In this webinar, we will explore key relational pedagogies that unlock the potential of our ākonga and explore how culturally responsive leadership practice is an integral aspect of effective teaching and learning in pāngarau. Using Russell Bishop’s most recent publication, ‘Teaching to the North-East – Relationship-based Learning in Practice,’ (2019), we will refer to culturally responsive leadership practices known to have a positive impact on ākonga engagement, attendance and achievement.

Learning Outcomes

• Increase understanding of culturally responsive learning and teaching in mathematics

• Further develop knowledge and understanding of relational pedagogies to promote culturally responsive practice in pāngarau

• Increase awareness of tools and resources to create lessons that engage students in meaningful mathematics and support cultural identity

Hosted by Cognition Education Mathematics experts Louise Miller and Ali Robinson.

Louise Miller

Accredited Consultant

Louise has worked within the education sector in local and international settings. Since relocating to New Zealand, she has developed a commitment to developing rich, authentic learning experiences for students, teachers and leaders. Louise has worked in a range of capacities delivering professional learning support in mathematics to schools, leadership clusters and regional symposiums. She has supported networks of schools to develop both effective home-school partnerships and strong assessment practice through the implementation of the Mutukaroa project. Louise supports schools to demystify learning in the classroom in order to build authentic relational learning partnerships with whānau. She values strong inquiry practices, is invested in exploring and implementing research-based learning to develop strong cultures of learning in schools and across local communities. Louise is a Relationship-based Learning trained facilitator.

Ali Robinson

Accredited Consultant

Alison joined Cognition in 2014 and is currently a consultant based in Northland. Prior to this she worked in the primary sector for 25 years and has lead curriculum teams in numeracy, literacy and physical education. She has held several leadership positions within her career and believes in developing a strong relational trust with all stakeholders to raise student achievement for all learners. Her recent work has been working with Northland school leaders and teachers to develop in-depth and flexible mathematics professional learning.