Saane Faaofo Oldehaver - Tautai+RTLB Fono

My reflections: 

The Role of NZPPA

The New Zealand Pasifika Principals’ Association (NZPPA) began in 2008 with only two members and has grown to over 100 Pasifika principals across the country. NZPPA is driven by Pasifika values, advocating for Pasifika voices in education. It provides professional development (PD) opportunities for principals, such as Tautai o le Moana, and promotes cultural responsiveness through initiatives like rolling out Tapasā and organizing bilingual education conferences.

As a former President of NZPPA, Saane led for two years. Despite feeling ill-equipped at the start, she embraced the role with determination and learned through the experience. She described it as a privilege to bat for Pasifika and to strengthen spaces where principals could safely share and support one another.

Strategies for Engaging Pasifika Learners

In her role as a deputy principal (DP), Saane highlighted strategies for teachers and Resource Teachers: Learning and Behaviour (RTLB) to engage Pasifika learners:

Tapasā is an essential working document that captures the voices of Pasifika learners and families. Teachers should use it to guide their practices.

Language and identity matter: Pronouncing names correctly and knowing learners’ cultural backgrounds are simple yet impactful starts.

High expectations: Setting a high bar helps Pasifika learners achieve their potential.

Service: Understanding how Pasifika children experience service within their home, church, or school contexts can enrich teaching approaches.

Patience and relationship building: Teachers must avoid assumptions and take time to understand the unique context of each learner and their family.

RTLBs should focus on meaningful interactions, such as greeting learners in their heritage language, to show they value the students’ cultural identities. Building trust with teachers and using talanoa to discuss classroom dynamics before addressing specific learners was another key suggestion.

A breakout session following Saane's talk showcased some excellent practices RTLBs use to introduce themselves and their services. RTLBs and schools are encouraged to negotiate times for these introductions every year or two to ensure alignment and awareness.

Talanoa Ako

Saane spoke about Talanoa Ako, a Ministry of Education initiative that supports Pasifika families to engage with schools. However, the current government is reviewing whether it will continue.

Pacific Leadership Advisor Role

As a Pacific Leadership Advisor, Saane worked alongside Pasifika principals and schools with significant Pasifika populations. This role emerged from the Tomorrow Schools Review and involved principals seconded for a year or two to work directly with others in the field.

Reflecting on this role, Saane shared how she fought for Pasifika perspectives in education and helped connect principals to resources such as Tautai o le Moana. She noted the lack of a dedicated team within the Ministry of Education to consolidate and share the many incredible external resources available for supporting Pasifika learners.

With the term ending, Saane will return to Weymouth Primary, bringing insights gained from this role, such as providing staff with opportunities to reflect on their practices and fostering cross-school collaboration.

Celebrations and Challenges

Saane celebrated the positive, supportive space NZPPA creates for Pasifika principals and the deep resource network she has helped uncover. She emphasized the importance of taking time out to explore what is available for professional growth and learner support.

However, she acknowledged that the work is relentless, with the demands of leadership making it difficult to find a work-life balance. While she continues to seek answers in this area, her resilience and adaptability remain central to her approach.

Advice for Aspiring Leaders

Saane encouraged educators considering leadership roles to take the leap. "You all have something to share," she said. While challenges may arise, much of the learning happens along the way.

Improving RTLB Services

At a recent conference focused on neurodiverse learners, Saane observed that RTLB services are on the right track and should continue their current efforts. For RTLBs working with Pasifika teachers, she stressed the importance of building relationships and having talanoa to understand classroom contexts before addressing specific learner needs.

Final Reflections

Despite initially feeling unprepared for certain leadership roles, Saane’s courage to step up has led to meaningful contributions to Pasifika education, the development and support of teachers and principals. Her journey exemplifies the power of reflection, connection, and a commitment to community-driven leadership. As she transitions back to her school, she brings a renewed focus on relationships, cultural fidelity, and collaboration, ensuring that every initiative fits authentically within the school community.

I used chatGPT to help organise my notes from this valuable session. 

Tautai+ RTLB Fono

E le tu toatasi se tagata - No one stands alone is the theme for today's fono.

