, too.

Next steps for me…

Everything is harder for me in the Māori world. It makes me think about how it might be for Māori learners moving from Māori to English-medium schooling! I am learning to crawl in the Māori world. I’m not sure what my next steps are. I have goals for growing my reo. I am committed to the partnership goals that CORE has. I’m not always sure I know what it looks like to honour Te Tiriti o Waitangi as a Pākehā. This changes as I learn more. I think I need to make more of the opportunities that I get to be in the Māori world. Another recent learning for me is to make the goals far smaller and more achievable. Much smaller than the goals I might set for myself in the Pākehā world.

Maybe one day I will be able to walk in the Māori world!

treaty talks: te tiriti o waitangi

Join the conversation

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Inquiries to Anahera McGregor

Resources

  • Online Programme: Te Reo Puāwai Māori
  • CORE Breakfast: Mobilise my reo
  • Workshop: Jumpstart my reo
  • Podcast: 100% success in language learning/embrace your dickness
  • Podcast: What is my role as a Pākehā in upholding the mana of Te Tiriti o Waitangi
  • Shop: Te Reo Māori resources for sale

 

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