Community Liaison Trial

Schools in the trial 

The areas agreed for inclusion in the trial are: 

• Tairawhiti 
• Te Tai Tokerau 
• Ōtepoti-Dunedin 
• Waikato 

• Porirua 

All secondary schools in these areas will be invited to participate. 

A list of schools eligible to be in the trial can be found above. This will be updated if any of the eligible schools decline to be part of the trial. 

About the trial 

The purpose of the role is to support the achievement, wellbeing and retention of Māori and Pacific students in secondary schools, by supporting community and family involvement and cultural engagement; provide opportunities for teachers to develop their cultural leadership skills within the wider school community. It recognises that this work is already being done by Kaiako. 

A kaitiaki group representing Te Huarahi, Secondary Principals’ Council, Komiti Pasifika and the Ministry of Education will oversee the trail. 

The trial is to begin from 28 January 2024 to 27 January 2026 with an interim report available to both parties by 30 May 2025 and a final evaluation report being made available by 31 July 2026. The aim should be to allow for at least one full academic year of the roles being in place before evaluation occurs. The reports will be added to this webpage when they are available. 

The trial will be subject to an evidence-based evaluation against measurable objectives. The collection of data for the trial will begin later in term 1 2024. 

In agreeing to be part of the trial the school would also be agreeing to participate in the assessment, which would include providing requested data and/or facilitating data collection. 

A control group of schools which do not receive the allowance will be established next year. 

What is provided in the trial 

The schools in the trial are each allocated several roles. Each holder of a Community Liaison role will be entitled to a time allowance of 0.04 FTTE and a salary payment of $1,000 per annum. These allowances would be funded in addition to the general school staffing and allowances. The number of allowances per school are determined by a base component plus a number weighted by the Māori and Pasifika rolls of the school.  

The time allowances are to be incorporated into the teacher’s total timetabled non-contact hours for the term of the trial. 

In allocating the roles the first consideration is to be those teachers already working to support Māori and Pasifika learners and their whānau and communities, and to those who do not already hold a time allowance for this type of mahi. Individuals may be allocated more than one of the allowances. 

A list of activities that would make someone eligible for the allowance can be found below. 

What has to be done by the trial schools in term 4 2023 

The roles will not need to be advertised externally but there will need to be consultation with teaching staff in term 4 2023 about their use and identify which staff are already undertaking the work. Internal allocation of the allowances will need to be made before the end of this term and incorporated into next year’s timetable.  

Schools and Kaiako will not be asked to provide any data for the trial during term 4. 

Why the trial is important 

The essential work identified as part of the Community Liaison role is currently undertaken in all schools but is generally unrecognized in terms of time and remuneration. This unaddressed workload contributes to difficulties in recruiting and retaining Kaiako Māori and Pacific Teachers.   

The 2022 claim for the roles to be available in all secondary schools was unsuccessful but we believe that the trial will demonstrate the value of recognizing this work and give mana to the work and to those who undertake it through the provision of time and salary.  

It will gather information on the amount of work members undertake in these areas and develop an evidence base to show how important it is for akonga and for fellow kaiako. 

The outcome of the trial we believe will support the future expansion of the role across all schools which have PPTA members.

Trial areas and schools to be invited to participate 

Purpose, eligibility and associated mahi 

Purpose of the allowances  

1. Recognise the importance and desirability of supporting community and cultural integration in secondary schools,
2. Support Māori and Pacific engagement with schools to enable those communities to support their children within the school system to maximise their educational success, 
3. Support the growth of culturally inclusive practices in schools for Māori and Pacific students,
4. Support activities within the school which are culturally important to the Māori and Pacific communities served by the school, 
5. Support Māori and Pacific students in their interactions with external agencies,  
6. Support Māori and Pacific parent interactions with the school and external education agencies,
7. Assist with the recruitment of graduates and promote the retention of experienced teachers.
8. Support liaison with iwi and Pacific community groups on matters relating to the school and its Māori and Pacific students, and 
9. Support non-Māori /Pacific teachers in working with Māori and Pacific students and in developing understanding of Tikanga Māori and Pacific cultures. 

