Kia ora and welcome to Kia Eke Panuku

Secondary schools giving life to Ka Hikitia and addressing the aspirations of Māori communities by supporting Māori students to pursue their potential

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Recent News

Tamaki College Hero

School marae returns to the heart of Tamaki community

Posted on 28 November, 2016

Tamaki College celebrates 25th anniversary of marae

In 2015, the Tamaki College Strategic Change Leadership Team (SCLT) was part of a Kia Eke Panuku wānanga. This challenged them to consider that the school’s marae was not the central focus of the school as it had been in the past. They wanted the marae to again be a valued taonga so that students and teachers could draw on the knowledge-base in their local region and to reconnect to its history and tikanga.

A focus for the celebration
The team determined that the 25th anniversary of the marae would be an ideal opportunity to re-establish its importance, role and position in their community.

The marae was established in 1991 with the vision of the then board of trustees chairman, Steve Kirkwood. His vision was for a marae that would welcome all the people of Glen Innes, and this led to the development of Te Poho o Tamaki Marae (‘the Heart of Tamaki’).

He was supported by John Grant, the principal of the College of the time, together with Wally Noble, a skilled carpenter, and Steve’s wife Nellie Kirkwood, the school’s te reo Māori teacher.

Celebration day
On 17 October 2016 the 25th anniversary of the marae was celebrated with great style. Kaumatua, kuia, past and present staff, and students and whānau took part in a day of celebrations that included a powhiri, presentations, hāngi, storytelling and waiata.

Special tributes
The students led a special tribute to the kaumatua Wally Noble for his 25 years of service to the kura.

The speech by deputy head boy, Jordan Makea (Tainui), explained how John Grant originally employed Matua Wally to help restore a dilapidated building, brought up from Kopuku in the Waikato, to be the school’s wharekai.

A memorable moment from the day was a performance of the school haka Tika Tonu that spontaneously erupted from staff and students during this presentation in honour of Matua Wally’s significant contribution and mana.

The head girl, Racheal Kaitu'u, also paid tribute to Soana Pamaka, the current principal, who has served the school for 25 years. Racheal made special mention of her leadership in ensuring the culture, language and identity of the Glen Innes communities remained strong and the centrality of the marae within this.

To honour her culture, a Tongan hymn Eiki Koe Ofa was sung by the students as her daughter, Sela Pamaka, presented her with a korowai.

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News Item Pic Cropped

Kāhui Whakaako Hui

Posted on 01 November, 2016āhui-whakaako-hui

Schools meet to shape their futures

On Thursday 1st September, Kerikeri High School hosted a hui at their school Whare Hui, Te Pou o Manako. Seven schools from across Tai Tokerau and the northern reaches of Tamaki Makaurau were represented on the day.

Kerikeri High School shared stories of their journey within the kaupapa journey both as part of the Te Kotahitanga research and professional development project and Kia Eke Panuku. They also opened their classrooms for hui participants to visit and talk with both students and teachers.

On Tuesday 20th September Kelston Girl’s College hosted a similar hui at Waipapa Marae in Tamaki Makaurau. The day was framed around the whakatauki:

Tuia te rangi e tū iho nei, tuia te papa e takoto nei.
(Join the sky above to earth below, just as people join together)

Representatives from fifteen Kia Eke Panuku schools, from Pukekohe to Kaitaia, focused on the notions of ‘sustainability and spread’ with four schools sharing experiences and current understandings.

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Video Kete News Image

Video kete live

Posted on 08 August, 2016

Explore the videos

Within the ‘Student Voice’ section of the website you will find links to videos that illustrate responses to the themes that emerged when our rangatahi spoke of what they understood by the Ka Hikitia phrase: "enjoying and achieving education success as Māori".

They form part of the suggested question frameworks that accompany the ‘Student Voice’ analysis designed to support professional learning hui with staff and the community.

You can also locate the videos independently from the ‘Dimensions’ drop down menu where they are arranged in a series of kete. Here are direct links to the video collections.

Leadership video kete

Cultural Identity video kete

Evidence-based Inquiry video kete

Culturally Responsive and Relational Pedagogy video kete

Educationally Powerful Connections video kete

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Newsletter 4 Image 1

Student Voice online

Posted on 04 July, 2016

New section to explore

Today we launch a new home page to signal the arrival of Student Voice. This new section provides an interactive framework to guide our response to the thoughts (ngā huatau) of the young people (taiohi) we serve.