Flatbush Primary School: A Vision of Love, Community, and Excellence

At the RTLB Fono hosted by Tautai RTLB, principal Banapa Avatea of Flatbush Primary School shared an inspiring narrative of how his school is leading with love, embracing its diverse community, and fostering success for all learners. Through purposeful initiatives and community partnerships, Flatbush has become a thriving hub of cultural celebration, academic excellence, and holistic support for ākonga, whānau, and staff alike. Here are some of the key highlights from his presentation.

A Vision Rooted in Community and Culture

Flatbush Primary School begins its journey with a deep acknowledgment of diversity and inclusivity. This is exemplified in its celebrations of Language Weeks, which provide authentic opportunities for whānau to be involved. These celebrations link directly to the success of initiatives like Talanoa Ako, a parent program adapted to be delivered in Samoan and Tongan, enabling families to fully engage in their heritage languages. This growing parent involvement has fueled support for the school’s bilingual classrooms, beginning with a Samoan bilingual unit for Years 1–6, with aspirations to expand into Tongan and Māori bilingual units.

A large number of the teaching staff are Māori and Pasifika, reflecting the community the school serves and supporting the goals of cultural inclusivity. Tapasā, the Afa framework, and Tātaiako guide their practices, ensuring the needs of Māori and Pasifika learners are central to the school’s approach.

Honoring Te Tiriti and Strengthening Connections

Flatbush works to honor Te Tiriti o Waitangi in both daily classroom practice and annual celebrations. Te Reo Māori is taught across the school as part of the CRT (classroom release time) program, and connections with local iwi such as Ngāti Tamaoho and Ngāti Te Tamaki help deepen understanding of the whenua and history of the community. This extends beyond the Treaty, enriching relationships with the land and its people.

The school also embraces its ESOL learners, who make up a significant portion of the roll. With dedicated ESOL teachers and learning support, learners receive the tailored help they need to thrive, building pathways for success in both English and their home languages.

Holistic Support and Pastoral Care

A full-time social worker, counselor, and SENCO are part of Flatbush’s pastoral care team, ensuring that learners and their whānau are supported in every way possible. Whether addressing emotional needs, learning challenges, or providing a listening ear, this team is instrumental in the school’s mission to serve the whole learner.

Flatbush’s approach to parent-teacher interaction is also unique. Instead of traditional parent-teacher meetings, they host celebration meetings four times a year, focusing on sharing and celebrating learners' successes. This deliberate move away from deficit thinking fosters positivity and empowerment for learners, teachers, and families.

Professional Development and Collaborative Growth

Flatbush’s journey of growth began in 2019 with a courageous review of classroom practices, using data to identify gaps between teaching delivery and learner understanding. This process sparked targeted interventions and ongoing professional development, aligning with the professional growth cycle.

The school has also implemented a Growth Coaching Model, which encourages staff to draw on each other’s strengths. A talent wall highlights individual skills within the team, creating a powerful internal network of support. Collaborations with Rongomai Primary and others have further enriched their work, particularly around curriculum development and the science of learning.

The Whole Learner: Ākonga Talents and Opportunities

Flatbush celebrates its learners’ talents in academics, sports, and the arts. From participating in regional and national speech competitions (where a Year 5 student won first place in the Year 6 category!) to thriving in after-school music programs, students are nurtured to grow their strengths. A music room with tutors and an annual concert showcase learners’ achievements in music, while sports participation helps develop resilience and teamwork.

Alofa, Aroha, Love

Above all, love underpins everything at Flatbush Primary School. Love for whānau, community, learners, and staff creates a culture where everyone feels valued and supported. Despite life’s challenges, alofa and aroha are the guiding principles that drive the school’s success.

Principal Banapa Avatea warmly invites anyone to visit Flatbush Primary to experience firsthand the vibrant community, cultural richness, and innovative practices that define this exceptional school. This is a place where love, collaboration, and excellence shine in everything they do.

Meitaki maata Banapa for your sharing today about the huge journey you and your community have travelled. Your korero today has highlighted today's theme of 

E le tu toatasi se tagata - No one stands alone

E moni lava!  Malo le faasoa, malo le tautua! 

