He Kakano - Te Awe o Nga Toroahekakano.tki.org.nz/content/download/690/4811/file/HK...

HE K AKANOTE AWE O NGA TOROA

A SCHOOL BASED PROGRAMME

FOR THE DEVELOPMENT OF CULTURALLY RESPONSIVE LEADERS

HK Leadership Booklet v05.indd 1 15/12/10 12:56 PM

Tipu ai au i te käkano

Ka rapu mätauranga ki a mau

Hei manaaki, me te whakanui

Rätou e manaakohia

Ana te mätauranga

From a seed I grow

To pursue knowledge

To grasp knowledge

To nuture and empower

Those who seek knowledge


HE KAKANOTE AWE O NGA TOROA

E kore au e ngaro he Kakano i ruia mai i RangiateaI will never be lost, the seed which was sown from Rangiatea

Tipu ai au i te käkano

Ka rapu mätauranga ki a mau

Hei manaaki, me te whakanui

Rätou e manaakohia

Ana te mätauranga

From a seed I grow

To pursue knowledge

To grasp knowledge

To nuture and empower

Those who seek knowledge

A SCHOOL BASED PROGRAMME

FOR THE DEVELOPMENT OF CULTURALLY RESPONSIVE LEADERS


A SCHOOL BASED LEADERSHIP PROGRAMME2

Ngä waha kaka tarahae, ngä pikinga kötuku,

nänaiorehia tënei käkano whakataki

whakatöhia ki te whatumanawa

e manaakihia nei e te hau o ngä parihau

kua tuia nei o Te Whare Wänanga o Waikato

me Te Whare Wänanga o Awanuiärangi,

he käkano te awe o ngä Toroa


3HE KAKANO | TE AWE O NGA TOROA

CONTENTS

Providers 4

WhatisHeKäkano? 4

Whatdoestheprojectaimtodo? 4

TheUniversityofWaikato 4

TeWhareWänangaoAwanuiärangi 5

Theteam 6

Organisationalstructure 7

Whatarewedoing? 9

Whatarethetheoreticalunderpinnings? 9

WhatDoesanEffectiveSchoolLookLike? 13

Whatdoestheprofessionaldevelopmentlooklike? 14

Whathappensinschools? 17

Toroa 19



Providers

Theprojectteamhasdevelopedacollaborativeapproachthatcombinesthestrengthsoftwoinstitutions:TheCentreforMäoriEducationalResearchintheFacultyofEducationattheUniversityofWaikatoandtheIndigneousLeadershipCentreatTeWhareWänangaoAwanuiärangi.Asagroupweadoptthecollectivename,TeAweongäToroa(TheFeatheroftheAlbtross),givenbyourKaumätuaSirSidneyMead(HiriniMoko).

What is He Käkano?

HeKäkanoisaschool-basedprofessionaldevelopmentstrategywithanexplicitfocusonimprovingculturallyresponsiveleadershipandteacherpracticestoensurethatMäorilearnersenjoyeducationalsuccessasMäori.Theaimistoimproveemotional,social,culturalandacademicoutcomesforMäoristudentsinsecondaryschools.

What does the project aim to do?

Theaimofthisprojectistosupportleadersofupto100secondaryschoolstosupportandenhancethesocialandculturalconditionsnecessary tobringabouteducationalchange forMäoristudents.The team recognises thewill tomeet theneedsofMäorichildren.Theprogrammeaimstoworkinconjunctionwithschoolleaderstofin thewaytoeffectchangethatisculturallyandcontextuallyresponsive.

The University of Waikato

TheUniversityofWaikatoiscommittedtoprovidingstudentswithworld-class,research-driventeaching,inadynamiclearningenvironmentwithexcellentfacilities.Thequalityofstaff,teachingandresearchmanifestacrossalldisciplines.TheFacultyofEducationisoneofthelargerSchoolsoftheUniversityofWaikatoandisresponsibleforboththeacademicandprofessionalpre-serviceandcontinuingeducationofteachers.Currentlyapproximately2500studentsareenrolledintheSchool.TeKotahitangaisaresearchandprofessionaldevelopmentprojectintheSchoolofEducationattheUniversityofWaikato.Theprojectworksalongside50secondaryschoolstomakeadifferenceforMäoristudentsineducationusingakaupapaMäoriresearchmethodologythatincorporatestheprinciplesinherentintheTreatyofWaitangi.TeKotahitangaprovidesasubstantiveresearchbaseonwhichtheHeKäkanoprogrammeisbuiltanddeveloped.



