Learning and Behaviour Specialist Assignment Two Building Educational Resiliency in Maori Student to Develop Better Outcomes

1. Building Resiliency to
Develop Better
Outcomes for our
Māori Students.
All Maori learners have potential
All Maori learners are culturally advantaged
All Maori learners are inherently capable
Blessed by the virtue of who they are.
(A.Parata, 2009, Ka Hikitia)

2. Session One
Ko te piko o te māhuri, tērā te tupu o te rākau.
The way the sap is shaped determines how the
tree grows.

3. What is resiliency?
the ability to “bounce back from adversity, frustration and
misfortune”
(Janas, 2002)
“those students who succeed despite the presence of adverse conditions”
(Waxman, Gray and Padrón, 2003)
“set of attributes that provides people with the strength and fortitude to confront the
overwhelming obstacles they are bound to face in life”
Sagor (2006)
‘the capacity that allows a child to prevent, minimize and overcome the
damaging effects of hardships or adversity”
(Jones, Higgins, Brandon, Cote and Dobbins,2013)

4. Why do we need to build the resiliency of our ākonga?
 In our mainstream schools, there are a disproportionate number of Māori students,
particularly boys, who are failing, labeled as challenging or having emotional and/or
behavioural difficulties. In 2002, it has been reported that 47% of suspensions were of
Māori students, who only make up 21% of the student population (MOE, 2003).
 Levels of school leavers with little or no formal academic attainment were significantly
higher in Māori than any other ethnic group (MOE, 2005). According to Telford and Caygill
both in the past and now, Māori students have suffered from educational failure at much
higher rates than non-Māori students (MOE, 2007).
 It is well known that New Zealand generally performs well in education on the
international field, however, as Hattie (2003) states it is with “one exception, New
Zealand is a psychologically safe place to be a school student . . . The exception is
the achievement performance of the bottom twenty percent of our students” (p.2).
With the rates for suspensions, early leaving and high percentage of students leaving
with little or no formal attainment, Māori would certainly feature heavily.

6. Why might our Māori ākonga be at risk of
educational failure?
Bourdieu distinguishes three types of capital that are reproduced in our school systems that determine
whether a child achieves academic success, economic, social and cultural (in Harker, 1985).
Māori students are working within a Western educational structure that depends upon schools and
individual teachers cultural competency to provide better outcomes for Māori to “achieve as Māori”. The
majority culture ethnocentrism results in differences being perceived as deficits.
The cultural differences within the understanding of special needs are one area in which cultural capital
could heavily affect student’s ability to achieve educational success. Bevan-Brown (2006) explains the
differences between concepts of special needs and that the Māori concept is “broad, inclusive and
influenced by the Whare Tapa Whā concept of well-being for Māori” (p.222).
Other findings of Bevan-Brown that highlight the links between schools and underachievement of Māori
include low teacher expectation leading to self-fulfilling prophecies (Bevan-Brown, 2000). . .
The under-representation of Māori in gifted and talented programs (Keen, 2001, 2002)
The over-representation of Māori amongst children with behavioural difficulties (Bourke et al, 1999, 2001,
2002). Merge (1990) makes the point that most Pākehā accept their culture as the norm and that many are
unaware of the influence it has on them and on the education system in New Zealand. This makes Māori
students at “high-risk” of educational failure.

7. What are characteristics of a resilient student?
Studies show that there are a set of characteristics that resilient children display.
Jones et al. (2013, p.5) have constructed the following table of a compilation of twelve
characteristics of resilient young children, using findings from various other researchers;
Internal Characteristics High self-esteem (Gilligan, 2000)
Internal locus of control (Lynch,
Geller& Schmidt, 2004)
Optimism (Hippe, 2004)
Motivated to achieve/succeed
(Wayman, 2002)
Self-awareness (Hippe, 2004)
Reflectiveness (Poulou, 2007)
External characteristics Problem-solving skills (Seng, 1999)
Clear aspirations (Place, Reynolds,
Cousins, & O’Neill, 2002)
Goal oriented, makes plans (Gilligan,
2000)
Autonomy (Werner,2000)
Appropriate communication and
interpersonal skills (Hippe,2004)
Seeks out mentoring from peers or
adults (B.Y.L.Wong, 2003)

8. How can we identify our resilient students and those who
need to have resiliency developed within them?
Teaching as Inquiry
The key question for the teaching inquiry is:
What strategies (evidence-based) are most
likely to help my students learn
what they need to learn?

9. Session Two
He kokonga whāre e kiteai
He kokonga ngākau e kore e kitea?
You can see the corners of a
house, but not the corners of the
heart.

