What does Success Look like? 2023

 What Does Success Look Like?

2023

A unique collaboration has taken root among four schools, each embracing a distinctive lens to define and cultivate success within their own educational environment. The intricacies of this collaborative initiative helped the Across School Leaders uncover the rich tapestry of perspectives that these schools bring to the table, weaving together a narrative that celebrates diversity.

Education is a multifaceted journey and success resonates differently within the walls of each school. The schools involved in this collaborative venture have chosen not only to acknowledge but also to embrace this diversity, recognising that success is not a one-size-fits-all concept. Each of the four schools involved in the ACCoS initiative have approached the question of success through varied lenses. From a focus on achievements in maths to the fostering of holistic well-being and supporting learners with diverse needs – each school has carved its own path toward success.

In our final initiative meeting we celebrated the success of our hardworking ISLs and they painted a vivid picture of what success really looks like within their environment. It is a story of collaboration, celebration, and a shared commitment to shaping the future of how success in education is perceived. 

ENPS

2023 Goal

• Establish a school-wide hauora model, building a common understanding of well-being, and empowering students and staff to contribute to well-being initiatives. 

• To establish a kete of resources to support wellbeing in the classroom.

• To foster an environment where students can self regulate and be resilient in their learning - making them prepared to learn and grow as successful ākonga. 

Throughout the year, Caitlin and Anna have worked tirelessly to incorporate hauora into their school in order to give ākonga secure building blocks with which they will use to find success. In term 1, 83.3% of kaiako rated themselves as a 5, 6 or 7 out of 10 in their knowledge, confidence and understanding to empower students and promote success through the use of hauora. In term 4, the same teachers responded with a positive shift! 100% rated themselves as a 8, 9 or 10 out of ten.

Kaiako quotes after the ISL mahi

• "Integrating hauora into my classroom has not only improved the physical well-being of my students but also their overall happiness and success." 

• "Incorporating hauora principles into my lessons has shown me the power of a balanced approach to education. It's more than just academics; it's about the whole student."

• "By embracing hauora, I've seen my students flourish academically and personally. It's about nurturing their well-being and helping them reach their full potential." 

These quotes reflect a deep commitment to incorporating the concept of Hauora into the classroom at ENPS. They emphasise not only the physical well-being of students but also their overall happiness, success, and the development of life skills. The teachers at ENPS seem to view Hauora as more than just a set of principles; it's a guiding philosophy that shapes their approach to education, creating a holistic learning environment that addresses both the academic and personal needs of students.

MBS

2023 Goal

• Confident teachers to teach Maths.

• Successful learner outcomes (summative and formative) (academically and emotionally). 

At MBS, the commitment to providing an outstanding mathematical education is evident through a series of strategic actions undertaken. These actions not only aimed at enhancing teacher capabilities but also sought to redefine what success in mathematics truly means within the school's context. Developing Teacher Confidence: Sue Pine Professional Development. Their journey began with a focused professional development and from that teachers began implementing maths warm-ups in their classrooms, working to create a positive and dynamic start to each maths lesson. A platform for sharing data and refining the vision for mathematics at MBS was created as MBS recognized the importance of teacher values in shaping positive attitudes towards mathematics. Additionally, student and teacher voices were collected and analysed to gauge shifts in attitudes and perceptions. The celebration achievements were integral to ensuring ākonga could see different types of success at different levels. As the school year progressed, these intentional actions created a culture where success in mathematics is not just an aspiration but a tangible reality. 

