737 Assignment 2

Madelaine Gravatt

It is critically important that all teachers in New Zealand make a concerted

effort to improve the outcomes for all Priority Learners in education. Priority
Learners are defined by the Education Review Office as groups of students
who have been identified as historically not experiencing success in the New
Zealand schooling system. These include many Mori and Pacific learners,
those from low socio-economic backgrounds, and students with special
education needs (Education Review Office, 2012, p. 4). Students who fall into
these categories all have unique needs and ways of learning. There is
therefore no one formula that guarantees learning for every student in every
context, however, research shows that certain strategies consistently
improve student learning. For this discussion I shall examine inclusion and
culturally responsive pedagogy as important methods of improving outcomes
for Priority Learners. These two approaches overlap considerably and relate
to the effective teaching of all students, including Priority Learners. There are
many more important practices that teachers can enact to raise the
achievement of Priority Learners in their classrooms, although it is not
possible to adequately discuss them all here.
Children and young people will be the best they can be when they are
present, participating, engaged achieving and belong (Ministry of Education,
2010, p. 6). This is the core belief behind inclusion and it is essential to
addressing the underachievement of Priority Learners in New Zealand
schools. Inclusion focuses on the quality of participation of all students, in
particular anyone who faces barriers to full and meaningful participation at
school (McMaster, 2012). In inclusive schools all students are engaged and
achieving, including students with special education needs. Although no two
inclusive schools look the same, they all share some key characteristics. Fully
inclusive schools include all students, including those with special education
needs; all students are present, participating and engaged with their peers,
all of time; and all students are learning and achieving within the curriculum,
through being challenged by content they are interested in (Ministry of
Education, 2012b). Above all, all students in inclusive schools feel valued and
welcomed. Inclusion especially focuses on students that may face barriers to

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Madelaine Gravatt

full access, participation and achievement in education, such as students

currently minoritised in the education system. As Berryman, OSullivan and
Bishop (as cited in McMaster, 2012) explain, to be minoritised one does not
need to be in the numerical minority, only to be treated as if ones position
and perspective are of less worth; to be silenced or marginalised which can
be the case for all Priority Learners. Inclusion therefore becomes an issue of
social justice as it deals with equity in education. In order to create inclusive
classes where everyone is valued, engaged and achieving, the Ministry of
Education (2010) outlines that teachers must value the contributions of all
students and their families, whnau and communities, build on individual
learners identities, interests, languages and cultures and identify and
remove any barriers for achievement. Importantly, these practices will not
only benefit students with special education needs, but will benefit all
students (Jordan, Schwartz, & McGhie-Richmond, 2009). This refutes the
common misconception that teachers require specialist training in order to
meet the needs of students with disabilities in their classes. As Alton-Lee
eloquently states: Quality teaching is not effective for just some learners but
is effective for all learners (2003).
To create inclusive classrooms, it is vital that teachers value what students
bring

to

the

class

and

create

culture

that

celebrates

diversity.

Understanding differences in developed through genuine relationships with

others and in the absence of diversity, its hard to learn to be comfortable
with difference (Shevin-Sapon, 2008, p. 51). Accepting and addressing
diversity in classrooms is therefore crucial to prepare students to be
democratic students in a multiethnic country. In contrast, removing students
from the mainstream identifies students as different in ways that are not
valued by the mainstream school or society (Shevin-Sapon, 2008). This does
a disservice to those students who are removed from their peers, as well as
students in mainstream classes, as it deprives classrooms of a richer range of
experiences to draw from. There are many ways teachers can foster
acceptance and celebrate diversity. Teachers should view differences as a
positive resource for learning and draw on the variety of experiences and

