In our Term 4 Tumuaki Principal Speaks column, Bernadette Hall of St Francis Xavier writes on solutions-based leadership in action when managing classroom release time.
With the increase to classroom release time, and principals having to manage that increase somehow, it was a great opportunity to look into what we are already doing at St Francis Xavier to manage the classroom release time (CRT) space and how we could do it better. In Term 4 2024, it was about taking time to rethink a new model that our school could work with—one that would definitely work for our school in 2025.
Read the latest print edition of School News online HERE.
A roll of over 500 students meant a lot of CRT coverage coming in from 2025. This CRT was hard fought for and well needed for our teaching staff, although it did present some challenges for principals in the management and accommodation for it.
The increase to CRT saw an opportunity not just to manage timetables, but to lead a transformation grounded in our values. We thought about how we wanted to manage our CRT through a lens of relational connection, anchoring our approach in whanaungatanga (strong relationships), ako (reciprocal learning), and manaakitanga (care and hospitality), as well as holding true to our special character as a Catholic school.
From this reflection, the Tuakana-Teina time (TTT) program was born.
Honouring existing strengths
We already had some great fixed-term staff covering CRT. Rather than continue the standard CRT structure, we imagined a collaborative teaching rōpū that could deliver rich learning experiences while fostering tuakana-teina relationships across the school.
We saw the mauri (life force, energy) and passion these teachers brought, and leaned into their strengths to shape something uniquely ours. This wasn’t just about coverage; it was about creating a kaupapa (approach) that brought our kura together through collective learning and leadership.
We have four outstanding practitioners skilled in STEM, visual and performing arts, adventure-based learning, and music and religious education. These teachers were coming in to take classes each week following the teachers’ programs, and when time allowed, adding their curriculum strengths.
We have an accomplished music teacher who teaches multiple instruments at our school, is renowned in the community and active in our parish choirs. We have a teacher who is a sports coach, a cultural leader in our school, coordinates our STEM activities, and manages boys clubs. We have a dance and drama teacher who ran our production of Cats in 2024, and we have an excellent visual arts teacher, who brings out the artist in the child.
To me, these teachers were GOLD! I thought:
- What if we combined their talents to teach those skills in CRT time?
- What if we could make a teaching team from the pool of such talent?
- What if in doing so we also accommodated the need to strengthen tuakana-teina across the whole school
- What if in doing so we also accommodated the need for syndicates and teams to have more time together?
As the principal, I first approached the four teachers with the idea. Although they would still cover days of individual class CRT each term, I wanted them to also have days to work as a team together and cover team release. The ‘Tuakana Teina Team’ (TTT) days would be planned and coordinated by this team.
Expectations
Our TTT team would be collaboratively planning the TTT program. They would be sharing all planning with all whanau teams. They would be open to feedback and adjust accordingly. They would pool their talent and enable tamariki to experience areas that teachers felt they were time poor for, especially given the recent reading, writing and math requirements.
Read more Tumuaki Principal Speaks columns on School News HERE
He ara ako: A shared path of learning
Each week, one whānau team is released together for two TTT days per term. Our whānau teams are mixed-level groups of junior, middle, and senior students. That means twice a term the CRT aligns for the team so the whanau team have time to be together for planning, PLD, or whatever may be on top for them at that time.
On TTT days, the day starts with karakia, waiata, and Mass—a grounding in our special character and spiritual connection.
Tamariki are placed in tuakana-teina groups so that older students can guide, support, and uplift their teina. This builds confidence, empathy, and leadership, with the older students growing in mana as they nurture the younger ones. Our younger ones experience security and reassurance as they develop their relationships with tuakana.
Throughout the day, students rotate through learning sessions led by the specialist TTT team in music, art, adventure-based learning, drama, and collaborative religious education. The day ends as it began: as a collective, with kai, reflection, celebration, and student acknowledgements. The entire flow reflects the principles of ako, where everyone is both teacher and learner.