RPS

2023 Goal

• Create profile/s of what success looks like for different learners and how best to cater for them

As the academic year draws to a close, Remuera Primary School reflects on a journey marked by innovation, collaboration, and a commitment to understanding and fostering success for every learner. This year, the incredible ISL Beth embarked on a comprehensive exploration of success, engaging teachers, students, and parents in a collective effort to redefine what success looks like in their unique educational context. RPS kicked off the year with a strategic approach to understanding success. First, a survey designed to identify kaiako knowledge and expertise in recognizing success for four distinct groups of learners within the school community was initiated. This insightful exercise laid the foundation for a tailored and inclusive vision of success. A crucial aspect of the school's journey was the collection of student and parent 'voice' to develop a collective understanding of success. The analysis provided a wealth of information, highlighting common indicators and trends. Armed with this knowledge, Beth supported RPS in creating learner profiles for different groups of students. Looking ahead, Remuera Primary School is poised to build on the successes of this year and will use online tools to keep their mahi going and ensure children’s success is recognised and celebrated no matter what.  

CPDS

2023 Goal

• Successful outcomes for our learners. 

• Positive changes in student voice and  teacher's practise.

Throughout the year, Veeninder has been attending professional development, supporting colleagues in class, holding staff meetings and engaging with parents and students to bring success to the forefront. She has ensured a mindset shift has taken place so success is not just green ticks or finishing the task. Through her hard work and dedication, Veeninder has supported tamariki to have a broader understanding of what success is so they can feel it in their maths programme. 

Kaiako quotes after the ISL mahi

• “This has changed student attitude, they feel motivated and positive doing Maths work. They don’t feel intimidated and are not afraid of making mistakes. My students have developed self managing skills very quickly this year using maths equipment independently rather than depending on the teacher to tell them to use these tools.”

• “As a teacher I feel that over the last two years with Maths PD and support from Veeninder my confidence has grown and I have a more positive mindset/attitude towards teaching Maths and this reflects on the students in the classroom and their success.”

As the schools involved within the initiative conclude this transformative year, the collaborative efforts of teachers, students, and parents stand as a testament to the power of shared vision and a commitment to nurturing success in every facet of the educational journey.

Thank you to all of our schools and our ISLs!

​​Te Ao Māori Professional Learning at the National Library 2023

 

​​Te Ao Māori Professional Learning at the National Library

 

Mā mua ka kite a muri; Mā muri ka ora a mua

Those who lead give sight to those who follow; Those who follow give life to those who lead.

On Thursday 26th October 2023 Te Ao Māori initiative members spent a powerful day exploring, listening, learning, discussing, and planning at the National Library of New Zealand’s Auckland branch in Parnell. We were gathered in an amazing space that was new to many of us while having the opportunity to explore this impressive Aotearoa resource. The day was organised by the ASLs with huge support from the National Library of New Zealand’s Auckland branch. The lovely Crissi Blair (Facilitator, National Capability| Services to Schools | Information & Knowledge Services) was pivotal in ensuring the day went ahead and ran smoothly.

 

The National Library of New Zealand was established in 1965 with the amalgamation of the General Assembly Library, the Alexander Turnbull Library, and the National Library Service. Physical branches in Wellington, Auckland and Christchurch, provide a wide range of digital, hard copy and face-to-face services according to their guiding principle of helping people to “access and use the collective knowledge of the nation” based on the ethos of collect, connect and co-create.

 

●  Collect : New Zealand's documentary taonga in words, sounds and pictures are collected, protected and accessible

●  Connect : New Zealanders can easily access national and international resources through knowledge networks

●  Co-create : New Zealanders working together to turn knowledge into value

 

Many of us are familiar with ordering library books to be delivered to our schools for ākonga to use but as it turns out, this is only the tip of the iceberg. From vast digital and hard copy collections, including the Alexander Turnbull Library Collection, to support for researchers, libraries, and educators, to name a few, the National Library of New Zealand holds huge significance for those with a desire to immerse themselves in growing understanding and celebrating all things Aotearoa.

 

Visit this link for more information about what is on offer.

Crissi Blair <crissi.Blair@dia.govt.nz>, can also be contacted for queries about services to schools.