In response to a challenge laid down by our Expert Advisory Group these taiohi shared with us what the Ka Hikitia vision “Māori enjoying and achieving education success as Māori” means to them.

There was a high level of consistency, with common themes being identified from one hui to the next. This means that we can be confident that these themes will be present within all our schools. Rather than schools repeating the process of interviewing their own students, we can immediately respond to what these students are telling us in order to promote greater likelihood of success for others.

The Student Voices section includes:

We have designed a poster so you can promote Student Voice to your staff, students and community.

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Rodney Updated News Item 4

Māori enjoying & succeeding as Māori at Rodney College

Posted on 25 May, 2016āori-enjoying-and-succeeding-at-rodney-college-as-māori

The power of three.

The SCLT and AKO group (a team leading the implementation of culturally responsive and relational pedagogy within the school) identified multiple processes, strategies and systems that have been put in place over a period of time that support the kaupapa for Māori success as Māori in their school.

The Kia Eke Panuku - Ako: Critical Context for Learning diagram helped them to see that the multiple processes were in fact well spread across the three contexts for learning, and that they all contributed in some way to the simultaneous success trajectories of their Māori students.

The power of all three contexts working interdependently was highlighted as a way forward for their school to achieve deep, systemic and sustainable change.

With this in mind, a staff PLD day was co-constructed, resulting in a marae-based hui for teachers, invited Māori students and whānau, to discuss what Māori success as Māori at Rodney College looks like.

Three activities were devised to help facilitate a culturally responsive and relational pedagogical approach for the group:

  • Reflecting on the reading: Averill, R., Hindle, R., Hynds, A., Meyer, L. Penetito, W., Taiwhati, M. Hodis, F. & Faircloth, S. (2014). “It means everything doesn’t it?”
    Interpretations of Māori students achieving and enjoying educational success “as Māori”. set: Research Information for Teachers. 2, 33 - 40
  • Drilling deeper - What is Success as Māori?
    Consideration of the Kia Eke Panuku Straw Man document bus stop activity
  • Listening to Student Narratives: Ngā Huatau Taioho
    Students sharing their experiences of enjoying and achieving education success as Māori

The shared sense-making, drawing on the knowledge and experiences of all participants, created a rich robust dialogue throughout the day:

  • “Sometimes we (students) need teachers as a friend - as opposed to a teacher. To support us as whānau. Some teachers think they are there just to teach – not for support in other areas.“
  • “Treat the relationship (teacher to student) as whānau.”
  • “Don’t treat us differently.”
  • “Need more social (down/relax) time to get to know each other and their thoughts/ aspirations.”
  • “Listen and try to understand (don’t jump to conclusions) ask questions (open ended).”
  • “We can share but we think it may sound stupid.”
  • “Māori prize-giving gives opportunity for students to recognise their success as a Māori.”
  • “Walk confidently in Māori world while having a positive impact on the pākehā.”
  • “A space for staff, students and whānau to share their thoughts and experiences in a culturally responsive and relational way has been opened; the challenge now is for us to create more opportunities for this to occur such that it becomes normal practice.” (Principal)

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News Kerikeri Graphic Organiser

Kerikeri High School contributes graphic organiser

Posted on 03 May, 2016

Graphic organiser shared during Wānanga 4

At the December 2015 Kahui Whakaako Hui, Kerikeri High School was introduced to the Ako: Critical Contexts for Learning model.

The school considered how they might utilise the model to support a critically reflective conversation on their current initiatives in relation to the Literacy, Te Reo Māori and Numeracy dimension.

The graphic organiser that followed was then shared during Wānanga 4, initially at Ngunguru Marae.

The Kerikeri High School Strategic Change Leadership Team explained what initiatives were in place for literacy, te reo Māori and numeracy within their school. They then considered how, and to what extent, each initiative connected to the three aspects of the Ako: Critical Contexts for Learning model.

Not only did this challenge them to think both widely and deeply about each initiative, it also highlighted key areas for development. This led to further refinement of their action plan and the initiatives themselves.

The graphic organiser shared was warmly received by schools at Wānanga 4. Many saw opportunities for its use across the other Kia Eke Panuku dimensions and within the context of curriculum.

  • To download the graphic organiser, click here
  • For more on the Critical Contexts for Learning, see Mahi Tahi
  • To download the Critical Contexts for Learning Chart, click here
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Impact Landing Page May16

What is the impact of Kia Eke Panuku?