Te Whare Wänanga o Awanuiärangi

TeWhareWänangaoAwanuiärangi is focusedonbeingacentreofexcellence forKaupapaMäori learningand theadvancementofindigenousresearch.Awanuiärangiisaproviderofhighquality,multileveledprogrammeswherestaffandstudentsareengagedinteachingandlearningineducation.Theprogrammesaredevelopedonastrongculturalfoundationthataddressestheneedsofteachersandleadersineducation.AwanuiärangioffersadiverserangeofcoursesthatcommencewithBridgingCertifica esthroughtoBachelorDegrees,MastersDissertationsandDoctoralTheses.

TeWhareWänangaoAwanuiärangiseekscontinuous improvement inthewideningrangeofprogrammes itdeliversasitseekstorespondtotheeverchangingculturalneedsofourcommunities.Weprovidehighlevelqualification thatsupportstudentsasgraduatesofTeWhareWänangaoAwanuiärangi inorderforthemtobeculturallycompentent,strong,capableandcriticallyengagedintheirchosenpathways.

Our Logo

There are three components that make up the logo. The image of the feather (the individual) relates to the the proverb ‘The human soul is the rare feather of the albatross’, where the name Te Awe o nga Toroa comes from. The kowhaiwhai pattern represents the spirit (wairua) of the individual, growing to seek and grasp knowledge. The shape of the logo represents the cocoon or seed, which embraces and protects all people.

HE KĀKANOTE AWE O NGĀ TOROA



The Team

Professor Russell Bishop

PhD,M.A,BA(Hons),DipEd,Dip.Tchg

ProjectDirector

TheUniversityofWaikato

Tainui,NgätiAwa

Hine Waitere

PhDABD,MEdAdmin(FirstClassHons),

BEd,DipEd

ProfessionalDevelopmentDirector

DirectorIndigenousLeadershipCentre

TeWhareWänangaoAwanuiärangi

Tūwharetoa,Tainui,Tūhoe

Paora Howe

M.A.Hons

ProfessionalOperationsManager

TeArawa(Tuhourangi,NgätiWhakaue),

Tainui(NgätiMahuta),Ngäpuhi

Dr Mere Berryman

PhD,MEd(FirstClassHons),BEd

ProfessionalDevelopmentMentor


NgaiTūhoe

Distinguished Professor Graham H Smith

PhD,D.Litt.,M.A.Hons,Dip.Tchg

ProjectGovernor

ChiefExecutiveOfficer

TeWhareWänangaoAwanuiärangi

NgätiPorou,NgätiApa

Professor Alister Jones

PhD,MSc,BSc,Dip.Tchg

ProjectGovernor

Dean,FacultyofEducation


Ngä Manutaki

Te Arani Barrett

MIS,BMEd,JP

OperationsManagerMentor

NgätiAwa,TeWhänau-a-Apanui

Paul Woller

M.A.(Hons)

ProjectCoordinator

Raewin Tipene-Clarke

Edith Chaney

Darrell Waiti

John Tait

Kelvin Retimana Tapuke

Dianne Wilson



Project Organisation Chart

“In every generation there are some of us who excel in an ever-widening range of activities. We see evidence of this wherever we look today. We know that we are capable of achieving in many fields of endeavour.

Underlying these achievements is the firm belief that the base that we leap from into the future is founded upon being bilingual, bicultural, commitment to our country, pride in our heritage and at the same time open to the challenges of the world.”

Professional

Development Director

Hine Waitere (1.0)

Operations

Manager Mentor

Te Arani Barrett (0.2)

Professional

Development Mentor

Mere Berryman (0.2)

Professional

Operations Director

Paora Howe (1.0)

Governance Group

Graham Smith | Alister Jones

Project Director

Russell Bishop

Project Coordinator

Paul Woller (1.0)

Project Administrator

Soli Weiss (1.0)

DistinguishedProfessorSirSidneyMead(HiriniMoko)andLadyJuneTeRinaMead



Mäori Learners

Anumberofreportsoverthedecadeshavehighlightedthefailureofoureducationsystemtoliftachievement levels among Mäori children. He Käkano, a professional development programme,recognises the political will of The Ministry of Education, educational leaders, teachers andcommunities for change. He Käkano offers a practical approach to address these changes. Theprogramme supports principals and school communities to set contextually and culturallyresponsivegoalstounderpinschool-basedsolutionswherethedesireforchangeisembraced.

Changing people is important …

• Themoreleadersfocusontheirroleinthecorebusinessofimprovingteachingandlearning,thebiggertheirimpactonstudentlearningandoutcomes…

• ….effectiveschoolleadershipresidesintheleadershipteam,notjustintheoneindividual.Inotherwords,adistributedleadershippatternisnecessary(Robinsonetal,2009;Elmore,2004).