 

The Day Begins

The day started with a healthy dose of whanaunga and continued with a focus on tikanga Māori. Many beautiful waiata were accompanied by experienced guitarists, Sonya VanSchaijik and Niu Helu. The National Library staff who had been hard at work above us said hearing these waft upstairs was a highlight of their day.

 

Mū Tōrere

Steven Van Nes led Caroline Brewerton and Raupo Fleet in modeling a 2-player traditional Māori game. Much thought and discussion ensued as pairs played mū tōrere using natural materials (stones, feathers, and bark) giving the group a chance to connect and learn a fun strategy-based game that they could take back to their kura. Mū tōrere can be played as a papa tākaro (board game) or the natural environment can be utilised whether that be using stones, bark, feathers etc or inscribing the board into sand. You can find low wooden posts in mara hupara (Māori playgrounds) that serve as the centre point, or pūtahi and the outer positions, or kewai. It was agreed that mū tōrere is a strategy game that would fit any critical thinking environment.

 

Visit this link for a fun video to show you and your ākonga how to play. Playboards and instructions can also be found on MathsNZ.

 

Touring The Library with Rose

Early in the day, we were lucky enough to be given a tour of the Māori section by Rosemary Nisbett, the librarian and purchaser for te ao Māori pukapuka. The resource section was up to date, well-organised, well-maintained, and easy to navigate, with a wide variety of resources available in both te reo Māori and te reo Pākehā. We were impressed by the diversity of topics covered, from Māori history and culture to language and art. We were shown a book on Māori myths and legends that was created around local history as well as a range of pukapuka that could be ordered for our kura. Learning as much as we could about what was available to us as educators, we were grateful for the opportunity to access such a wealth of resources.

Needless to say, many photos were taken of resources and discoveries made of pukapuka that will no doubt now find their way into kura across our Kāhui Ako.

     

Whakaura

One of the many highlights of the day was the engaging and emotive presentation by Tereora Crane on the journey of Whakaura.

 

Learning history by being part of its story is the guiding kaupapa that Tereora Crane uses while creating his educational programmes for schools. The National Library's Senior Education Specialist shared his latest creation, Whakaura. A four-meter-long vessel, inspired by Pacific oceanic navigators will come into schools to be co-constructed with tamariki. The stories within Whakaura are intricate and every inch has been carefully thought about and provides a range of learning opportunities for our tamariki. From sustainability by having 3D printed hulls made from recycled coke bottles to panels along the side being used as augmented reality triggers and cross beams that connect the two hulls that represent a different Te Ao Māori value, Whakaura shows the partnership between Tangata Tiriti and Tangata Whenua. Perhaps what stands out most though is the concept of what you need to put in your kete for your voyage. Having our tamariki, in particular,Māori and Pacifica students set lofty goals for themselves and think about what it is they need to have in their kete for their voyage. Lastly, Whakaura is a chance to recognise the ancestral intelligence of Pacific Navigators and that they live in, and through us as we embark on our own journeys. Listen here for more.

 

 

Taku Reo Survey

The ISLs spent time reflecting on their school’s Taku Reo Survey. The Taku Reo Survey is an online research-based survey designed for New Zealand students in English medium from Years 4 to 8. It is designed as a formative tool for school self-review and can contribute to the revitalisation of the reo by prompting schools to reflect on practice from students' perceptions and encouraging teachers to think critically about how they teach te reo Māori. The results of the Taku Reo survey contribute to an evidence base for planning and goal setting for te reo Māori within schools.

The benefits of using the Taku Reo Survey include:

●  Lets students and whānau know that te reo Māori is valued at school, and is a vital part of the curriculum.

●  Provides a snapshot of students' use of te reo Māori at school, at home, and in the community.

●  Helps increase the visibility of te reo Māori within schools.

●  Helps normalise te reo Māori into school's planning.

●  Follows the progress of te reo Māori use over time in our school.

●  Helps gain an understanding of our students' perceptions of where te reo Māori is being used.

