supporting tiriti-based curriculum delivery in mainstream early ...

position to influence or precipitate change was recognised as an effective
mechanism for implementing Tiriti-based curriculum. One respondent articulated
her role in this way:
I am the Senior Teacher for 13 kindergartens in the [geographic] region,
and as such I have influence with the professional development and
strategic direction of the kindergartens (R. 9).
As a leader, both in the centre and in the research, D was able to motivate
the team to act. Grey (2004) found in her research on self-review that an effective
leader was important to facilitate group processes to enable change to occur, which
in this study D was able to do. Specifically, during research meetings D would
remind centre members of their successes and encourage further action. She saw
her role as a leader to “bring [about] that perception” (Tr: D, 15/12/08) of Tiriti-
based curriculum. The other teachers recognised the support she gave and the
questions she asked to heighten their awareness of what they were doing:
She asks the questions about what we are doing … asking parents… She
is making us aware of that thing (Tr: Sb, 15/12/08).
D spoke often at the meetings – to lead the discussion and to encourage
the rest of the staff, pointing out where they were being effective and keeping the
research on track between meetings. D also believed it was important for a leader
to network with other centres and people like the community librarian who could
help advance Tiriti-based curriculum:
…and also networking. I think that is an important role for team leader
is networking. I network with another centre and say we want to come to
your centre, and then you organise, and then, how about you coming, and
then they come. We also talk sometimes with B our librarian that can
you pull out a Māori book? He will do it for us. So that is networking
with the community and that is also a very important role for group
leader (Tr: D, 15/12/08).
In a similar manner Alison, as head teacher of Case Study Two,
encouraged Tiriti-based curriculum through role modelling appropriate te reo
Māori me ōna tikanga. As the quote that begins this chapter states, Brodie
appreciated the way Alison led Tiriti-based curriculum:
You need someone to lead the way – enthusiasm. Someone who has
knowledge and passion…She [Alison] role modelled the language and
read books and waiata. I haven‟t taught a waiata for ages or used
common phrases. There‟s not someone role modeling (Int: B, 13/3/09).
It was Alison‟s passion, knowledge, and support that enabled Brodie to
move through her fears of working with Tiriti-based pedagogy:
196