Changing the system and school structures is important …

• The“struggle”forMäoriwithinschoolingandeducationisnottopursueoneortheotherofthestructuralistorculturalistoptionsindevelopingtransformativestrategies:Mäorineedanddostruggleonbothfrontssimultaneously.(Smith,G.1997,p127).

• Schools thatsucceed inchangingpractice(soas to improvestudent learning)are those thatstartwiththepracticeandmodifyschoolstructurestoaccommodatetoit.(Elmore,2004).

Making spaces for cultural consideration is important …

• Barnhardt(2004)observesthatcultureislikeanicebergthatis,10%ofitisvisible,theother90%isinvisible.Whenthisunderstandingisappliedtoeducation,wecometounderstandthatbothvisibleandinvisibleelementsofstudents’cultureneedtobeattendedto;neitherelementonitsownissufficient

Changing the pedagogy is important …

• Leaders need to create culturally appropriate and responsive contexts for learning throughsupporting the implementationofaculturally responsivepedagogyof relations,bothat theclassroomandschoollevels.(Bishopetal,2006)

E kore au e ngaro he käkano i ruia mai i Rangiätea I will never be lost, the seed which was sown from Rangiätea

As a leader I have lead the development and establishment of specific measurable goals related to Mäori student attendance, retention, engagement and achievement (AREA) in our institution/my classroom in order that progress can be shown, monitored over time and acted upon.



What are we doing?

Kaupapa (collective vision, philosophy)

JustasMäorimediumeducationinstitutionshaveacollectivevision,akaupapathatprovidesguidelinesforwhatconstitutesexcellenceinMäorieducationthatconnectswith“Mäoriaspirations,politically,socially,economicallyandspiritually”(Smith,1992,p.23),sotoodomainstreaminstitutionsneedsuchaphilosophyoragendaforachievingexcellenceinbothlanguagesandculturesthatmakeuptheworldofMäorichildren.Suchakaupapaisessentialforthedevelopmentofeducationrelationsandinteractionsthatwillpromoteeducationalachievementandreducedisparities.

TheeducationalachievementofMäoristudentsinmainstreamsecondaryschoolclassroomsisthemainfocusofthisprofessionaldevelopmentproject.Ifwewanttomakeadifferencetotheworryingstatisticsofdisparity,thenweneedtofocusonthisgroup,becauseitisonlybyfocusingonsolutionsforthisgroupthatwewillresolvethisissue.Addressingthedisparitiesisoneofthemostpressingeducationalprioritiesoftoday.

What are the theoretical underpinnings?

The theoretical foundation of the project is based in that identifie in Bishop, O’Sullivan andBerryman (2010) that proposes that effective, sustainable educational reform sees leaders andteachers implementingsevenelementsofchange in theirschools inasupportedmanner.Thesesevenelements includeGoal setting,aPedagogyofRelations thatcreatesculturallyappropriateand responsive classroom learning contexts, institutional reform that is responsive to classroomchanges,adistributed leadershippattern that supportspedagogic leadership, spread to includewhänau,hapuandiwiaspirations,preferencesandpractices,evidence-baseddecisionmakingandownershipbyallconcernedofthegoalsof improvingMäoristudentachievement in itsbroadestsense.Themodelismappedontothefinding fromtheLeadershipBES(Robinson,etal,2009)andthelikesof;Kahikatea,theSecondaryPrincipal’sStandards,theNZCF,theNEGSandNAGStodeliverthisprofessionaldevelopmentprogramme.

Leadersatvariouslevelsineachschoolwillbesupportedtoimplementtheelementsofthismodelinwaysthatareappropriate to these rolesand responsibilities.Howeachschoolwill respondwillbeunique toeachschool,allowingtheself-determinationofeachsetofschoolleaderstorespondtothechallengesofreducingeducationaldisparitiesintheirownway.

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TakingOwnership



A) Principals and the BOT Chairperson will be supported to:

Goal

ensurethattheschoolsetsgoalsrelatedtoimprovingMäoristudentattendance,retention,engagementandachievement(AREA),developingstaffcommitmenttothegoalstheysetandthemodelsofinterventiontheydecideon,ensuringthegoalsareclear,measurableandachievable.

Pedagogy

• ensurethattheconditionswhereeffective(culturallyresponsive)pedagogycanoccurareprovided:

• developacultureofevidence-based,problem-solvingwithintheschool

• ensureanorderlyandsupportiveteachingandlearningenvironment.