10. How Can We Easily Define Characterisitics of Resiliency?
A concise definition of resiliency. . .
. . . Sagor’s (1996) concept of CBUPO
There is clear evidence that there is a set of
personal characteristics or attributes present
in resilient children and that could be used
as a focus when developing resiliency in
Māori children who are at high-risk of
educational failure.

11. How does resiliency fit into the New Zealand National
Curriculum?
The NZC and Ka Hikitia: Managing for Success
Inclusive principles that support Māori educational success, namely
 High expectations
 Treaty of Waitangi
 Cultural diversity
 Inclusion
 Learning to Learn
 Community Engagement
 Coherence
 Future Focus

12. Key Competencies (MoE,2005)
1. Thinking
2. Using language, symbols and text
3. Relating to others
4. Managing Self
5. Participating and Contributing
Te Tikanga Whakaaro (Grace, 2005)
• Tatarikanga
• Manaakitnaga
• Rangatiratanga
• Whanaunatanga
• Whaiwahitanga
Schools and early childhood services functioning as professional learning communities will use evidence engaged
practice to shape curriculum development and delivery, quality teaching practices, robust assessment and evaluation
strategies to deliver equity and excellence for diverse learners. (NZEI Goal 4., 2008)

13. What are the Factors Affecting the Resiliency of our
ākonga?
Protective Factors
May potentially influence the health and well-being of our ākonga. By identifying
these factors and enhancing support, there is higher chance of reversing or altering
future outcomes for the student.
Look at handout.
Risk Factors
May potentially influence the development of resiliency negatively
Look at handout.
We cannot always build the future for our youth, but we can build our youth for the future.
(Roosenvelt, 1940)

14. Session Three
Ako Mātātupu
the first shoots of teaching and learning

15. How can we assess the resiliency of our ākonga and the
impact of our interventions on the development of their
resiliency?
When considering evidence of effectiveness of intervention in building resiliency how can students with
one or two high-risk factors be considered against students with multiple risk factors? What is the measure
of success?
There are at-school factors (such as teacher-student relationships, access to curriculum, cultural
responsiveness) to consider as well as home factors (such as abuse, neglect, divorce) and environmental
(such as poverty, lack of community support).
Little research is available that attempts to encapsulate all factors affecting resiliency, perhaps because of
the previously discussed difficulty in assessing and collecting data from all contexts for generalization.
However, Resnick (2000) does identify protective factors including “as strong sense of connectedness to
parents, family, school, community institutions, and adults outside the family, and involvement in
extracurricular activities that create multiple friendship networks.” (p.159).
There has been little research of an experimental nature, investigating how specific interventions impact
upon at-risk of educational failure students.
There is certainly a need for further research focusing upon this before generalisations about specific
inventions to be used with our Māori students can be recommended. This may take the form of small-scale
action research projects run by schools or school syndicates. This small-scale approach may make it
possible to generalize within the specific context of that school.

16. What voices do we need to collect when assessing
the effectiveness of intervention?
peers
kaiako
community

17. What are some ideas that we can use to collect
assessment?
 Teacher nominations?
 Peer nominations?
 Standardised testing?
 Self nomination/student voice?
 Student led conferences?
 Resiliency Scales?
 Self-esteem testing?
Whatever we use, it needs to be strengths-based and informative!

18. What practices do we currently undertake, that will
build resiliency?
An Inventory of Resiliency-Building Practices
Organisational/Instructional Practices Trait Reinforced
Logical consequences Potency
Mastery Expectations Competence
Service Learning Usefulness
Cooperative Learning Usefulness
Teacher Advisory Groups Belonging
Authentic Assessment Competence
Student-led Parent Conferences Potency
Learning Style-Appropriate Instruction Belonging
Activities Program Belonging
Porttfolio Competence (Sagor,1996,p.39 )

19. Session Four
He kākano ahau I ruia mai I Rangiātea
I am the seed which was sewn in the
heavens of Rangiatea

20. Māori Achieving Success as Māori
John Te Rangianiwaniwa Rangihau – Māori
language promoter
Te Puea Herangi – Māori leader
Te Puea Herangi – Māori
leader

21. Planning to Build Resiliency
Tools from The Hikairo Rationale(Macfarlane, 1997; 2007)

22. Planning for the emotional well-being of our ākonga

23. Making Protective factors More Positive to enhance
resiliency in Māori students

24. While educators cannot control community
demographics and family conditions, they
can change educational policies and
practices to ensure that they address the
specific needs of students at risk of
academic failure.
(Comer, 1987)
E kore e taea e te whenua kotahi ki te raranga I te whāriki
Kia mōhio tātou ki a tātou
Mā te mahi o nga whenu, mā te mahi tahi o nga kairaranga
Ka oti tēnei whāriki
The tapestry of understanding cannot be woven by one
strand alone
Only by the working together of weavers,
Will such a tapestry be completed.

