Helping School Leaders Build Culturally Adaptive and Responsive Organisations
What is your reason to engage your school in cultural transformation?
Tīmoti Harris is an experienced Secondary Principal, Ministry of Education Facilitator, University Lecturer and specialist teacher and educator who will tailor-make a programme for organizational change based on strongly inclusive and relational bi-cultural pedagogy.
Culturally Inclusive and Responsive confidences and competencies for teaching staff within contemporary schooling in Aotearoa New Zealand are essential in order to empower the change described in the Vision and Principles within the New Zealand Curriculum.
“A vision for young people who will work to create an Aotearoa New Zealand in which Maori and Pākehā recognize each other as full Treaty partners, and in which all cultures are valued for the contributions they bring.” P8 New Zealand Curriculum
“The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand.” P9 New Zealand Curriculum
It is the contention of Empowering Change – Kia Tupu Te Toi that the process which facilitates the unpacking of the content and related facts within the founding documents of our land is one which requires sensitivity, discretion and tact. Further, whilst the subject matter is of great consequence, it needs to be introduced, handled and worked with, with an awareness of and a commitment to the genuine care and nurture of all participants
“As a facilitator of 35 years and a teacher and educationalist of 45 years experience, I believe that the way to effect attitudinal change, hence professional leadership change also, is to work not just through cognitive empathy but also through affective and indeed compassionate empathy. It is my strongly held belief that genuine and long-lasting change and growth comes when both intellect and knowledge are stimulated by the engagement of the heart. Further, I contend that working through a humanistic approach when exploring participants’ attitudes, minimizes defensiveness and indeed generates an increased appetite for knowledge and understanding. This in its’ turn empowers attitudinal change.”
What does a programme for cultural transformation offer?
The course has a number of delivery options. These courses would be discussed and designed in consultation with each particular school, including the programme’s content, delivery style, and duration.
This course explores everything through stories and contexts Māori for educationalists. It explores, discusses and applies our history, while being inclusive regarding Māori content for school planning. Iit provides ideas and examples of how a Māori world can and should be the wonderful and important content partner in all school based learning. This is a course which examines and applies culturally responsive practices; it supports schools through a review and redesign of their practices. Some school leaders are challenged to improve or grow their cultural competencies and responsiveness.
“It is my profound belief that there is no greater catalyst to change than engaging people in authentic experiences and sharing stories and information in a way which allows them to connect their learning to their future actions.” Tīmoti Harris
Some options for programme or course delivery are:
- A one-off learning session
- A series of learning sessions
- Whole staff courses of 2-3 hour sessions every five weeks for one year, two years or three years
- School Leadership team development sessions
School Leaders are encouraged to meet and talk with the facilitator, and then co-construct the programme, content and outcomes according to their needs and resources.