Breakout Group Takeaways

Our group was deeply inspired by how Principal Banapa Avatea’s strategic approach to community engagement directly connects to student outcomes. The way everything is intentionally linked—from community involvement to classroom learning and teacher development—was a major highlight for us.

1. Community Engagement as a Foundation for Learning:
   Initiatives like Language Weeks don’t just celebrate cultural diversity; they actively involve families and the wider community. These celebrations are thoughtfully linked to long-term classroom plans, such as the bilingual units, ensuring that the rich cultural contributions of the community are reflected in the learners’ everyday education. Diversity Week, which includes smaller ethnic groups, highlights the school’s commitment to inclusivity, providing us with ideas for improvement in our own kura.

2. Professional Development Driving Classroom Practice:
   The PLD for teachers is designed to ensure the best classroom practices align with the school’s broader goals. This ensures that the teaching supports and reflects the strategic engagement with families, creating a consistent and holistic learning experience for the students. The deliberate connection between data-informed PD, teacher coaching, and student learning outcomes stood out as a model for success.

3. Coaching and Collaborative Leadership:
   The coaching model Banapa uses with staff links directly back to the school’s inclusive and community-focused approach. By tapping into staff strengths and creating a culture of mutual support, the school ensures that everyone—teachers, learners, and families—feels valued and involved. This distributed leadership also lightens the leadership load while maintaining a unified vision across the school.

Overall, we were impressed by how everything connects at Flatbush Primary: community engagement informs classroom practice, professional development builds teacher capacity, and collaborative leadership ensures sustainable progress. It’s a powerful example of how strategic planning can create lasting impacts for learners, staff, and the wider community.

I used chatGPT to help organise my notes from this session.   

Manaiakalani Cook Island Summit

 The Cook Islands Teacher Summit, organized by the Manaiakalani Education Trust in Rarotonga on October 7-8, 2024, offered a rich platform for educators from New Zealand and the Cook Islands to exchange ideas on using technology in classrooms, refining teaching practices, and enhancing cultural awareness. Sessions focused on practical tech applications, such as Google Apps and through to creating in various platforms and cultural contexts.  Culturally oriented workshops emphasised understanding students' Pacific heritage, a theme central to fostering cross-cultural competence in education.   

Watch our video here produced by a workshop group of teachers at the summit.  

I lead two workshops, one based on the daily news network at Pt England School and the other on using stories of each individual to make cultural connections to bring more understanding.   

Meitaki maata to our Manaiakalani Education Trust, the Manaiakalani staff, and everyone who gathered for the October 2024 Cook Islands Teacher Summit. The energy, dedication, and shared knowledge from each participant and organizer made it a truly special event for us as educators.

Pacific Kids Learning @NZEI Pasfika Fono 2024

During the NZEI National Pasifika Fono 2024, discussions were led by an esteemed lineup of speakers who delved into innovative pedagogies and strategies aimed at honoring cultural diversity while nurturing academic excellence. One standout example was Theresa Tupuola-Sorenson from the Pacific Kids Learning team, whose keynote shed light on a remarkable approach to education rooted in community partnership and cultural revitalization. 

 Tupuola-Sorenson's keynote emphasized the concept of "it takes a village," emphasizing that we all have a role to play in nurturing the growth and development of our youth. Drawing from traditional Pacific values of collaboration and collective responsibility, she highlighted the importance of partnerships within the community. Central to the Pacific Kids Learning team's work is the production of digital animations in Pacific languages and contexts. 

In an era where cultural identities and languages are increasingly endangered, these animations serve as a powerful tool for revitalizing and strengthening cultural knowledge among young people. The team's approach is grounded in respectful collaboration with community leaders and elders. Before embarking on any project, they engage in direct communication with these stakeholders to ensure that the design process is culturally authentic and sensitive. This involves seeking feedback and guidance from elders at every stage of animation production, sometimes requiring multiple iterations to ensure accuracy and authenticity. 