Institution

• ensurethatinstitutional,organisationalandstructuralsupportsarealignedsoastosupporteffectivepedagogiesinclassrooms,andconstructiveproblem-solvingconversationsforeffectivepedagogicalpurposes.

Leadership

• ensurethatleadershipisdistributedthroughouttheorganisationsothatleadershiptasksarecarriedoutatappropriatelevels.

Spread

• ensurethatallteachersareinvolvedinrealisingthegoalsoftheschool.

• creatingeducationallymeaningfulrelationshipswithintheschoolandbeyondthrougheffectivenetworking.

• ensurethatMäoriparentsandfamiliesareabletoparticipateintheirchildren’seducation.

Evidence

• ensurethatdatamanagementsystemsareappropriateforformativeandsummativepurposes

• ensurethatdisciplinesystemsarealignedwithpedagogicpractices.

Ownership

• ensurethatschoolsresources,includingstaffin andfinance arestrategicallyalignedtopedagogicalpurposes.

• ensurethatacultureofMäoristudentimprovementbecomesnormalintheschool.

Some of the activities that principals and BOT chairs will be supported to lead include:

• SettingvisionandgoalsinrelationtoMäoriachievement.

• Changingtheorganisationalstructureandpoliciestosupportpedagogicreform.

• Spreadingthereformtoincludeallconcerned.

• Ensuringownershipofthereform.

• Selectingnewstaffwhowillcommittothereform.

• ChangingschoolpoliciesandprocessesthatlimitMäoristudentachievement.

• Overseeing the compatibility of assessment and reporting with a school’s aspirations to include parents andcommunityintheeducationoftheirstudents.

• IntegrationofallprofessionaldevelopmentintheschoolsothatallPDisfocusedonachievingtheschool’sgoals.

• Ensuringthatfundingisreprioritisedsoastoachievetheschool’sgoals.



B) The Senior Leadership Team will be supported to:

Goal

• Ensurethatthemeansofimplementingthegoalsoftheschoolareeffectivelyworking.

Pedagogy

• ensure that they provide active oversight and support for the conditions wherein effectivepedagogycanoccur.

• supporttheimplementationofacultureofevidence-basedproblem-solvingacrosstheschool.

Institution

• ensurethatthealignmentofinstitutional,organisational,structuralsupportsarealignedsoastosupporteffectiveclassroompedagogies.

• ensurethatanorderlyandsupportivelearningenvironmentisimplementedeffectively.

Leadership

• undertake tasks appropriate to the senior leadership team member as part of a distributedleadershipapproach.

Spread

• ensure that the means of spreading the reform to all members, leaders, students and theirfamiliesisworkingeffectively.

Evidence

• ensure that data management systems are working to support formative and summativepurposes

• ensurethatdisciplinesystemsareworkinginassociationwithpedagogicprocesses.

Ownership

• assist with ensuring that school resources, including staffin and finances are strategicallyalignedwithpedagogicpurposes.

Some of the ways senior management team member may ensure this happens is as follows:

• Inductnewteachersintotheschoolculture.

• Ensurequalitydatamanagementsystemsareinplaceandworking.

• Reform the timetable toallowpedagogic interventions to takeplace inaquality,sustainablemanner.

• Ensure that the discipline system works in a way that is supportive of caring and learningclassroomrelationship.

• Ensurethatallprofessionaldevelopmentinitiativesworkinconcerttowardstheschool’sgoals.

• Support teachers whoarehaving problemscoming to termswith the transformationof theschool’sculture.

• ParticipateinHOD/HOFco-constructionmeetings.



C) HODs/HOFs/Deans will be supported to:

Goal

• ensure that goals are established at appropriate levels that focus on improving Mäori studentacademic,retention,engagementandachievement(AREA)

Pedagogy

• ensurethattheyprovideactiveoversightandconsiderationoftheteachingprogramme.

• observeinclassroomsandprovidecriticallyconstructivefeedback.

• ensure there is an intensive focus on the teaching and learning relationship as a fundamentalcomponentofpedagogicalleadership.

Institution

• promotecollectiveresponsibilityandaccountabilityandtheopportunitytoengageinpedagogicconversationsaboutstudentachievementandwell-beingbymeansofconductingdepartmentallevelco-constructionmeetings.

• ensureanorderlyandsupportiveworkingenvironment.

Leadership

• ensurethatleadershipispromotedwithandforallteachersandstudents.

Spread

• ensure that all teachers are included in co-constructing ways to meet the educational needs ofMäorilearners.

