LP2 [3a] Community Consultation

Here it is important to note who is and is not participating/represented. You might ask yourself:

• did they feel included in the invitation?
• could they see themselves as part of the community being consulted?
• are they able to access the information/location?
• have I/we created safe place for them to “show up”?
• is there an alternative way to engage certain communities?

A reminder that the voice of the majority will only serve to maintain the status quo. Minority voices and experience need to have a place, be supported, and be elevated. That is how to be a good ally.

https://nzcurriculum.tki.org.nz/Principles/Community-engagement-principle

At our school:

teachers make connections to students’ lives

we treat families with dignity and respect and add to family practices, experiences, values, and competencies

parents and teachers are involved together in children’s learning

parents and whānau participate in school activities

family and community knowledge is incorporated into the curriculum and teaching practices

we connect with local iwi for support and advice

parents and whānau are encouraged to contribute their perspectives about the future direction of the school

we build on the strong aspirations and motivation that most parents have for their children’s development

we consult with parents about our homework programme and act on feedback received

community expertise is used to support students’ learning

information about students’ learning and achievement is regularly shared with parents in a variety of ways

we offer structured and specific suggestions, rather than general advice, to engage the support of families, whānau, and communities.

What starts to happen to assessment when teachers learn about their children’s informal learning?

 It is not up to one person 5 days a week for 40 weeks in a year to provide all the educational needs for ākonga. How we engage with and consult others to be a part of the education of ākonga is vital.