 By centering community voices and cultural expertise, the Pacific Kids Learning team exemplifies a model of education that is not only culturally responsive but also deeply rooted in the values and traditions of the Pacific. Their commitment to preserving and celebrating cultural heritage through digital media serves as an inspiring example of how innovation can be harnessed to honor the past while embracing the future.

National Pasifika Fono: NZEI 2024

In April, the first week of the school holidays, educators from across Aotearoa converged at the Waipuna Hotel for the NZEI National Pasifika Fono 2024. This being a pivotal event spanning two days from April 18th to 19th. This annual gathering, celebrated for its dedication to nurturing Pasifika education, served as a nexus of inspiration, collaboration, and advocacy. At the core of this year's Fono was the theme: envisioning the evolving needs of our Pasifika learners while safeguarding the timeless essence of our heritage in the next 5-10 years. 

The discussions, led by an esteemed lineup of speakers, explored innovative pedagogies and strategies designed to honour cultural diversity and important role of educators. However, amidst the spirit of progress, a pressing concern was shared: proposed cuts to Pasifika staff and programs within the Ministry of Education and the wider public service. With the unified voices of over 300 Pasifika early childhood and primary educators, the message to the government was clear: the future of Pasifika education must not be compromised. 

 As educators engaged in dialogue and shared experiences, the Fono also served as a platform for collaboration. It was an opportunity to forge partnerships, exchange best practices, and strengthen networks across communities. The sense of solidarity that throughout the event reinforced the collective commitment to empowering Pasifika learners, teacher of Pasifika learners and communities. 

 Looking ahead, the insights gleaned from the NZEI National Pasifika Fono 2024 resonate with programs like Manaiakalani. By bridging the gap between education and technology, initiatives like Manaiakalani can empower Pasifika learners to thrive in a rapidly evolving digital landscape. Through equitable access to digital tools and innovative teaching practices, these programs embody the spirit of inclusion and empowerment. 

 As we chart the course for education in Aotearoa we must remain steadfast in our dedication to equity, inclusion, and cultural preservation. I look forward to attending the next Pasfika Fono and hope to be delivering a workshop on Manaiakalani's role within schools with Pasfika learners, teachers of Pasfika learners AND teachers of Pasifika hertage. 

 Viia le Atua m . o nei avanoa tāua tatou te faasoa ai ma so'otau'au ai, auā le lumana'i o tatou fanau Pasifika. Ia manuia lava le tatou galuega fai fa'atasi.

Alo i ou faiva!

Pasifika Youth Keynote no.1 @NZEI Pasifika Fono 2024

 

At the NZEI National Pasifika Fono 2024, the stage was set not by a traditional keynote speaker, but by a captivating ensemble of cultural performers hailing from our very own schools in Auckland. These remarkable students, exuding confidence and pride in their Pasifika heritage, left a lasting impression on all in attendance.

Their performances were not merely displays of talent; they were powerful reminders of the profound role that dance and song play in preserving our cultural heritage and language. As I watched them take the stage with grace and poise, I couldn't help but reflect on the significance of ensuring that these traditions continue to thrive in our schools.

Indeed, the presence of these talented performers prompted a moment of reflection for me. What would happen if we neglected to prioritize the teaching and celebration of our cultural heritage in our educational institutions? The answer is clear: we risk losing an invaluable connection to our roots - the rich tapestry of our Pasifika identity.

As educators and community members we need to remain intentional in our efforts to provide time and space for cultural expression in our schools. Whether through dance, song, or other forms of artistic expression, we must create environments where students feel empowered to embrace and celebrate their heritage. If you are already celebrating language weeks, how might this be grown further? How can you grow the knowledge and experiences of your staff and leadership? Who on staff could lead a staff meeting about the celebrated culture? How are we developing leadership in these areas of culture and identity?

But our responsibility doesn't end at the school gates. We must also call upon churches, community groups, and other stakeholders to join us in this mission. By working together, we can ensure that Pasifika culture continues to thrive, in our classrooms and throughout our communities.

I hope that this space often labelled as 'Polyfest' or 'Fiafia' will become more and more part of the priority learning areas for tamariki across Aotearoa.