Evidence

• ensure that evidence of student performance is used for the systematic monitoring of studentprogressandpedagogicimprovement.

• ensureassessmentresultsareusedforprogrammeimprovement.

Ownership

• ensurethatalldepartmental/facultyresourcesarestrategicallyalignedtopedagogicalpurposes.

Some of the ways that HODs/HOFs/Deans may ensure this happens is as follows:

• SettingMäoristudentachievementgoalsfortheirdepartment/faculty

• GatheringevidenceoftheparticipationandachievementofMäoristudentsintheirdepartment/faculty.

• Fromthisevidence,determiningtheimplicationsforMäoristudents,forteachersinthedepartmentandforselfaspedagogicleaders.

• Actingasapedagogic leader forstaff tosupport individual teachers’pedagogyemerging fromevidenceofstudentoutcomesandfromevidenceofteacherobservations.

• Actingasageneralpedagogicleader(emergingfromaggregatedteacherobservationdata)

• Reprioritisingfundingandresourcingatappropriatelevels.

• Supportingtheuseofassessmentforpedagogicpurposes.

• Participatinginco-constructionmeetingsforHODs/HOFs.

• Conductingco-constructionmeetingsforsubjectdepartments.Deansconductingco-constructionmeetingsforcross-curriculargroupings.



What Does an Effective School Look Like?

Highly effecitve institutions demonstrate the following characteristics:

i) In our institution, Mäori students performance statistics, in terms of attendance, retention,engagementandachievement(AREA)arethesameasnationalaveragesforallstudents.

ii) TheeducationalexperiencesofMäoristudents inour institutionareasgoodas, ifnotbetter,thanthoseofallotherstudents.

iii) Our institution has established an academic vision, goals and targets that are focussed onimproving Mäori student attendance, retention, engagement and achievement by specifie measures.

iv) Ourinstitutionhaschangeditspolicies,organisationalstructuresandpracticesaspartofatotalinstitutionalreformaimedatimprovingMäoristudentAREA.

v) Theprofessional learningopportunitiesprovided forour teachers focuson improvingMäoristudentlearningandassociatedAREA.

vi) Leaders in our institution demonstrate their understanding that pedagogic (instructional)leadership has powerful effects on student outcomes and that such leadership needs to bedistributedthroughouttheinstitution.

vii)Whilemostteachersunderstandthatotherfactorsinfluenc MäoristudentsAREA,mostteachersare adamant that they are able to improve Mäori students educational AREA within theirinstitution.

viii)MostteachersinourinstitutiondemonstratecaringrelationshipsandhighexpectationsofMäoristudents,learningonadailybasis.

As a leader, I have changed the institution’s framework, organisation and structure so as to ensure an orderly and supportive environment that supports reaching the goals of the school.

ix) Mostteachersinourinstitutionusearangeofdiscursiveteachinginteractionsincludingusingstudents’ prior knowledge, providing feedback and feed-forward and engaging in the co-constructionofnewknowledgewithstudentsonaregularbasis.

x) Mostteachersinourinstitutionusearangeofteachingstrategiesonadailybasisandthesetendtopromoteinteractive,collaborativelearningamongstudents.

xi) Mostteachers’lessonplanningisbasedontheirrespondingtoadetailedknowledgeofMäoriandotherstudent’sprogress.



xii) Our institutionhasstrongevidence-drivennetworkswithother institutionsofasimilarnaturewithastrongfocusonhowwetogethermightaddresstheneedtoimproveMäoristudentsAREAperformance.

xiii)Our institution has developed quality systems to identify Mäori student attendance, retention,engagement and achievement that allow us to monitor their progress over time and to inform ourinstitutionalresponses.

xiv)Mostteachersinourinstitutionuseevidenceofstudentprogresstoinformchangesintheirteachingpracticeandtoinformcollaborativeproblem-solvingwiththeircolleaguesandwithstudents’.

xv)OurinstitutionhasdevelopedameansofsupportingteacherstoassistMäorilearnerstouseevidenceofthierownprogresssoastoidentifywhattheyneedtolearnnext.

xvi)Whileourinstitutionalleadersunderstandthatotherfactorsinfluenc MäoristudentsAREAoutcomes’,theyareadamantthattheyareabletoimproveMäoristudentseducationalAREAwithintheirinstitution.

What Does the Professional Development Look Like?