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Madelaine Gravatt

skills within the class to richen the curriculum and engage students. It is also
important teachers provide multiple opportunities for discussing diversity and
model appropriate language. A powerful way of doing this is by teachers
sharing their own learning around issues of diversity and inclusion (ShevinSapon, 2008). To truly create a class culture that values and celebrates
diversity, it is essential that teachers create a safe and accepting classroom
environment where all students can participate in honest discussions about
topics that may be uncomfortable and difficult.
A key component of inclusive learning is establishing a caring, supportive and
respectful class climate. Mara Sapon-Shevin suggests that instead of being
overwhelmed by the task of responding to each students differences,
teachers should put community building and the emotional climate of the
classroom at the centre of their organising values (2008). This approach
acknowledges the crucial interdependence of social and academic factors in
raising student achievement. Teachers can foster a safe, caring and
supportive classroom environment by teaching students how to work
together and help one another. This can be done by encouraging shared
learning, whereby students help one another and explain things to their
peers. An effective means of incorporating this is through an ongoing and
consistent use of peer mentoring and cooperative learning (Shevin-Sapon,
2008). These forms of learning promote collaboration and important social
skills amongst all learners, including those with special education needs.
They help develop such abilities as motivation, perseverance, self-control,
and

empathy

(Shevin-Sapon,

2008).

Educating

students

in

inclusive

classrooms in which they work collaboratively with students that are different
form themselves is the only way to properly prepare students to be engaged,
democratic citizens in a multiethnic society.
In order to raise the achievement of Priority Learners, teachers must plan
learning so that everyone can participate and achieve. This means teachers
must be innovative and differentiate learning according to the needs and
interests of students. It is crucial that teachers plan for differentiation and

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Madelaine Gravatt

make sure every student has access to learning from the outset, rather than
as an after-thought (Causton-Theoharis, Theoharis, & Trezek, 2008). Before
planning a unit of learning, teachers should identify barriers to students
learning and make sure these are minimised through working with the
students, their families and other teachers (Ministry of Education, 2015). In
order for every student to access learning, teachers must be able to
differentiate learning in three different ways: teachers must provide multiple
means of representation when communicating content, because students
perceive and understand information in different ways; there must be
multiple opportunities and means for students to express what they have
learned; and teachers must provide multiple means of engaging students,
depending on students interests and learning styles (Ministry of Education,
2015). This therefore asks teachers to be flexible and innovative when
planning learning, making sure that the learning is being adapted to the
student, rather than the student having to adapt in order to learn (Ministry of
Education, 2012b). A great way to engage students in their learning is to
offer students choices and listen to their preferences regarding what and how
they want to learn. This instills in students the belief that they are active and
competent learners (Smith, Salend, & Ryan, 2001). Encompassed in this
approach is viewing the role of teacher aides not as working with individual
students in lieu of the teacher, but to work with the teacher to up skill them
in effective ways of teaching all the children in their classes (McMaster,
2012).

However, to be able to respond to the needs of diverse learners,

classroom management is essential (Alton-Lee, 2003). Key to this is investing

more time to instruction, so teachers are then able to focus on individual
students and groups while the rest of the class in engaged in group or
individual work (Jordan et al., 2009). The importance of creating a wellmanaged learning environment is encompassed by the concept of Ng
whakapiringatanga, which highlights the importance of boundaries, rules and
organisation as fundamental to effective learning

(Bishop & Berryman,

2009).
A vital part of cultivating an inclusive classroom environment is the use of

737 Assignment 2

Madelaine Gravatt

inclusive language and teachers deeper beliefs on difference and ability.

Language is crucially important because it has the power to hide or hinder
students abilities or, depending on how it is used, can complement and
enhance the abilities of the same students (Smith et al., 2001, p. 19). Deficit
language presents students in terms of their disabilities, limitations and what
they cannot do. This locates the problem within the students or their families
and therefore leaves the teacher with few solutions. In this way deficit
thinking serves to perpetuate the status quo in which Priority Learners are
underachieving in our education system (Lawrence, 2011). Deficit language
can