Eligibility 

Kaiako in the schools would be eligible to hold the allowance if they undertake any of the work identified below and if they meet the following eligibility criteria: 

• have current employment as a teacher within the employing school, and 
• hold a current practising certificate, and 
• have met professional standards relevant to their current position; and 
• teaching at least 8 hours per week  
• have mana/trust and confidence of the community, students and teaching staff 

• fully meet the Certificated Teachers’ Criteria and associated cultural competencies 
• can support the cultural responsibilities of the school 
• can lead or support cultural events in the school 
• demonstrates successful practice and understanding of: 

• • Implications and applications of the Treaty of Waitangi in educational settings 

• • Working with Māori and/or Pacific students and communities  
  • Māori/Pacific enjoying and achieving educational success as Māori/Pacific  
  • Being open to constructive problem-solving and decision making 
  • Respecting and valuing the culture, knowledge and expertise of others 
  • Building and maintaining relationships of challenge, trust and respect 

• • Creating respectful connections within the school and with parents and whānau  
  • Knowledge of Tikanga Māori or the cultural practices of at least one Pacific community 

Local criteria which do not contradict the national criteria may be added by schools following consultation. Potential allowance holders would need to be advised in writing of the national criteria and of any local criteria. 

Priority in allocating the allowances is to be given to those who are not already receiving a time allowance for the work.  

Associated mahi  

Examples of tasks which support these purposes are: 

Related to Māori students 

Other teachers  

1. Educating non-Māori colleagues on Māori issues and tikanga 
2. Advising senior leadership on Māori issues  
3. Supporting other teachers in their teaching and learning relationships with ākonga Māori 

School and cultural events 

1. Developing, organising school-related and community-based hui 
2. Getting the in-school cultural groups up and running 
3. Organising cultural groups which represent the school at official welcomes, prize giving, school visits, festivals/events etc. 
4. Delivering greetings at formal and semi-formal school-related occasions 
5. Language translation for the school (e.g. newsletters) 
6. Arranging travel/accommodation/hospitality for cultural activities 

Students – learning  

1. Mentoring Māori students within the school 
2. Providing tutoring and study groups for Māori students who need extra academic assistance outside of school / working hours 
3. Tracking Māori student progress and developing action plans  
4. Providing NCEA assessment tasks for cultural performances, facilitating assessment and marking cultural performances to help 
5. Kapa haka and Ngā Mana Korero  
6. Māori sports and traditional skills 

Students – pastoral care 

1. Taking otherwise unrecognised pastoral care ‘responsibility’ for Māori students requiring support and guidance  
2. Providing support for Māori students with behavioural issues  
3. Attending meetings with Māori students to provide an appropriate cultural perspective 

Parents and Community 

1. Visiting Māori homes to speak with families about school issues 
2. Attending tangi/unveilings of family members of Māori students 
3. Māori parent consultation and information evenings 
4. Supporting Māori parents/students in dealings with other agencies 

Related to Pacific students  

Other teachers  

1. Educating non-Pacific colleagues on Pacific issues 
2. Advising senior leadership on Pacific issues  
3. Attending other teachers’ classrooms if teacher feels need to have Pacific teacher present 
4. Supporting other teachers in their relationships with Pacific students  

School and cultural events 

1. Developing, organising school-related and community based fono 
2. Establishing and running in-school cultural groups  
3. Organising cultural groups which represent the school at official welcomes, prize giving, school visits, festivals/events etc. 
4. Delivering greetings at formal and semi-formal school-related occasions 
5. Language translation for the school (e.g. newsletters) 
6. Arranging travel/accommodation/hospitality for cultural activities 

Students – learning  

1. Mentoring Pacific students within the school 
2. Providing tutoring and study groups for Pacific students who need extra academic assistance outside of school / working hours 
3. Working with ESOL students of the same ethnicity 
4. Tracking Pacific student progress and developing action plans  
5. Providing NCEA assessment tasks for cultural performances, facilitating assessment and marking cultural performances to help 
6. Polyfest 

Students – pastoral care 

1. Taking otherwise unrecognised pastoral care ‘responsibility’ for Pacific students requiring support and guidance  
2. Providing support for Pacific students with behavioural issues  
3. Attending meetings with Pacific students to provide an appropriate cultural perspective 

Parents and Community 

1. Advising and informing Pacifica parents on engagement with school processes 
2. Helping families with limited English fill out applications and forms 
3. Acting as translator in Pacific languages for parents/families with limited English  
4. Visiting Pacific homes to speak with families about school issues 
5. Attending funerals/unveilings of family members of Pacific students 
6. Pacific parent consultation and information evenings 
7. Supporting parents/students in dealings with other agencies