TheGovernmentgoalsofequippinglearnerswith21stcenturyskillsandreducingsystemicunderachievementin education, inform the new 2008-2012, Mäori Education Strategy, Ka Hikitia – Managing for Success(MinistryofEducation,2008),whichhasasitsmainstrategicoutcome:MäoristudentsenjoyingeducationsuccessasMäori.WithinthisframetherearefourstudentoutcomesforMäori:learningtolearn;makinga distinctive cultural contribution; contributing to te ao Mäori (the Mäori world); and contributing toAotearoa/NewZealandandtheworld.

ThisprojectwillbeconductedwithinthepolicyframeworkofKaHikitia–ManagingforSuccessinthatitwillseektosupportschoolleaderstocreatelearningcontextswhereinMäoristudentswillbeabletorealisetheirpotentialandbeabletodosoasMäori.

Overthecourseofthethreeyearcontract,fi ewänanga(learninghui)willbeheld ineachofthesevenregions.Theaimofthesewänangaistobringleadershipteamstogetherinaconsciouslyculturalspace.TheaimistofamiliariseschoolleaderswithMäori-basedcontexts,nottoalienatethem.Themaraeexperiencesaredesignedtobuildtowardthenotionofwhakawhanaungatanga,whichisthecriticalenactmentofthe

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MANAAKITANGA

MANAAKI

MANA A KI MAI

MANA A KI ATU

WHÄNAU

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WHÄNAUNGATANGA

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rolesandresponsibilitieswehavetothegroupswithwhomwehaveafundamentalconnectionandrelationshipto.Whakawhanaungatangaisakinshiptermbasedongenealogicalconnections.Weuseit in He Käkano to recognise the enactment of inter-relational rights and responsibilities embeddedin leadership roles as they play out in the broader educational communities that they lead. We seeleadership as a call to a relationship. The marae-based wänanga are opportunities to examine ourcatalyticroleinnurturingwhanaungatangaasweworktonurturetherealisationofeducationalgoalsforMäori.

Themaraeexperiencesarebuiltontheconceptof‘au’(self).OuruseofthewordwhänauintheHeKäkanomodel,with ‘au’at thecore, refers to the ‘in-school’ relationsand relationships thatschoolleadershavewiththeirteachingandnon-teachingstaffandtheirstudentcommunities.Thenextlevelof relationships leaders need to engage in is reflec ed in the word ‘whanaunga’. It includes thosecommunities inextricablyconnected to theschool,butwho liveoutside the in-schoolcommunities.Theyincludeparents,grandparents,relationsandcaregivers.

Buildingontheirengagementwithwhanaunga,thewänangacontinuetodeveloptheschoolleaders’relationalunderstandings,inordertostrengthentheirengagementwithwidercommunitiesofinterest,including local and broader educational, social, cultural and political interests. The strengthenedrelationships all serve to build towards the ultimate goal of Whakawhanaungatanga – the activeengagement and and connection of all the preceding components, where the four Mäori studentoutcomesidentifie inkaHikitia,asdescribedabove,canberealised.

Insum,thewänangamaraeexperiencesprovidetheleaderswiththeluxuryofbeingabletolookatthemselvesaseducationalleadersintermsofbeingrelationshipbuilders;wheretheycanexaminetheirvalues,theoriesofpracticeandpractices,andthecatalyticcomponentoftheirrelationshipswithinaMäoriframework.

ThemodelalsolinksleaderswithacoreMāorivalueandconcept–thatof‘mana’–anditsdifferentmanifestationsintherangeofrelationshipsthataredevelopedinwānanga.‘Mana’usedinthissenserefersnot justtotheauthorityandprestige implicit ina leadershiprole,buttotheway leaderstreatthosewithwhomtheyrelate.

Forexample,NgatiRaukawaRangatira,ProfessorWhatarangiWiniata,describedManaakitangainthisway: “Behavior that acknowledges the mana of others as having equal or greater importance thanones own, through the expression of aroha, hospitality, generosity and mutual respect. Displayingmanaakitangaelevatedthestatusofall,buildingunitythroughthehumilityandtheactofgiving”.

Ngapuhi’s Professor Manuka Henare suggests that: “Manaakitanga relates to the fine qualities ofpeople,ratherthanjusttotheirmaterialpossessions.Itistheprincipleofthequalityofcaring,kindness,hospitalityandshowingrespectforothers.Toexhibitmanaakitanga istoraiseonesmana(manaaki)throughgenerosity.”

Another Ngapuhi Professor Cleve Barlow further explains: “Manaaki is derived from the power ofthewordas inmana-aki,andmeanstoexpress loveandhospitalitytowardpeople”.Henceweusemana-a-kiatu,asmanaextended towardothersand its reciprocalmana-a-kimai– themana that isreturnedfromactinggenerously.