25. References
Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington,New Zealand: Minstry of
Education
Bevan-Brown, J. (2006). Beyond policy and good intentions. International Journal of Inclusive Education, 10:02-03,221-234. Retrieved from
http://dx.doi.org/10.1080/13603110500392775
Durie, M. (1994). Whaiora: Māori health development. Auckland, New Zealand: Oxford University Press.
Grace, W. (2005, November). He Māpuna te Tamaiti: Māori Ecologies to Support the Child. Unpublished paper presented to the Commentary
Group on the NZCF Key Competencies, commissioned by the Ministry of Education, Wellington, New Zealand.
Grothaus,T. (2004). Empowering adolescents as servant-leaders: promoting resiliency, positive networking, and community stewardship.
Reclaiming Children and Youth, 12(4), 228-231. Retrieved from http://www. library.education.govt.nz journals database
Harker, R. (1985). Schooling and Cultural Reproduction. In J. Codd., R. Harker., & R. Nash., Political Issues in New Zealand Education (pp.
57-72). Palmerston North, New Zealand: Dunmore Press.
Hattie, J. (2003, February). New Zealand Snapshot: With Specific Reference to Yrs 1-13 Years. Paper presented at the Knowledge Wave
2003 Leadership Forum. Retrieved from http://www.knowledgewave.org.nz
Janas, M. (2002) 20 ways to build resiliency. Intervention in School and Clinic. 38(2), 117-121. Retrieved from
http://www.library.education.govt.nz journals database
Jones, V., Higgins, K., Brandon, R., Cote, D., & Dobbins, N. (2013). A focus on resiliency: young children with disabilities. Young, Exceptional
Children, 16(3), 3-16. Doi:10.1177/1096250613481681
Macfarlane, A., Glynn, T., Cavanagh, T. & Bateman, S. (2007). Creating culturally safe schools for Māori students. The Australian Journal for
Indigenous Education, 36, 64-76. Retrieved from http:// http://masseyuniversity.mrooms.net/mod/book/view.php?id=938&chapterid=2153

26. References Continued

McCreanor, T., & Watson, P. (2004). Resiliency, connectivity and environments: their roles in theorising approaches to promoting the well-being
of young people. International Journal of Mental Health Promotion, 6(1), 39-42.A164. retrieved from http://www.ijmhp.co.uk
Ministry of Education. (2013). Te Mana Tikitiki. Retrieved from http://minedu.govt.nz
Ministry of Education. (1993). The New Zealand Curriculum Framework. Wellington, New Zealand: Learning Media.
Ministry of Health. (2002). Building on Strengths: A New Approach to Promoting Mental Health in New Zealand. Wellington, New Zealand:
Ministry of Health
Prince-Embury,S. (2011). Assessing personal resiliency in the context of school settings: using the resiliency scales for children and
adolescents. Psychology in Schools, 48(7), 672-784. Doi:10.1002/pits.20581
Resnick, M.(2000). Protective factors, resiliency, and healthy young development. Adolescent Medicine:State of the Art Reviews, 11(1), 157-
165. Retrieved from http://www.moodwatches.com
Sagor, R. (1996). Building Resiliency in Students. Educational Leasdership: Creating a Climate for Learning, 54(1), 38-43. Retrieved from
http://www.ascd.org/publications/educational-leadership.aspx
Shepard, J. (2004). Multiple ways of knowing: fostering resiliency through providing opportunities for participating in learning. Reclaiming
Children and Youth. 12(4), 210-216. Retrieved from http://www.library.education.govt.nz journals database
Teaching and Learning Research Programme. (2006). Factors That make Teachers More Effective Across Their Careers. Retrieved from
http://www.tlrp.org database
Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis. Wellington,
New Zealand: Ministry of Education

27. References Continued
Waxman, H., Gray, J., & Padrón, Y. (2003) Review of Research on Educational Resilience. Santa Cruz, US: Center for Research on
Education, Diversity & Excellence
White and Orr (2004). Retrieved 4 February Friday, 2011, from http://people.stfx.ca/wkraglun/EDUC-433-Files/Concept-of-Cultural-Capital.pdf