 

Poutama Reo

The ISLs worked together in small groups and highlighted on the Poutama Reo continuum where they thought their schools were at with implementing te reo Māori and tikanga.  Poutama Reo is a self-review framework developed by ERO that helps English-medium schools in New Zealand improve their Māori language provision. It is based on research and has been trialed in pilot schools.

Poutama Reo has benefits for schools, students, whānau, and educators. It helps schools develop a shared understanding of quality te reo Māori education, create a supportive learning environment, and ensure all students have access to high-quality instruction. The framework also helps schools work effectively with whānau and provides educators with clear guidance on effective practice.

Using Poutama Reo will help our ISLs to develop a more strategic approach to te reo Māori provision by identifying and addressing areas needing improvement, improving the quality of instruction, increasing the number of students learning te reo Māori, and developing stronger relationships with whānau.

Overall, Poutama Reo is a promising framework for improving the provision of te reo Māori in English-medium schools. It is well-designed, well-resourced, and has the support of the education sector.

 

Pania Pāpā: Takatū Associates (Te Ahu o Te Reo Māori)

Pania Pāpā is the national coordinator for Takatū associates who run the highly subscribed to and free of charge, Te Ahu o te Reo Māori with Takatū course. Te Ahu o te Reo Māori is a nationwide Ministry of Education initiative to support the te reo Māori development of teachers, managers and support staff in all kōhanga reo, kura, wharekura, schools and early childhood education centres across Aotearoa.

 

Pania spoke about the course structure which has 7 taumatua, or levels that cater for absolute beginners up to the highly proficient. The course is a combination of contact, directed & self-directed learning led by a team of committed, trained kaiako. In undertaking this course participants also get access to waiata, karakia, tangata whenua narratives and language revitalisation tips. A less well-known fact may be that kura also get $500 for each participant who completes at least 50% of the programme. This is a substantial amount that could contribute significantly to enhancing Māori programmes and resources in kura. Those who have been involved in the course speak highly of it and recommend getting involved as soon as possible.

 

Visit this link for more information to register interest for 2024 via the waitlist.

   

Are You a Māori? By Robyn Kahukiwa

Later in the day, it was story time with Caroline Brewerton as she read Are You a Māori? by renowned and award-winning artist and author Robyn Kahukiwa. This picture book was touted by Hoana Pearson, the head of the Māori Achievement Collective, at the recent MAC Hui ā Tau as the one book all kura should have. This beautifully presented story is as valuable for adults as it is for tamariki in helping develop an understanding of and promoting greater awareness of the role of whakapapa in being Māori.

    

Future Making

As the end of the day drew closer Steven Van Nes presented a Ngāi Tahu taonga, Te Korekoreka, gifted to him to use with the Te Ao Māori initiative at this planning day for reflection and to help us look towards the future. We felt very privileged to be able to have this wonderful and thoughtful resource to guide us in our Te Ao Māori journey.

 

A Successful Day

After the final karakia and waiata, Tukua te reo rangatira Nā Hoeata Maxwell-Blake rāua ko Leon Blake, we left having made new and closer connections while filling our knowledge (and joy) buckets and with a clearer vision of the future for ourselves, our kura and our ākonga. With relationships between nature and people grounded in tikanga and mātauranga Māori being central to Te Ao Māori wholistic viewpoint, the planning and professional development day at the National Library was a perfect fit and as organisers, we walked away feeling privileged to have been a part of a day that we believe was an important part of moving forward in the initiative.

 

Ngā mihi nui ki a koe to Jane Bush (champion principal) for all her support and those ISLs who took responsibility for the karakia and thank yous throughout the day. We must also thank all the participants, presenters, visitors, principals and the National Library staff for being so positive and incredibly helpful in making this day happen!