Asaconceptappliedtoleaders,thegoalofleadershipistoenhancethemanaofthoseintheircare.Acknowledgingthe individuals intheircare impliesthat leadersarealsoacknowledgingthewhānauthattheycomefrom–andinthecaseofMāoristudents,thehapūandiwifromwhichthoseindividualscome.Insodoing,leadersenhancetheirownmana.

Inthebroadercommunities,mana isshared,distributedandacknowledged,sothattheprincipleofmanaaki–generosity,caringandsharing,becomesembeddedinthewaythatleadersandtheirschoolsinteract within and without their communities of interest. In a school where manaakitanga is a keyvalue,leadersandteacherscarefortheirstudentsasculturallylocatedhumanbeings.



Wänanga 1 Term 3 2010

Kowaiau

Thewänangaraisesfortheleadersthefollowingkeyquestions:‘Ifleadershipisacalltoarelationship,whoamIandwhatismyrolewithinthespecifi culturalcontextthatIamlocated?LookingatwhoIam(Koau)asaleaderintheeducationalcontextthatIlead,howdoesself-knowledgeaffectmyroleasaleader?Whatdoweasschoolleaderslooklikeinrelationtothepeopleweengagewithinourschool?HowdowerelatetotheSecondaryPrincipal’sStandards,theNEGSandNAGS,theNZCF,KaHikitiaortheBES.Inshort,thewänangaasksprincipalstoconsciouslyembedthemselvesasculturalandrelationalleadersintheirschoolcontexts.

Wänanga 2 Term one 2011

PlacingauwithinWhänau

Buildingonwhat leadersknowof themselves,wänanga two locates the ‘au’within theconceptof ‘whänau’,wherewhänau includesallthose insidetheirschoolcontext.Leadersexaminetheirroles and places within their in-school communities, examining their relational understandingsofthemselvesbyasking ‘Whatdo IknowabouttheMäoristudents inmyschool?HowdoesmyknowledgeimpactonhowIseemyselfandmyroleasaleader?’Inotherwords,leadersareaskedtoexaminewhatimpacttheirknowledgehasontheirleadershiprolesandresponsibiitiesinrelationtotheirschool’speopleandpolicy.


PlacingwhänauwithinWhänaunga

These wänanga connect leaders to the broader social, cultural, political contexts in which theirschoolwhänauandwhanaungaoperate.Herethefocusisonseeingourselvesinrelationtoandasapartofthebroadercommunity.


PlacingwhänaungawithinWhänaungatanga

Herewelookatourconnectiontothebroadersocial,cultural,politicalcontextsinwhichourwhänauandourwhanaungaarelocated.Thefocusinthiswänangaisaboutworkingtogethertoenhancetheculturalcompetenceandculturalliteracies(ourownincluded)ofwhänauandwhanaunga


PlacingWhänaungatangawithinWhakawhänaungatanga

Inthiswänanga,schoolleaderslookattheiragenticrole–howtheyenacttheirrelationshipsacrossall domains and communities of interest to enable the Mäori Students to take up their roles ascitizensoftheworld,asMäori.



What happens in schools?

In-School Activities

Anumberofactivitieswilloccuratthestartoftheproject. These includeaneedsandreadinessanalysisusingconfigu ationmaps,asurveyofstudentschoolingexperiencesandastrategicdataanalysisexercise.Someoftheseactivitiesaretoberepeatedlaterintheprojectonanannualbasistomonitorprogressfromtheinitialbaselinefindings

i. Aneedsanalysisofeachschoolwillbeundertakenearlyin2010byregionalcoordinatorsusingconfigu ation maps. One mapmeasures thepositioningof the institution, the secondmapmeasures the readinessof the leaders themselves tocreateculturally responsivecontexts forMäorilearners.ThismappingexerciseofreadinessoftheinstitutionandtheleadersestablishesabaselinetoworkfromandameasureofprogressfortheschoolinitseffortstoimproveMäoristudents’educationalachievementandsuccess.

ii. A survey of students’ experiences at the school will be undertaken at the same time. Thiswillinvolveallstudentswhowillbeprovidedwiththeopportunitytosharetheireducationalexperiences.Mäoristudentresponsescanbeseparated(disagregated)fromtheresponsesandexaminedseparately.

iii. Atthattimetheschoolwillbesupportedtogather,analyseandusearangeofdatapertainingtoMäoristudents’performance(attendance,engagement,stand-downs,suspension,exemptions,motivation,achievementinschoolbasedandstandardisedtests).AlongsidethequalitativedateprovidedbythesurveyofMäoristudents’educationalexperiences,theschoolswillbeabletodevelopacomprehensiveprofil oftheirMäorilearners.Theseprofile willformthebasisforsettinggoalsandtargetsandwillfocusleaders,teachersandlearnerplansforimprovementandmonitoringovertime.

