1. Building Resiliency to Develop Better Outcomes for our Mori 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 mhuri, tr te tupu o te rkau. 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 Padrn, 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 konga? In our mainstream schools, there are a disproportionate number of Mori 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 Mori 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 Mori than any other ethnic group (MOE, 2005). According to Telford and Caygill both in the past and now, Mori students have suffered from educational failure at much higher rates than non-Mori 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, Mori would certainly feature heavily. 5. Why might our Mori konga 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). Mori students are working within a Western educational structure that depends upon schools and individual teachers cultural competency to provide better outcomes for Mori to achieve as Mori. 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 students ability to achieve educational success. Bevan-Brown (2006) explains the differences between concepts of special needs and that the Mori concept is broad, inclusive and influenced by the Whare Tapa Wh concept of well-being for Mori (p.222). Other findings of Bevan-Brown that highlight the links between schools and underachievement of Mori include low teacher expectation leading to self-fulfilling prophecies (Bevan-Brown, 2000). . . The under-representation of Mori in gifted and talented programs (Keen, 2001, 2002) The over-representation of Mori amongst children with behavioural difficulties (Bourke et al, 1999, 2001, 2002). Merge (1990) makes the point that most Pkeh 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 Mori students at high-risk of educational failure. 6. 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, & ONeill, 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) 7. 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? 8. Session Two He kokonga whre e kiteai He kokonga ngkau e kore e kitea? You can see the corners of a house, but not the corners of the heart. 9. How Can We Easily Define Characterisitics of Resiliency? A concise definition of resiliency. . . . . . Sagors (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 Mori children who are at high-risk of educational failure. 10. How does resiliency fit into the New Zealand National Curriculum? The NZC and Ka Hikitia: Managing for Success Inclusive principles that support Mori educational success, namely High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to Learn Community Engagement Coherence Future Focus 11. 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) 12. What are the Factors Affecting the Resiliency of our konga? Protective Factors May potentially influence the health and well-being of our konga. 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) 13. Session Three Ako Mttupu the first shoots of teaching and learning 14. How can we assess the resiliency of our konga 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 Mori 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. 15. What voices do we need to collect when assessing the effectiveness of intervention? peers kaiako community 16. 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! 17. 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 ) 18. Session Four He kkano ahau I ruia mai I Rangitea I am the seed which was sewn in the heavens of Rangiatea 19. Mori Achieving Success as Mori John Te Rangianiwaniwa Rangihau Mori language promoter Te Puea Herangi Mori leader Te Puea Herangi Mori leader 20. Planning to Build Resiliency Tools from The Hikairo Rationale(Macfarlane, 1997; 2007) 21. Planning for the emotional well-being of our konga 22. Making Protective factors More Positive to enhance resiliency in Mori students 23. 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 whriki Kia mhio ttou ki a ttou M te mahi o nga whenu, m te mahi tahi o nga kairaranga Ka oti tnei whriki The tapestry of understanding cannot be woven by one strand alone Only by the working together of weavers, Will such a tapestry be completed. 24. 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: Mori health development. Auckland, New Zealand: Oxford University Press. Grace, W. (2005, November). He Mpuna te Tamaiti: Mori 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 Mori 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 25. 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 26. References Continued Waxman, H., Gray, J., & Padrn, 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