Te Kotahitanga

Kupu Whakataki

I whakatūngia a Te Kotahitanga mai i ngā urupare ki ngā momo raruraru e pā ana ki ngā tamariki o ngā rōpū auraki kāore nei e eke ki ngā taumata teitei. Nā runga i ngā whakawhanake ngaiotanga rangahau o tēnei kaupapa ka whakaritea i te tau 2001 he whakaaturanga pūkete e hāngai ana ki ngā kōrero a ngā tauira, ngā mātua, kaiako, ngā tumuaki me ngā momo tuhituhi o te ao. I whakatakotohia he hāpori ipurangi hei tautoko i ā rātou e mahi ana i roto i ngā kura o Te Kotahitanga o Aotearoa. 


Te Kotahitanga is a collaborative response to the rising problem of underachievement among Māori students in mainstream schools. As part of this professional development/research project, which began in 2001, the research team developed an Effective Teaching Profile based on suggestions made by Māori students, their parents, their teachers and principals as well as international literature. 

For more information contact: Mrs Sally Lockie or visit the website by clicking on the link at right.

Restorative Practices

​​​​​​​Kaitaia College committed to Restorative Practices in 2007 and is a whole school approach, dealing with issues that break down relationships between students, teachers and community. 

The change in practice is, “working with” rather than “being done to.”  Restorative Practices is a ‘Formalised Process’ that brings together those who have been affected (victims), those who are accountable (wrongdoers), and those in the Community (others who are affected) to heal, repair and put things right. 

There are four levels of Restorative Conferences:  

  • The Chat
  • The Mini Conference
  • Class Conferences 
  • Full Monty.  

All Staff are trained to facilitate ‘the chat’ which is a low level, minor class infraction.   

The Mini Conference, Class Conference and Full Monty are usually run by key personnel (those who have completed the 3 Day Training) and may require the attendance of parents and or others in the community.

The problem is defined, the solution agreed upon and the implementation occurs with monitoring.  The outcome is that relationships are restored, the victim feels safe to return to school.  The wrongdoer can also reintegrate: moving from Shame to maintaining Dignity. 

"Restorative Practices" also fits neatly alongside, and compliments, Te Kotahitanga.

For more information on Restorative Practices: Click here

For more information within the School Community, refer to our Guidance team.

(Extract from website) 

Restorative practice

The essence of restorative practices is disarmingly simple: that human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.

adapted from Wachtel 2004 

Increasingly parents, caregivers and community groups are seeking out support and direction around managing the young people in their care. Building, enhancing and restoring relationships across any workplace, community group, school or culture, is absolutely essential for a strongly connected, empathetic, functioning society.

Restorative approaches in schools

Restorative approaches in schools are being sought as alternatives to more punitive disciplinary systems and procedures where often there have been little or no links between wrongdoers and those they have harmed, nor any real connections between the punishment and the actual offence.

Previous measures are also often failing to meet the relational needs of teaching and learning in 21st century schools. Increasingly schools are finding restorative approaches more effective in establishing long term lasting changes in relationships, more connecting of the members of a school community, more involving and hearing of victims, and more enhancing of climates of care within schools as a whole.

Punitive verses restorative responses

Punitive Responses                                                                         Restorative Responses

Focus on punishment                                                                      Focus on accountability, healing & needs

  • What rule has been broken?                                                      * Who has been affected?
  • Who is to blame?                                                                       * How have they been affected
  • What is the punishment going to be?                                        * Who is obligated to put things right?