also

restrict

students

access

to

curriculum

content,

learning

opportunities and forming relationships and friendships with their peers

(Smith et al., 2001). Other examples of teacher actions that reflect a deficitorientation and hinder an inclusive classroom are speaking down to students
with disabilities, accepting their non-participation, describing their difficulties
in the presence of other students and creating dependence on adults by
speaking through teacher aides. Instead, teachers can foster inclusion by
using competence-orientated language that focuses on the individual rather
than the disability and highlights their achievements and strengths. This
includes giving a high level of instructional feedback that focuses on what
students can do, acknowledging their effort and focusing on their next steps.
It is also important that teachers respond appropriately when they hear
teasing or inappropriate language being used around the school. Mara SaponShevin suggests that in these situations it is best not to respond punitively,
but instead discuss with the person the affect of their language and
assumptions, in order to foster awareness and understanding of how their
language and actions can affect others (2008). How teachers speak to and
about students reflects their deeper beliefs about differences, ability and
disability and their responsibility to teach all students. These beliefs are
critical to their success in using effective inclusive practices. Research shows
that teachers that believe students with special needs are their responsibility
tend to be more effective overall with all of their students (Jordan et al.,
2009).Acknowledging and reflecting on their deeper beliefs is therefore a
crucial element of being an effective teacher for all students.

737 Assignment 2

Madelaine Gravatt

To improve outcomes for Priority Learners, it is essential that teachers have

high expectations for all students. Deficit discourses create low-expectations
of student ability and a self-fulfilling prophecy of student failure (Allen, Taleni,
& Robertson, 2009). Melinda Webber highlights that educational stereotypes
associated with ethnicity can powerfully shape educational opportunities and
experiences, especially for Mori and Pasifika students (2013). As Bishop and
Berryman explains, If we think of other people as having deficiencies, then
our actions will tend to follow this thinking, and the relations we develop and
the interactions we have with these people will tend to be negative and
unproductive (2009, p. 29). Substantial efforts have been made to shift
teachers expectations and assumptions of Mori students through Te
Kotahitanga and Ka Hikitia. In order to raise the educational achievement of
Priority Learners, it is important the teachers genuinely believe in the
intellectual potential of their students and believe it is their responsibility to
help their students achieve that potential (Gay, 2002). This means that
teachers must never give up on students and celebrate the students
successes together. However, high expectations have to be appropriate for
the individual student, be made clear to the student, and supported by
quality teaching, otherwise they may be counterproductive (Alton-Lee, 2003).
In order to effectively deliver on this, teachers must have high self-efficacy
and see themselves as capable of making a difference to all students.
Given

the

multiethnic

nature

of

New

Zealand

society

and

the

disproportionate underachievement of Maori and Pasifika students, it is

crucial that all teachers in New Zealand develop a culturally responsive
pedagogy. Culturally responsive teaching is defined as using the cultural
characteristics, experiences, and perspectives of ethnically diverse students
as conduits for teaching them more effectively (Gay, 2002, p. 106).
Historically in New Zealand schools, Mori and Pasifika students have been
expected to divorce themselves from their culture and learn according to
Pkeh norms. They therefore have a double burden of having to master new
content while performing in an unnatural, and often unfamiliar, cultural

737 Assignment 2

Madelaine Gravatt

context (Gay, 2002). Lifting this double burden is important in order to raise
the achievement of Mori and Psifik students. However as Dawn Lawrence,
a non-Mori participant of Te Kotahitanga reflected, culturally responsive
pedagogy is more than simply having some kwhaiwhai patterns around my
whiteboard, or greeting students with Kia ora (Lawrence, 2011, p. 36). It is
dependent on teachers getting to know students on a deeper level, as well as
coming to a critical understanding of their own culture (Allen et al., 2009). As
assumptions and inexplicit beliefs are realised and addressed, developing a
culturally responsive pedagogy often challenges teachers to learn, relearn
and unlearn their pedagogy (Lawrence, 2011, p. 33). It can therefore be a
challenging, ongoing and eye-opening process.
Affirming the cultural identities of students is paramount to developing a
culturally responsive pedagogy and raising the educational achievement of
Priority Learners. Student well-being is strongly influenced by a clear sense of
identity, which is fostered by access and exposure to their own language and
culture (Ministry of Education, 2013). Teaching that respects and affirms
cultural identity is crucial in New Zealands multiethnic schools and is
reflected as a key value in the New Zealand Curriculum. This is especially
important for Mori and Pasifika students who receive negative messages
about their intellectual ability and other racist stereotypes. This can have a
harmful impact on how they see themselves and their culture, as well as
affecting their school engagement (Webber, 2013). Melinda Webbers work
shows that the more students are able to enact their cultures at school, the
healthier their self-concepts are. A positive sense of racial-ethnic identity can
then help students to be resilient at school and prevent negative pressures
interfering with their educational engagement (Webber, 2012). This is
supported by strong evaluative evidence from Te Kotahitanga that creating
an environment where Mori students identity is valued and affirmed can
have an empowering effect on their learning (Webber, 2012). It is therefore
crucial that teachers embrace manaakitanga (caring for Mori students as
culturally located individuals) and create contexts where to be Mori is
normal, where Mori cultural identities are valued and legitimate, and where