On the whole at St Francis Xavier School, we’ve seen an even more positive environment, greater pride and stronger identity in whānau teams, savings in reliever costs, consistency for CRT, and learning we are able to showcase at the end of terms. Our tamariki learn to be leaders, and the tuakana-teina relationships strengthen bonds between classes and levels. Ākonga have the opportunity to learn new skills from experts and shine in their passions.
For this to work, lessons were planned, shared and explained in advance to staff. The TTT program was implemented from the beginning of Term 1, 2025. Our staff motto this year defined through Momentum Learning is of the mindset of ‘seeing the gold not the gaps’, so we decided to go all in.
Term 1 was a trial term. It went smoothly, and we hit the ground running in Term 2! By then, students knew the expectations and were ready to fully participate.
Other schools in Whangārei are asking how we did it, so we thought we would share key aspects.
The trick
We sought passionate teachers with strong and specific skill sets—teachers who have a track record of knowing their area very well, and evidence of leading it. Teachers who could work in a team and support each other. Practitioners who were willing to accept feedback and modify the program if needed.
It works because each area has a specific skill required. Our lead TTT teachers are truly passionate about their speciality—dance, drama, music, stem, art and sport—and have extensive experience in leading these areas. Combined, these teachers are a hot house for success.
I did not want to just put four relieving teachers together and tell them to make a plan to take a team for release each week. I asked myself:
- What new learning would come of that?
- How would sustainability across the other curricula be managed and maintained?
- How would the growth in student progress be measured?
- How would new learning be celebrated?
For this to work and be solid we needed the expertise of experienced teachers, who are team players and passionate.
Read more education news on School News HERE
Celebrating learning together
TTT has given us the opportunity to showcase learning in powerful ways. Term 1 ended with a whole-school whānau dance, and Term 2 featured Matariki-inspired visual art and drama performances. Term 3 and Term 4 will incorporate more shared celebrations of learning at our cultural evening, end of term highlights and recognition of students who have stepped up and those who have shone in TTT lessons.
These moments celebrate not just achievement, but identity, collaboration, and cultural understanding.
Our students enjoy TTT too. Children say they value the activity, the challenge, and the social aspect of TTT. When asked if there are any differences at school since TTT was implemented, Bria (10), said “We can step up more as leaders. We are with the little ones and the middles all day, so we have time to step up”.
Ashleigh (10) “[TTT] is a lot about problem solving. Each session we have to think about how we will do it. Dance, we learn new steps and art, new ways to draw and design. In sports we have to work together to figure out how to solve a challenge”.
TTT is different from simply having another teacher in for the day. Leon (10), said the tuakana-teina model makes a “big difference. We get to see how the juniors think.”
Anaya (5) said the “big kids are helpful, they listen and show us how to do things.”
Kaiako voice
Teachers note that TTT is great for the children. One new entrant kaiako described TTT as “the most wonderful program to be implemented at SFX.
“This program has had such a positive impact on not only my students, but also many other students who have voiced their opinions.
“Having a program that has juniors, middles and seniors working together is a fantastic initiative! It fosters a strong sense of belonging across year levels, helping my little new entrant children build confidence and resilience. They feel completely supported and valued.
“The older students have the ongoing opportunity to develop leadership, empathy and communication skills. Observing the older children take on mentoring roles with patience and care has been heartwarming, and the younger students are clearly benefiting from the extra guidance and positive role models.”
Teachers are also finding the extra time for professional collaboration very useful.
“For me, it allows me to get some of those little jobs that would be left for weekends or holidays done during the school term,” said one Year 2 kaiako.
“Being able to network with the other teachers in our whanau is important.”
Another teacher added “[TTT] has provided an opportunity to work with our whanau teams and build our relationships.”
My perspective
From a management perspective, TTT ensures sustainable coverage of CRT, strengthens tuakana teina bonds, provides valuable and unique learning experiences. It’s fabulous.
It means teachers who are familiar with our tamariki and school systems are working not as isolated relievers who pop in and out, but in a team of their own: the Tuakana-teina Team.
