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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Iphone Image 2016

eBooks now online

Posted on 10 February, 2016

eBooks now live on the site

A series of iBooks was initially developed for use by Te Kotahitanga facilitators to provide them with offline access to rich media resources in the field.

In response to requests from participating Kia Eke Panuku schools, we have reformatted a number of these as web pages (eBooks) for online use. They retain the key features of the original publication - for example, their page numbers match the initial publications, and their embedded resources are available for download.

Links to the eBooks can be found on this site within the Dimensions drop-down menu or from the Resources section. Each eBook can be viewed online (which allows you to view the videos within it) or as a PDF.

Sustaining and Spreading Education Reform: including marginalised students
Mere Berryman, Margaret Egan and Therese Ford, 2014

This eBook begins by considering how in many countries - and specifically in New Zealand - education has perpetuated the marginalisation of particular groups of students. It contends that if these students are to take their rightful place as successful and valuable contributors to society, then education in its current form must be re-imagined and reformed. The eBook considers a number of leadership models that might re-imagine and lead such a reform.
Click to view

Connecting with Māori Communities: Whānau, Hapū and Iwi
Mere Berryman and Therese Ford, 2014

This eBook outlines key messages from research and literature that relate to schools connecting with their Māori communities, including whānau, hapū and iwi. It begins by connecting with related principles from the Ka Hikitia strategy. It then provides the theoretical framework for developing effective educational connections between schools and their Māori communities.

Click to view

Connections & Collaborations: Two Strategies to Accelerate Reading
Mere Berryman and Therese Ford, 2014

This eBook details Pause, Prompt, Praise and Reciprocal Teaching. Pause, Prompt, Praise is a one-to-one reading tutoring programme aimed at benefiting low-progress readers. Reciprocal Reading is an effective, straightforward and cooperative group reading strategy for promoting shared reading, as well as reading with meaning, that can be accessed by classroom teachers across the curriculum. The eBook can be used in both primary and lower secondary settings.

Click to view

Connections & Collaborations: Strategies to Accelerate Writing
Mere Berryman and Therese Ford, 2014

This eBook details Responsive Written Feedback. Four writing structures have been included - Structured Brainstorming, Report Writing, Recount Writing and Procedure Writing - as a means of promoting greater confidence and writing fluency. These writing structures can be used across the curriculum and are aimed at both primary and lower secondary education.

Click to view

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Dc  News Mahi Tahi

​The Mahi Tahi kete of resources

Posted on 16 December, 2015

Realising the kaupapa

Schools are complex, involving multiple dimensions of endeavour from multiple groups of people. Some of these multiple dimensions are institutionalised by schools and they help to define who they are and how they are strategically committed to providing education within their own communities. Evidence can show us whether these institutions are working equitably and efficiently for all groups.

Mahi Tahi provides a specific kete of resources to understand the Kia Eke Panuku reform institutions and how these can build and inter-connect coherently across the school system.

In so doing Mahi Tahi can be the act of kia eke panuku to ascend and attain our aspirations for realising Māori students enjoying and achieving educational success as Māori.

We invite schools to align their current institutions with those of Mahi Tahi to realise the kaupapa they have committed to within Kia Eke Panuku.

To do this most coherently, we have developed the Mahi Tahi kete of resources to help schools to understand each of these institutions and personalise their Kia Eke Panuku reform pathway forward.

We anticipate schools and their communities will be able to draw from these resources to critically consider new ways of engaging and forging connections in ways that are transformative.

Key link

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Ebook News Item 3

Website goes live

Posted on 15 December, 2015

Responding to requests from schools​

Kia Eke Panuku has responded to schools' requests for a web presence that provides a window to the mahi being undertaken throughout the country. provides immediate access to all of our current resources and will be a platform for your collective understandings to be published and shared.

We have an ambitious publishing programme planned for 2016 and will alert Strategic Change Leadership Teams of participating schools to new developments.

The site is designed to be responsive to the device you are viewing on - please tell us if you have any issues with the presentation.

Thank you to everyone who contributed to the resources through your writing, or agreeing to be photographed or filmed. We welcome your feedback and please let us know if we have, in our haste, made any errors.

You can contact us on

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Dc News Tuku Panel Angled

External Advisory Group

Posted on 11 December, 2015

providing critical guidance and independent insights

A group of external experts has been brought into Kia Eke Panuku to provide critical guidance and independent insights into our work. This group provides informed advice on the theoretical underpinnings of Kia Eke Panuku and its implementation.

Professor Roger Moltzen, or another member of the consortium governance group, chair these meetings. Members of this group include:

  • Distinguished Professor Graham Smith
  • Professor Te Ahukaramu Charles Royal
  • Professor Wally Penetito
  • Associate Professor Margie Hohepa
  • Professor Janice Wearmouth
  • Professor Carolyn Shields
  • Professor Lorna Earl
  • New Zealand School Trustees Association – Lorraine Kerr
  • Secondary Principals Association of New Zealand – Elizabeth Forgie
  • Ministry of Education – Cheree Shortland-Nuku
  • Education Review Office – Dr Ro Parsons

Drawing on the group’s deep knowledge and skills across varied fields of educational theory and practice, we have received valuable input into the development and iterative review of the models, resources and tools being developed for implementation.

At their first meeting, members of this group sought to understand the vision of Ka Hikitia and how their advice might effectively support Kia Eke Panuku schools in these endeavours.

They concluded that while a definitive answer was not what they should be promoting, it could be useful to provide a set of ideas as starting points for deep reflection and on-going sense making. To this end they proposed some thoughts on what success as Māori might look like.

Recently we shared their ideas and listened to the views of rangatahi Māori from one end of the country to the other. We also gauged the views of whānau, teachers, Boards of Trustee members, Ministry staff and iwi.

We have found this exercise to be extremely valuable and are preparing responses for wider distribution in the new-year.

Key resources:

  • Ka Hikitia
  • A 'straw man' A5 card has been developed by the Expert Advisory Panel to initiate discussion around what does Māori enjoying and achieving education success as Māori look like and feel like.

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