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.
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