Posted on 01 May, 2016

Read what you had to say about the impact Kia Eke Panuku is having on your students, school and community.

We have updated the ‘Impact’ section of the site. It now contains the results of the latest school survey where the external evaluation team canvassed the views of principals about the shifts in outcomes and changed behaviours they attribute to Kia Eke Panuku .

We also report on what Rongohia te Hau and the ongoing classroom observation process is telling us about improving classroom practice across all our schools.

ERO reports are also evidencing the degree to which schools are taking up the challenge of Kia Eke Panuku and we have included a sample of these references.

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Mahi Tahi Story Sq Pic Cropped

New content: Mahi Tahi expanded

Posted on 01 May, 2016

Explore the two new sections available.

The Mahi Tahi area of this site, where the theorising that underpins Kia Eke Panuku is detailed, has been expanded to better support schools and their communities to realise their commitment to ensuring all Māori students are able to enjoy and achieve education as Māori.

There are now two distinct sections.

The first - Mahi Tahi making the difference - provides a description of the defining elements of the Kia Eke Panuku response and how they provide a pathway to transformative school reform.

Key to this are the three critical contexts for learning that require our attention and investment to bring about deep, systemic and sustainable change.

The second - Mahi Tahi working together - remains as it was before but now sits ‘behind’ the first section. It provides the detail of the thinking, the people and the processes at work to realise the aspirations of Māori communities.

This section is in effect a “map” of the work undertaken by Strategic Change Leadership Teams and the perspectives that guide their way of working. Each phase is described in the “Voices” of kaitoro (facilitators) who detail the interplay of the institutions that enable the realisation of our kaupapa.

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Maths News 1

New Maths Resource

Posted on 26 March, 2016

Best Evidence Synthesis provides comprehensive resource

Communities of Mathematical Inquiry (Alton-Lee, Hunter, Sinnema & Pulegatoa-Diggins, 2012) is the first in a series of five BES exemplars for quality teaching.

These exemplars were developed in response to requests from teachers and school leaders for real life examples of effective teaching approaches that accelerate the progress of diverse learners.

In terms of Kia Eke Panuku, this culturally responsive and relational approach to teaching mathematics exemplifies deliberate professional acts that teachers can utilise to accelerate the numeracy progress of Māori students.

This way of working provides an example of how schools might activate the Ako: Critical Context for Learning model for accelerated student achievement.

Now BES has followed up the exemplar with a comprehensive resource to support those implementing Communities of Mathematical Inquiry across the country.

For further information about developing mathematical inquiry communities, and video footage of this in action in classrooms and with whānau, follow this link to the Education Counts website.

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Ngaa  Huatau News 1

Ngā Huatau Taiohi

Posted on 26 March, 2016ā-huatau-taiohi

New tools for transformational reform

Strategic Change Leadership Teams had an opportunity at Wānanga 4 to preview an upcoming series of resources arising from the Hui Whakaako held late last year.

These hui stretched from Whitiora Marae in the Far North to Te Rau Aroha at Bluff, and involved young people from 64 of our Kia Eke Panuku schools.

Under the mantle of protection afforded by the marae, the thoughts (ngā huatau) of these young people (taiohi) ebbed and flowed. These thoughts were captured on tape, transcribed and common themes across the Hui Whakaako began to emerge.

The Ngā Taiohi Huatau resources provide an insight into how senior Māori students interpret the Ka Hikitia phrase Māori enjoying and achieving success as Māori in relation to their own experiences and successes.

Strategic change leaders viewing the draft resources were captivated by the clarity and thoughtfulness of the students. Their words provoked animated discussion about the implications for current practice and how the resources might be employed as a catalyst for further action.

Initial responses identified the potential of these new tools to accelerate the spread of reform through opening up new conversations; between schools and students, between teina and tuakana, and between schools, students and whānau.

Common themes across the resources include:

  • being able to resist the negative stereotypes about being Māori
  • being strong in your Māori cultural identity
  • having Māori culture and values celebrated at school
  • knowing the strength of working together and
  • being able to contribute to the success of others
It’s being able to walk in te ao Māori and te ao Pākehā. I can be successful academically but also pupuri ki aku tikanga (to hold on to our cultural customs and practices) and be humble, above all hold on to te reo Māori, it’s what makes us unique, it’s what makes us Māori
- excerpt from Ngā Huatau Taiohi

The consistency of the commentary, from one marae to the next, attests to the legitimacy of these messages.