737 Assignment 2

Madelaine Gravatt

Mori children can be themselves (Bishop, 2012, p. 187). This means that
teachers must refute negative stereotypes about Mori potential and create
learning contexts where Mori are comfortable being themselves. Other ways
teachers can foster a positive Mori identity include incorporating examples
of Mori scholars, researchers and explorers into lesson content to let Mori
students know they come from a rich and proud heritage, as well as explicitly
incorporating Mori cultural knowledge into the curriculum so that learning is
contextualized for Mori students and mtauranga Mori is affirmed
alongside Western knowledge (Webber, 2012). While it is important to keep in
mind the importance of affirming the cultural identity of our Mori and
Pasifika students in particular, affirming cultural identity is beneficial for all
students, especially in such a diverse society as New Zealands.
One of the most important strategies a teacher has to raise the achievement
of Priority Learners, is taking the time to know their individual students. In
order to engage students, teachers must know what interests them and how
they most effectively learn. Teachers must then use this knowledge to plan
teaching and learning that is interesting and challenging. To make content
interesting, teachers must make it relevant to the lives of their students.
When designing lessons, teachers should consciously choose content that is
relevant to cultural contexts familiar to the students and make sure the
relevance is made clear to students (Alton-Lee, 2003). As highlighted in Ka
Hikitia: Students do better in education when what and how they learn
reflects and positively reinforces where they come from, what they value and
what they already know (Ministry of Education, 2013, p. 16). It is also
reflected in the aim of the Pasifika Education Plan 20132017 to achieve
optimum learning by promoting closer alignment and compatibility between
the learners educational environment, and their home and/or cultural
environment (Ministry of Education, 2012a). Teachers should also utilise
students lived experiences as a bridge between new content and prior
knowledge. Teachers therefore need to develop a knowledge base about the
different cultures in their classrooms and create a rich repertoire of content
examples from those cultures. Too many teachers think their subjects are

737 Assignment 2

Madelaine Gravatt

incompatible with cultural diversity, however, many teachers do not know

enough about the contributions that different ethnic groups have made to
their subject areas (Gay, 2002). Culturally responsive teaching also involves
using teaching methods compatible to different cultures and understanding
the social and cultural contexts that shape students prior learning. This can
include

their

values,

traditions,

communications,

learning

styles

and

relational patterns. For example, with Pasifika students it is important to

understand they are often inextricably part of a family and community with
important values related to service, family and church. Likewise, Mori
students are often part of a whnau and iwi with important cultural values
and knowledge that teachers need to understand in order to create
engagement

and

facilitate

the

learning

process.

This

philosophy

is

encapsulated in the Samoan saying: The culture of the child cannot enter the
classroom until it has first entered the consciousness of the teacher (Allen et
al., 2009, p. 49). However it is important not to make generalisations and
recognise that each student is an individual with their own understanding of
what it means to be Mori or Pasifika (Dreaver, Chiaroni, & Ministry of
Education, 2009). To achieve this teachers must practice ako, whereby they
are in a reciprocal learning relationship with their students. With ako,
teachers learn from the students about how best to teach them in a way that
is deliberative and reflective (Ministry of Education, 2013). This encompasses
the importance of teacher-student relationships for creating engagement and
achievement for all students, especially Priority Learners.
Key to developing both an inclusive and culturally responsive pedagogies is
an inquiring and reflective mindset. In order to be an effective teacher, it is
imperative to inquire into the impact of your teaching by looking at data for
evidence to inform decisions and problem-solve (Ministry of Education, 2007).
It is also crucial that teachers come to understand their underlying beliefs
and assumptions that shape their teaching. Regular reflection is an important
tool for this, because tacit beliefs can become explicit when teachers have
the opportunity to reflect on them and to discuss them, and to be challenged
by feedback from colleagues and peers (Jordan et al., 2009, p. 541). In order