As a leader, I support the implementation of discursive pedagogic relationships and interactions in the classroom, including assisting with planning, coordinating and evaluating teaching and the curriculum.



Co-Construction meetings

The primary mechanism for the in-school intervention will be the establishment of a series of co-constructionmeetingsbetweenHeKäkanostaffandschoolleaders’toestablishprofessionallearningcommunitiesatanumberoflevelswithintheschool.ProfessionalLearningCommunitiesaregroupsofeducatorswhoseprimaryfocusistheimprovementofstudentlearningandeducationaloutcomesthroughcollaborativeproblem-solving,basedonevidenceofstudents’/groupsofstudents’educationalperformanceinrelationtoestablishedgoals.Thesemeetingsarealsoprimeopportunitiesforleaderstointerruptdefici explanationsaboutMäoristudentachievementandtoseekalternativeexplanations,inorderthatteachersandotherleadersareabletoworkinanagenticmanner.

CO-CONSTRUCTION HUI LEVEL FUNCTIONING WHO PARTICIPATES

Schoollevel Termbytermproblem-solvingandgoalsettingpertainingtoprogressofMäoristudentstowardsschools’AREAgoals(attendance,retention,evidenceandachievement).

Principal(Chair),BOTchair,SeniorManagementTeammembers,Otherseniorstaff.

HOD/HOF/Deanslevel Usingevidencegatheredatdepartmentallevel,HoDs/HoFsco-constructwaysthattheycansupporttheirstafftosupportMäoristudentlearning.

ChairedbyprincipalHOD/HOFs/Deansinturn.

Departmental/Classbasedlevel

UsingevidenceofMäoristudentperformanceintheirclasses,teachersco-constructwaysthatcanchangetheirteachingsothatMäoristudentscanmoreeffectivelyimprovetheirlearningandoutcomes.

ChairedbyHOD(orappropriatedelegate)Teachersindepartments.

Co-construction meetings and associated follow-up activities “provide for iterative sense makingopportunities”thattake leadersbeyondsuperficia understandingsof language,cultureand identityandtheirplace inMäorilearnersuccess.Theyalsohaveanexplicitfocusondevelopingpedagogicalleadershipandteacherpracticesthatwillbuildstrongrelationaltrust leadingto improvedoutcomesforandwithMäori learners”. In thisway,adistributed leadershippattern issupportedwithineachschoolthat“willprovideintellectualchallengeina‘job-embedded’situation”.Thispatternofsupport,alongside the networking programme, “will cater for the different circumstances and contexts ofprincipals,seniorleadershipteamsandschools”.



HekākanōetīpumaiItemāramātaurangaHekākanōiruiamaiiRangiātea

Ngapounamu,purapuraIrotoingāiwieNgākāririotēneiāohurihuri

ChorusEreretēmanuIrungangāhauewhāTēneimanukōToroaTeĀriae

KokoerāteĀingaKeiraroouparirauTeaweongāToroaaue

Manaakitia,āwhinatiaNgāpounamuotēneiāoMēārahiatēhuarahiKiarātaumā

Repeatchorus

AseedthatgrowsInthegardenofknowledgeAseedfromRangiātea

TheseseedsarepreciousAndresideintheiwiTheseedsfromthischangingworld

ChorusFlyobirdOnthefourwindsThisbirdistheAlbatrossTheleader

YouarethedrivingforceUnderyourwingsArethefin silkyfeathers

GuideandsupportThosepreciousthingsoftheworldAndmakethepatheasyForthem

Repeatchorus

TOROA Written by Ngahirata Gardner

NgämihikiaHineWaitereteDirectorofIndigenousLeadership,nanaipätaikiähaumetitotëtahiwaiatamotewhakatinanakaupapa‘HeKäkano’.KeitemahingätahiaTeWhareWänangaoAwanuiärangiräuakoteUniversityofWaikato iroto itëneikaupapa.

TëneitemihiatukiaTechPämongämahiotëneiKōpaePūoro

EngämanutiorioriaParearauNikorarauakoRangiEhu,ngamihinuikiakōruakingätauiraoTeWhareWänangaoAwanuiärangitënakoutoukatoa.


TOROA©

NgahirataGardner2010TeWhareWänangaoAwanuiärangi


Contact:[email protected] 0800 832 242

HE K AKANOTE AWE O NGA TOROA


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