Gender composition
|
Boys 51%
Girls 49%
| |
Ethnic composition
|
NZ European/Pākehā
Māori
Pacific
Chinese
Indian
Other Asian
Southeast Asian
Other European
Other
|
35%
10%
6%
16%
8%
3%
7%
9%
6%
|
Education Review Office (2013)
With this in mind the expectations of educators to acknowledge the diversity of our learners is high and I totally agree that we should teach to our learners cultural beliefs. Mike Hogan's video highlights the importance of communication and teachers practices to be culturally appropriate to the community of our school. Te Reo in the classroom isn't just a tick box activity within our school for registration purposes but is bound within our teaching to acknowledge the treaty and its respect of our Maori heritage.
School-wide activities would be an area that our school does well in relation to community diversity. At the beginning of the school year firstly new teachers are welcomed in the form of a Powhiri ceremony and then all new students to the school partake in the same ceremony as a welcome to our school and community. This Powhiri is lead by Maori students who are taught the ceremonial requirements from community elders which provides our school with an invaluable tool in community engagement. Recently a school Haka was developed by one of our Maori teachers (again in consultation with community members) this was again to acknowledge the importance of the Maori heritage that our school holds dear. But it is not just Maori heritage that is acknowledged through activities around the school, Pacifica parents were recently invited for a morning tea for new Pacifica students to our college. This is an annual event and other evenings are also held throughout the year. Cultural evenings are a highlight of the school calendar where students from all cultures engage in celebrations of their diversity through dance, food and integration to other cultures.
Other areas that our college does well is planning and assessment in regards to our cultural responsiveness.
"Data is well used by faculty staff to address the needs of priority learners (Maori, Pacific and groups of students with special needs) and to set appropriate targets within learning areas. Each faculty is expected to set annual achievement targets for Maori and Pacific students." ERO (2013).
At the beginning of each school year, the principal delivers data from the previous year to our staff to analyse against other schools nationally. From this we look at what we are doing well and what areas we need to work on and then this information is taken into our faculty goals for the year. Our Maori and Pacific students are also monitored for academic purposes and given extra mentoring for those that are struggling to ensure we are meeting the needs of these cultural groups.
So what do I feel our college doesn't do so well when it comes to responsiveness to cultures? The one area I believe we need improving would be resources for classroom teachers. We have lots of resources to assist our teaching when it comes to Maori integration but what about the other cultures? We have a diverse class sitting in front of us and we should acknowledge all of the cultures within our teaching but sometimes we just do not know enough to incorporate quality teachable moments.
References:
Edtalks.(2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved from https://vimeo.com/43097812
Education Review Office (2013). Pakuranga College Report May 2013. Retrieved from https://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/Pakuranga-College-13-05-2013
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