The vision of the NZC is for our system to develop students who are confident, connected, actively involved lifelong learners (T.K.I. n.d). The reimagining of our New Zealand Curriculum (NZC) and the affordances it allows has seen schools develop their own local curriculum, giving communities the opportunity to engage local resources and provide a more community-specific approach to teaching and learning. Having a strong, locally-based curriculum allows students to be successful in learning within their own contexts and also provides windows for whanau to be authentically connected. Within our context of education, our local curriculum has a particular lens over future-focused learning. We are posing the question “What skills will our tamariki need to ensure they meet the vision of the NZC?” As a community, we are placing a lens over digital competencies and capabilities and looking at avenues to engage our whanau in student learning.
Throughout decades of education, the vehicle for informing whanau of learning has been ‘reporting to parents’. The system is as standardised as the testing tools and commercial report formats used across the globe (Hall, K. et.al 2008). Parents and caregivers participate in parent interviews and receive statutory written reports outlining how their child is progressing at school - usually focussing on test scores where accountability and compliance are the key drivers (T.K.I. n.d). Research suggests that in most countries reports focus on students' success and failure through examination. There is very limited reporting on students' social development and interpersonal skills (Cuttance, P., et.al. 2000). In times past, often a report outlined student’s behaviours, the comments of which were highly subjective and heavily based on the relationship between student and teacher. Both of us (authors) can testify to reports that were purely subjective and visibly biased both for and against our progress and character. In addition to parent interviews and reports, schools endeavour to host school events showcasing talents be it sporting, the arts, or academic achievement. These showcases include inter-school sports events, school productions, art shows, and awards nights and more often than not are the ‘outcomes’ of hard work put in by selective students who are often the exellerant representatives in their cohorts.
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| Information Sharing Actions - Template from TKI |
A study into parent-involvement activities in California schools found that conventional methods for involving parents in school activities are closed to parents of children from diverse backgrounds. It found that often specific cultural knowledge was required to participate effectively (Delgado-Gaitan. 1991). For parents of students from diverse or minority backgrounds being involved in the reporting process is often degrading and stressful. Reports are often difficult to interpret and parents are left disadvantaged in their understanding of the progress their children make (1991). Report formats and purposes are also delivered through a dominant cultural lens, showing little value or connection to those of minority cultures. Research states that parental involvement in children’s education has a positive influence on achievement (Fan, X., et.al. 2001). Indeed New Zealand’s Ministry of Education (MoE) sees parents and whanau as key stakeholders in education, who play a meaningful role in supporting children’s learning at and beyond school (T.K.I., n.d). While the importance of whanau involvement is recognised as a key to raising student achievement, how can this be done in an age where there are generally two breadwinners in the family and their hours of work dominate the school day? How can we ensure whanau engagement in children’s learning, from our culturally diverse community?
In 2016 an NZCER survey seeking parents and whanau perspectives on schooling indicated that many viewed
their children using digital devices in their learning as important but that only 46% think that it is something they
should access every day (Bonne, L. Stevens, E. 2017). Only 30% had access to online information about their
child’s learning (2017). After the COVID lockdowns of 2020, Nga Iwi School conducted its own survey regarding
student learning and access to digital devices. It was noted through this survey that 73% of students accessed online
learning facilitated by classroom teachers and 90% of those surveyed had help in their learning from parents and
whanau at home. We also noted that upwards of 90% of whanau have online access be it through a laptop, desktop
computers, tablets or phones. Post whanau conferences, we surveyed parents regarding accessing students learning
online through an app. Ninety-two percent liked the app idea with 66% indicating their interest in attending
workshops relating to the app. Interestingly 70% wanted a move to online reporting while 30% preferred the
twice-yearly reporting system.
As a school that serves a diverse community and based on our research and survey findings, we believe that online
access to learning and reporting will benefit our students' outcomes and increase whanau engagement. This will
require a culturally sustainable approach to ensure equality and equity across our school community.
Bonne, L., Stevens, E. (2017). Parent and whānau perspectives on their child’s schooling Findings from the NZCER national survey of primary and intermediate schools 2016. New Zealand Council for Educational Research. P O Box 3237 Wellington New Zealand.
Retrieved from: https://www.nzcer.org.nz/system/files/National-Survey-Parent-Whanau.pdf
Cuttance, P., & Stokes, S. A. (2000). Reporting on student and school achievement. Department of Education, Training and Youth Affairs.
Delgado-Gaitan, C. (1991). Involving parents in the schools: A process of empowerment. American journal of Education, 100(1), 20-46.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13(1), 1-22.
Hall, K., Conway, P. F., Rath, A., Murphy, R., & McKeon, J. (2008). Reporting to parents in primary school: communication, meaning and learning.
Te Kete Ipurangi. (n.d). Why Report to Parents and Whanau. Website.
Retrieved from: https://assessment.tki.org.nz/Reporting-to-parents-whanau/Why-report-to-parents-and-whanau
Te Kete Ipurangi. (n.d). Developing and reviewing information sharing processes. Website.
Retrieved from: https://assessment.tki.org.nz/Reporting-to-parents-whanau/Developing-and-reviewing-processes
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