In reading them we are challenged to consider our own response to their voices and how we might ensure all Māori students are able to enjoy and achieve education success as Māori.

The resources will be in schools early in term two and further analysis of Ngā Huatau Taiohi will be available on this website soon after.

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Marae Pld 4

Marae based PLD

Posted on 25 March, 2016

Kia Eke Panuku wānanga

A feature of the Kia Eke Panuku process has been frequent wānanga held under the mantle and protection of local marae. These venue afford a supportive and safe space for Strategic Change Leadership Teams to come together in order to come to terms with what Kia Eke Panuku requires of them.

It’s making the connections between theory and practice, and all committing to reflect that back at school. How do we have a culturally responsive staff briefing? How do we ensure that what we say is crucial in class, is actually something that is a culture throughout our school?

The wānanga allows us to learn from others, get some critical distance on what’s happening at our school and re-equip ourselves to go back ready to push through that resistance to bring about meaningful change.

Wānanga are designed for individuals and teams to learn from the experiences and expertise that each individual bring to the Marae.

As with ako, the cultural protocols observed ensure dialogic and respectful interactions within an environment where shared understandings become collectively owned. Activities experienced become models for spreading the kaupapa back at school and out to the community.

Wānanga are about our learning new things but also learning about ourselves so we become better at working with each other.

I’m a great believer in going away to wānanga. At wānanga you always see the people who live locally and they have to peel off to their family things, and it’s completely understandable but it just makes the whole experience so much less rich.

For us I’m incredibly grateful to the people in our team who have all had to give up all sorts of things to actually be here. But the benefits are huge.

We will go back to school knowing one another a lot better, being much more confident about our own place in the strategic change leadership team and most importantly with a plan moving forward. We won’t have to meet on Monday; we’ll be ready to go with the next steps.

Our thanks to the mana whenua of the many marae who support our kaupapa and who provide their manaaki to the Kia Eke Panuku whānau whanui.

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Whangaroa College News Pic 1

Whangaroa College Haerenga

Posted on 17 February, 2016

Exploring their rohe

As part of their strategy to engage with the mana whenua - the local iwi, hapū and whānau - the principal and staff of Whangaroa College in Kaeo spent the first of their two teacher-only days on a bus travelling around their rohe visiting some of the marae, maunga and awa. This was a continuation of the journey that they had started at the beginning of last year but had only half-completed (there are 16 marae).

After they were led in a karakia, they set off.

Whaea Mereana and Koro Hone (Tua) gave the histories of the places visited and the names of the whānau associated with the various marae. This helped the staff to understand which students’ came from which marae, with whom they were linked (inter-whānau and inter-marae), their maunga and awa and the important histories and stories around those links.

Critical also was the whanaungatanga between their two iwi, Ngāpuhi and Ngāti Kahu.

During the journey, the staff were taught how to sing the karakia they had started with and this was used to finish off the trip.

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Ero Indicators Cover 2

ERO and Kia Eke Panuku

Posted on 17 February, 2016

​The Education Review Office and Kia Eke Panuku: an opportunity to leverage better outcomes for Mā​ori students

The Kia Eke Panuku team was privileged to invite Ro Parsons from the Education Review Office (ERO) to our hui in January. Ro presented three key documents (links below) aimed at supporting school leaders to develop their evaluation capacity.

These documents are the School Evaluation Indicators 2015 (Trial), Effective School Evaluation: How to do and use internal evaluation for improvement (November 2015 trial document) and Internal Evaluation: Good Practice.

The content of these resources was developed through a collaborative process across a number of communities including the Ministry of Education, ERO, school sector representatives and New Zealand and international academics.

Kaitoro had the opportunity to make connections with the key principles of the intervention strategy of Kia Eke Panuku and the six domains within the School Evaluation Indicators.

Building the capabilities of colleagues to evaluate the effectiveness of school-wide systems and operations requires collecting evidence in a way that creates an opportunity for all stakeholders to share their thinking and ideas about the school culture and learning opportunities in a culturally responsive and relational way.

The school community must be able to see themselves, their children, their whānau within and through these systems and operations if we are to reach the educational reforms needed to support Māori experiencing educational success as Māori. This notion of collaboration requires humility, respect and demands thinking critically. It has the potential to challenge the status quo and develop educational agents of change.

We would encourage strategic change lead teams to look carefully at the descriptors and examples alongside the evaluation indicators and consider how their Kia Eke Panuku action plan will support the realisation of the domains in their school.

Key resources

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