 

The Māori Achievement Collaborative Hui

 

Recently the  Across School Leaders (ASL) from the Te Ao Māori Initiative, some principals and ISLs attended the Hui ā Tau 2023 hosted by the Māori Achievement Collaborative. The Māori Achievement Collaborative (MAC) is a professional learning and development pathway by principals for principals focused on changing education outcomes for Māori students. MAC is a non-profit organisation that aims to build the capability of schools to inquire into, recognise, and delete barriers impeding improved educational and cultural outcomes for Māori in partnership with students, whānau (family), hapū (subtribe), and iwi (tribe).The three days were packed with challenging speakers and was an opportunity to for us to network, learn from each other and reflect on what was shared.

The MAC Hui ā Tau is all about the importance of rangatiratanga, which is Māori authority and agency. It is not a fixed state, but a process and a way of being and thinking. Rangatiratanga is essential for Māori to exercise their self-determination and to achieve their well-being.

Presenters at the MAC Hui ā Tau discussed the importance of developing relationships and positive engagement. Rangatiratanga is not something that can be achieved in isolation. It requires Māori to work together collectively, and to engage with others in a positive and productive way.

Dr. Te Kawehau Hoskins spoke about Rangatiratanga as indigenising practice for our educational institutions.

Some shared examples of how rangatiratanga can be expressed in practice are:

●     Showing up and giving people permission to be their full selves

●     Being willing to decolonize policies and focus less on academic achievement

●     Building relationships and creating a positive and productive learning environment

Rangatiratanga is a journey, not a destination. It is something that Māori must strive to achieve every day.

Rangatiratanga is about Māori being able to exercise their mana by having the power to make decisions about their own lives and communities, and to determine their own future. Rangatiratanga is also about kinship and collectivity. It is about Māori working together to achieve the well-being of their whānau, hapū, iwi, and the wider Māori community.

Professor Melinda Webber shared Nga Iho Pūmanawa | Unleashing Gifted Māori Potential.

She discussed the importance of Māori perspectives on giftedness and the role of gifted education in unleashing Māori potential. Māori students need access to programmes of learning that affirm and promote whakaaro Māori, matauranga Māori, and tirohanga Māori, as part of a broader curriculum.

Melinda emphasised the importance of whakapapa in understanding and developing Māori giftedness. She argued that whakapapa can be used as a gateway for learning about self and others, and that it can help gifted students to explain, organise, analyse, and understand information, experiences, and relationships.

Melinda highlighted examples of successful Māori people from a range of fields from her iwi. She shared how these examples demonstrated the mana ūkaipō (excellence) of Māori people and the importance of supporting Māori students to achieve their full potential.

In addition to the points raised above, she also discussed the following:

●     The need to develop culturally responsive identification procedures and assessment tools for Māori gifted students.

●     The importance of creating classroom environments that are supportive and inclusive of Māori gifted students.

●     The need to provide Māori gifted students with opportunities to learn and develop their talents in ways that are relevant to their culture and communities. 

Melinda highlighted that gifted education has the potential to play a vital role in the empowerment and transformation of Māori communities.She called for a more inclusive and responsive approach to gifted education that is grounded in Māori values and principles.

Her presentation is a valuable contribution to the field of gifted education and provides a much-needed Māori perspective on this important topic. This is especially apparent when  supporting the success of Māori gifted students.

Private Movie Screening

Tātarakihi – the Children of Parihaka is a 2012 New Zealand documentary film that tells the story of a group of Taranaki children who undertake a modern-day pilgrimage visiting places of importance on the way to the South Island jails where their male ancestors were exiled and forced to labour after the invasion of Parihaka in 1881.

The film is a journey of memory and healing for the children, as they learn about the injustice and suffering that their ancestors endured. It is also a story of resilience and hope, as the children come to understand the legacy of Parihaka and their own place in it.

The film is interwoven with footage of the children's hīkoi (journey), their poetry, waiata, art, and narration. It is a moving and powerful film that offers a unique perspective on one of the darkest episodes in New Zealand history.