It has lessened the strain of how to best ensure the five days of CRT are seamlessly met for a large staff of teachers. It allows teams to be released simultaneously so they can plan, discuss, unpack and share their teaching, especially on the new recent changes in education. It enables the delivery of a wholesome curriculum where other areas outside of math and literacy are being met very well.
Teachers can be assured adequate coverage of curriculum is met through comprehensive collaborative planning with clear objectives for each session, which is shared to all staff, and the delivery of learning objectives in each discipline is strong.
The TTT teachers share their passion for their specific subjects with students, which fosters enthusiasm and allows tamariki to shine. After just two sessions in TTT in Term 1, the different whānau teams know the expectations and how the day will go. It has freed up teachers on release as the TTT takes the students from the first bell and dismisses the whānau team at the end of the day.
The systems put in place for it to work have been well thought out and organised. Teachers have noticed increased connection, student confidence, and improved behaviour. The program enables staff to use their CRT days meaningfully: for collaborative planning, professional learning, and rest. This shared release supports teacher wellbeing and builds a collective responsibility for teaching and learning.
The TTT Rōpū: Leading with heart and purpose
Our TTT team—Mrs Emily Nakouzi, Mr Brad Kini, Mrs Renee Proctor, and Mrs Gaylene Smith—are not just subject specialists. They are facilitators of growth, builders of connection, and champions of manaakitanga. Their collective energy and synergy reflect the values we hold dear: that learning should be joyful, relational, and empowering. They share:
“We see growth in leadership, kindness, and resilience—especially in our teina.”
“There are no behavioural issues because students are engaged and feel seen.
“It has become a cornerstone of our school’s culture.”
TTT #2 shared that wellbeing is high.
“Happy teachers teaching the program and happy teachers being released together. Blended learning is visible. New entrant students are engaged from the get-go. Synergy is high. There is no competition for time, just cooperation.
“At the heart of TTT’s success is the synergy created by the dedicated team. This synergy is not just taught; it’s caught, inspiring students to embrace leadership, teamwork, and enthusiasm for learning. We have seen a remarkable shift in previously disengaged students who are now stepping into leadership roles with excitement and confidence,” remarked the team.
TTT #4 added the program has “been an incredible journey of learning, connection, and creativity. Each week, our students dive into enriching experiences through dance, music, physical education, art, and adventure-based learning (ABL). These sessions have opened up opportunities for tamariki to express themselves, discover new talents, and work collaboratively in a fun and supportive environment.
“We are seeing tremendous growth in our students—not just in their skills, but in their confidence, relationships, and leadership. It’s heartening to witness every single student embracing the kaupapa with enthusiasm and pride. The respect, care, and unity shared across all ages make this time together truly special. Tuakana-teina has become a cornerstone of our school culture, reminding us all of the power of whanaungatanga and the joy of learning alongside one another”.
Our vision moving forward
TTT is a testament to what’s possible when leadership, strategy, and heart come together. It aligns beautifully with Michael Fullan’s 6Cs (character, citizenship, communication, collaboration, creativity, and critical thinking), while being deeply rooted in the principles of Te Ao Māori.
Through TTT, we are not just covering CRT. We are strengthening the threads of our kura, weaving learning, identity, and leadership into every child’s journey. In the words of our staff motto, we continue to “see the gold, not the gaps.”
Hei whakakapi – in closing
Tuakana-teina time is more than a program. It is a living expression of who we are as a community of learners. It is grounded in relationships, uplifted by passion, and sustained by shared purpose. We hope that by sharing our story, other schools may be inspired to look within, celebrate the strengths of their people, and create something that reflects the heart of their learning community.
Notes: The concept of tuakana-teina
Tuakana-teina is a teaching and learning approach from te ao Māori (the Māori world) that reflects the natural relationships between older (tuakana) and younger (teina) learners. It is based on the traditional meaning of tuakana (older sibling) and teina (younger sibling), where learning is shared in a reciprocal way.
This approach enhances leadership skills in tuakana and fosters a strong sense of belonging and confidence in teina. By working together, students build relationships, support each other, and develop empathy and responsibility.
