ERO observes impact of Kia Eke Panuku in Schools


The Education Review Office (ERO) reports referenced the influence of Kia Eke Panuku in a range of areas. The following statements are direct quotes from a sample of the published ERO reports.

They have been grouped for this reporting under the Kia Eke Panuku Dimensions of Change.


Leadership

School leaders have implemented several initiatives to further build teachers’ professional capability.

Participation in the Ministry of Education funded professional learning programme Kia Eke Panuku, including the board of trustees funding of internal professional learning programmes, have assisted teachers to more effectively respond to the learning needs of Māori students. Clear expectations have been established for effective teaching practice at Fairfield College. Teachers have benefited from ongoing support and guidance for incorporating literacy learning strategies in all curriculum areas, particularly at Years 9 and 10. (Fairfield College)

The school is in the process of consultation with the community to review its curriculum values, philosophy and implementation. This is likely to include a review of how the timetable supports students' learning needs…..Senior leaders are placing priority on teaching as inquiry to guide teachers and professional learning groups to reflect on their own practice. This priority is being developed and reinforced through the revised teacher appraisal process and Kia Eke Panuku initiative (Tauhara College)

The board has an ongoing, documented strategic plan, namely 'Building on Success' that helps the school sustain and build on initiatives designed to promote success as Māori. The board uses this plan as a self-review tool, to determine how well school policies and practices help to develop the potential of all Māori students. (Tuakau College)

The school’s documented Māori education strategy, underpinned by Kia Eke Panuku – Building on Success, is aimed at Māori students enjoying and achieving educational success as Māori. (Papatoetoe High School)

The school continues to use and adapt strategies from the Te Kotahitanga professional development programme. Leaders use the aims and principles of Ka Hikitia – Accelerating Success 2013 – 2017, the Ministry of Education’s Māori Education strategy, to focus on accelerating students’ progress. (Pukekohe High School)


Evidence-informed inquiry

The Senior Leadership team and teachers' participation in the Kia Eke Panuku initiative places a strong focus on culturally responsive teaching practices including the use of student achievement information to enhance outcomes for students (Matamata College)

The board has an ongoing, documented strategic plan, namely 'Building on Success' that helps the school sustain and build on initiatives designed to promote success as Māori. The board uses this plan as a self-review tool, to determine how well school policies and practices help to develop the potential of all Māori students. (Tuakau College)

The school makes very effective use of achievement information to make positive changes for learners as they progress through the school from Year 7 to 13. Students actively engage in their learning and are motivated to achieve success. Relationships between students and teachers are positive and focused on learning. Te Kotahitanga continues to be at the heart of the school’s improvement efforts and has contributed to a significant rise in the performance of Māori students in NCEA, their engagement in learning and retention at school. (Kerikeri High School)


Culturally responsive and relational teaching practices

Teacher lessons are frequently observed and receive critical feedback on the extent to which these practices (CR and RP) are evident. The outcome of this process is providing direction for developing strategies that address the variability of teaching practice and outcomes for Maori students (Matamata College)

The current professional development for staff about cultural responsiveness, working together (mahi tahi) and reciprocal relationships (ako) should assist teachers to work more collaboratively with parents and whānau…..ongoing development of a collaborative and culturally responsive culture for learning, in keeping with the principles and values of the MoE initiative Kia Eke Panuku (Tongariro School)

The school has some systems in place that promote educational success for Māori, as Māori. This includes: the establishment of a school-wide process for ensuring that culturally responsive practices are being implemented for the benefit of Māori students by all teachers making use of external expertise to support teachers. (Linwood College)

Teachers promote positive learning relationships with students and are continuing to develop culturally responsive teaching and learning practices. This commitment is supported by the school’s more recent work with Kia Eke Panuku: Building on Success to promote positive outcomes for Māori students. (Papatoetoe High School)

The Māori achievement plan contains a number of goals and plans to promote educational success and success as Māori. The Kia Eke Panuku team, that includes staff from across the campus, is leading the development of culturally responsive teaching. (Mt Roskill Grammar)

Campus leaders and teachers make good use of Ministry of Education resources… to guide culturally responsive teaching practices. College teachers are currently participating in professional learning through Kia Eke Panuku. This initiative is having a positive impact on student engagement and learning. (Southern Cross Campus)


Educationally powerful connections

The Board has strengthened its engagement with iwi and adopted the Tuwharetoa Education Plan through the school charter ... in keeping with the principles and values of the MoE initiative Kia Eke Panuku (Tongariro College)

Wide consultation with iwi and the community has resulted in a deeper understanding of the aims and aspirations of families and whānau. These are clearly evident in the strategic goals of the school’s charter and the action plan developed to implement Kia Eke Panuku, an approach to monitoring teacher practice, during 2015. Local iwi contribute a valued and authentic Māori voice in decision-making at a leadership level. (Reporoa College)

The board has an ongoing, documented strategic plan, namely 'Building on Success' that helps the school sustain and build on initiatives designed to promote success as Māori. ... The Māori community has the opportunity to contribute to the schools’ decision-making process. Attendance at Poukai allows the views of whānau and the school to be shared. These views are listened to, respected and responded to by the school, whānau, hapū and iwi. (Tuakau College)