- Providing interesting materials that promote engagement by the learner
- Delaying and reducing direct teacher instructions and direction so as to allow opportunities for learners to initiate
- Maximising opportunities for shares activities between less-skilled and more-skilled learners so there can be reciprocal learning
- Interaction that emerge from relationships (Sidorkin, 2002), in particular those of trust and respect
- Culture counts (Bishop & Glynn, 1999)
- Power is shared between self-determining individuals within non dominating relations of interdependence (Iris Marion Young, 2004) to help develop more independent skills. The notion of interdependence is much more important in Maori view of the world.
- Pedagogy is responsive and interactive
- Learners / teachers are connected through a common purpose / vision and reciprocal responsibility
Some of the indicators are, feeling confident to identify as Maori, are attending school more often / regularly, are staying at school longer and engaging with learning. Others are that they are achieving at higher levels across a range of achievement data, and leaving with qualifications and career pathways. There is also a strong focus on Maori focussing on school activities., and there is more whanau involvement in the school, as well as more self-determined and less directed by the school. I tentatively ask...the involvement of whanau in the school, and in an active role, not a token role of sports and fêtes - is this something that all schools should be aiming for across all parents / whanau? Is there a received notion by many of the communities that the school is the 'expert'? How can this be re-balanced? So the relationship becomes more of a partnership where everyone's experience and expertise is celebrated and meaningful - although Mere cautioned that Maori experience of partnerships is that they tended to uneven. One of the participants suggested this resource - the Te Kauhua materials: http://tetereauraki.tki.org.nz/Te-Kauhua.
Mere recommended some resources for supporting schools to help inclusion, including some books. She also talked about the power of Communities of Practice and Wenger's notion of brokerage whereby CoPs become "important paces of negotiation, learning, meaning and identity "( Wenger, 1998, p, 133) . Over time, Mere asserted, communities develop a unique perspective on their topic as well as a body of common knowledge, practices, and approaches...They may even develop a common sense of identity.
Intervening with leadership in school systems and structures to help consideration of the relationship between what teachers are doing and what school leadership is doing - and what the interface looks like. The goal is focusing on improving target students' participation and achievement. Leadership in these interventions needs to be responsive and proactive rather than reactive.
Mere closed with the idea that effective leadership engages with influencing change then sustaining and managing reform that supports the shared vision...until it is "business as usual".