737 Assignment 2

Madelaine Gravatt

for teachers to adapt their pedagogy to be more inclusive, teachers need to

reflect on deeply held beliefs and often unconscious assumptions on
difference, ability and learning (McMaster, 2012). Likewise, to become
culturally responsive, teachers need to be critically reflective and unlearn
the beliefs and assumptions of the dominant Pkeh discourse on teaching
practices (Lawrence, 2011). To best serve all students it is therefore crucial
for teachers to develop a reflective mindset.
Improving the educational outcomes for all Priority Learners is one of the
biggest challenges facing New Zealand teachers today. Luckily there is a
wealth of strategies and research to assist teachers in this hefty task. To
better meet the needs of Priority Learners it is important that teachers
develop an inclusive and culturally responsive pedagogy. While there is no
one size fits all approach to effective teaching, these approaches will
benefit all students. It is because of this complex and nuanced nature of
teaching that it is vital teachers reflect on their beliefs and inquire into the
impact of their teaching, to make sure they are effectively teaching all of
their students, including Priority Learners.

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Madelaine Gravatt
References

Allen, P., Taleni, L., & Robertson, J. (2009). 'In Order to Teach You, I Must Know
You.' The Pasifika Initiative: A Professional Development Project for
Teachers. New Zealand Journal of Educational Studies, 44(2), 47-62.
Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best
Evidence Synthesis. Wellington, New Zealand: Ministry of Education.
Bishop, R. (2012). A Culturally Responsive Pedagogy of Relations. In D. Fraser,
& C. McGee (Eds.), The Professional Practice of Teaching (4th ed., pp.
185-205). Albany, New Zealand: Cengage Learning.
Bishop, R., & Berryman, M. (2009). The Te Kotahitanga Effective Teaching
Profile. 2, 27-33.
Causton-Theoharis, J., Theoharis, G., & Trezek, B. (2008). Teaching pre-service
teachers to design inclusive instruction: a lesson planning template.
International Journal of Inclusive Education, 12(4), 381-399.
Dreaver, K., Chiaroni, S., & Ministry of Education. (2009). Teachers as
Learners: Improving Outcomes for Mori and Pasifika Students through
Inquiry. Wellington, New Zealand: Learning Media.
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in
New Zealand Schools. Wellington, New Zealand: Education Review Office.
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of
Teacher Education, 53(2), 106-116.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers
for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.

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Lawrence, D. (2011). "What can I do about Mori underachievement?":

critical reflections from a non-Mori participant in Te Kotahitanga. Set :
Research Information for Teachers, 3, 32-38.
McMaster, C. (2012). Ingredients for Inclusion: Lessons from the Literature.
Kairaranga, 13(2), 11-22.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New
Zealand: Learning Media.
Ministry of Education. (2010). Success for All: every school every child.
Wellington, New Zealand: Ministry of Education.
Ministry of Education. (2012). Pasifika Education Plan 20132017. Wellington,
New Zealand: Ministry of Education.
Ministry of Education. (2012). What an inclusive school looks like. Wellington,
New Zealand: Ministry of Education.
Ministry of Education. (2013). Ka Hikitia: Accelerating Success, 2013-2017.
Wellington, New Zealand: Ministry of Education.
Ministry of Education. (2015). Implementing an Inclusive Curriculum:
Effective Pedagogy for All Students. Wellington, New Zealand: Ministry of
Education.
Shevin-Sapon, M. (2008). Learning in an Inclusive Community. Educational
Leadership, 66(1), 49-53.
Smith, R., Salend, S., & Ryan, S. (2001). Watch Your Language: Closing or
Opening the Special Education Curtain. TEACHING Exceptional Children,
33(4), 18-23.

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Madelaine Gravatt

Webber, M. (2012). Identity matters: racial-ethnic identity and Maori

students. SET: Research Information for Teachers, 2, 20-28.
Webber, M. (2013). Student ethnicity. SET : Research Information for
Teachers, 1, 67-70.

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