Tātarakihi – the Children of Parihaka has been praised for its sensitivity and its ability to convey the complex emotions of the children involved. It is an important film that we think all New Zealanders should watch.

Helen Varney spoke about Tautai o le Moana, which is "Strengthening leadership capabilities to improve outcomes for Pasifika Learners", She described the Tautai o le Moana initiative , which is designed to strengthen the capability of Pasifika school leaders to improve outcomes for Pasifika learners. The programme is based on the metaphor of the Tautai, a sea captain who can navigate through challenging conditions and bring people together to achieve common goals.

Varney argued that Pasifika learners need leaders who have a deep understanding of their culture and values, as well as the skills and knowledge to create culturally responsive learning environments. She emphasised the importance of collaboration and partnership between Pasifika communities and schools.

The Tautai o le Moana provides Pasifika school leaders with opportunities to develop their leadership skills, knowledge, and understanding of Pasifika culture and values. The programme also includes a focus on building relationships and partnerships with Pasifika communities.

Helen reminded us that by strengthening the leadership capabilities of Pasifika school leaders, we can create better outcomes for Pasifika learners.

Te Ringakaha Tia-Ward, introduced most of us to Te Whare Tapu o te Ngākau

Te Whare Tapu o Te Ngākau Maori is a new curriculum that is being offered by Māori Achievement Collaboratives. It is a compulsory expectation from the Ministry of Education beginning 2023. The curriculum is based on the marae as the bastion of Te Ao Māori, Te Reo Māori me ona tikanga. It is premised on the many journeys it requires through a process to develop an understanding of Te Ao Māori and therefore a bicultural worldview. A rōpu of educators have been working for the last four years to create a marautanga for schools to use to create and teach their own localised curriculum. The team is proud of the curriculum and the new approach to learning about Māori local history.

Te Ringakaha reminded us that Rangatiratanga comes from within, it is not given.

He stressed the importance of ‘shifting hearts and minds’. He reiterated that what you can't see is what matters and used Te Mokoroa as an analogy.

He iti mokoroa e hinga pūriri | ‘A small mokoroa can fell a pūriri tree’.

Be like the Mokoroa and chip at what needs to be done within our schools.

Several Tumuaki shared their MAC journey with us and concluded with

Märohirohi - Be bold and brave and determined

●     Embed tikanga, te reo & te ao Mäori Into school culture & systems at all levels,

●     Ensure tikanga, te reo & te ao Mãori are normalised.

●     Document school traditions, customs, practices and expectations,

●     Enrich your local curriculum - research and teach local stories, histories, future developments and aspirations

●     Create taonga & resources for future generations

 

The final day of the hui was structured with several sessions with three that we could attend within the time frame. The sessions were run by MAC facilitators and included

 

●     Building Relationships with Marae, Hapū and Iwi

○     with Damon Ritai

●     Māhere i te Huarahi Ako, Te Whare Tapu o te Ngākau Māori Resources

○     with Puataata Tia-Ward

●     Tikanga Based Te Reo Māori: Normalising Te Reo Māori at your Kura

○     with Anaru Morgan

●     Enacting Māori Concepts and Tikanga in Schools - Pōwhiri, Whakatau

○     with Lindsay Dunn

●     Graduate Profiles: Measuring What We Value

○     with Phil Gordon

●     Co-governance

○     with Fiona Cavanaugh and Lisa Lowery

All sessions were relevant for what is currently happening in schools.

Here is the link to their abstracts.

Overall the conference was definitely worth the time and registration. It was well attended by principals and senior members of school staff. There was much opportunity for networking and participating actively with other kaiako and leaders. There was definitely whakawhanaungatanga. The extensive expertise of the speakers was clearly evident during the high quality and informative presentations.  As an initiative, we highly recommend that senior leadership teams attend the next MAC Hui ā Tau in 2024 and bring even more staff along to ensure greater understanding and cohesion across the Kāhui Ako on our te ao Māori journey.