The Treaty of Waitangi is the first of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that every Māori student has the potential to make a valuable social, cultural and economic contribution to the well-being of their whānau, their community and New Zealand as a whole.
Makoura College
“We had what we would term a 'poverty of spirit'.”
Newton Central
“We have what we would describe as a 'Treaty-based co-governance'.” “... the generosity of the Māori community to walk with the non-Māori community in a learning journey.”
Breens Intermediate
“As a leader, you sit and you spend a lot of time looking out the window for solutions or ideas when in fact you probably need to be looking in the mirror having a good hard look at yourself.”
Porangahau
“The best thing is we are all different too, but we still all come together as a community with our children.” “Whānau is the key and that is what makes it easy.”
Te Karaka
“The Treaty of Waitangi plays a major role in our role as board members.” “Just to hear their kōrero about the hapū iwi, how everything comes together here.”
Makoura College
Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships
What significant events if any have shaped the current climate at our school?
In what ways are the current relationships internally and externally, educationally powerful for our Māori learners?
How are our Māori learners and communities represented within the school environment?
Newton Central School
Treaty of Waitangi, Productive partnerships
What Māori representation currently exists on our school boards?
What policies, procedures and practices are in place to affirm this partnership?
How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?
Newton Central School
Treaty of Waitangi, Productive partnerships
What is the vision for Māori learners at our school?
Who can assist us to achieve this vision?
How will we monitor, report and modify actions to achieve this vision?
Breens Intermediate
Treaty of Waitangi, Māori potential approach, Productive partnerships
How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
What are the core values of our school?
How are these values linked to the goals, targets, plans and actions we have for our school?
Porangahau School
Treaty of Waitangi, Productive partnerships
How do we know what is best for our Māori students?
In what ways does our school honour the Treaty of Waitangi?
What is the relationship between parents, family whānau and school?
Porangahau School
Treaty of Waitangi, Productive partnerships
Who is part of the community that supports the school and learners?
How do we assist parents, family or whānau into our school?
How can we as parents, family and whānau connect with the school?
Te Karaka
Treaty of Waitangi, Identity, language and culture
How do we build relationships in our school?
What do we know about where our Māori students come from?
What do we know about the Māori from where our school sits?
Māori potential approach
Māori potential approach is the second of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises the power of collaboration and the value of working closely with iwi and Māori organisations to lift the performance of the education system.
Makoura College
“We like to think that every student at Makoura College has their own waka huia, and inside the waka huia is their own treasure, and it’s about promoting that and bringing it out.” “We sat at 100% pass rate at level 1 for our Māori students which were one of the highest in the country.”
Newton Central
“... the fact that they are Māori, that they can speak 2 languages and that is a skill that not everybody in this country has.”
Breens Intermediate
“Māori success is expected, whānau and iwi they understand this, they get it, they are engaged at all levels, board-level right though to student-led conferencing...”
Porangahau
“This is all tikanga Māori as far as I’m concerned...” “We have to make ourselves available and voluntarily do that.”
Te Karaka
“... really important that we make sure that we are seeing Māori success as across the board not just in those tight areas of National Standards ...” “Looking at those children on an individual basis and saying what do they need and what do they want?”
Makoura College
Māori potential approach, Identity, language and culture and Ako
How does our school visualise Māori potential?
What do you know about the potential of the Māori students in your class/school?
How will your team/school/school boards support Māori students to build on their potential?
Makoura College
Māori potential approach, Identity, language and culture and Ako
What do we know about the achievement of our Māori students?
What factors contribute to or have influenced this data?
In what ways do we celebrate the academic success of our learners?
How is this success communicated to parents, families, whānau and the wider Māori community?
Newton Central
Māori potential approach, Identity, language and culture
How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak? (the staff, school boards, community)?
Breens Intermediate
Māori potential approach, Treaty of Waitangi, Productive partnerships
How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
What are the core values of our school?
How are these values linked to the goals, targets, plans and actions we have for our school?
Porangahau School
Māori Potential Approach, Ako, Identity, Language and Culture
How do we assist students to return back to school and begin the week?
How are peer relationships used to support students to feel connected to our school and how do we know?
How is tikanga Māori alive in our school?
Porangahau School
Māori Potential Approach, Ako, Identity, Language and Culture
What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga?
How do we as a school acknowledge that level of commitment from our community?
In what ways are our school community developing and strengthening our own cultural competencies?
Te Karaka
Māori potential approach, Ako
What are the targets for our Māori learners?
How do we measure the success of Māori learners as Māori?
What do we know about the effect of our school environment on the learning of our Māori students?
Te Karaka
Māori potential approach, Ako
How do we know what our students want?
What types of access do our students have to teachers/BOTs/Principal/senior managers/whānau and the wider community?
How do we strengthen our students’ ability to select their career pathways?
Ako: 2-way teaching and learning process
Ako is third of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises a dynamic form of learning grounded in the principle of reciprocity. Ako seeks and reflects what Māori know and value.
Makoura College
“It put the heat on staff to lift their game ...” “...they were able to use that context to get those students to realise that literacy and numeracy were going to be really important.”
Newton Central
“We run a programme that is all around those values and tikanga that are most important to us ...”
Breens Intermediate
“Here at Breens, we have got 3 little hapū of teams.” “We have a tuakana/teina wall, on one side is our strength on the other side is our weaknesses ...”
Porangahau
“They can individualise each child in the classroom ...”
Te Karaka
“One of our main aims in the last three years that we have been open has been to engage, re-engage these learners in learning.” “Kids have got a really good understanding of their learning.”
Newton Central
Ako, Identity, language and culture and Māori potential approach
How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak (the staff, school boards, community)?
Breens Intermediate
Ako, Māori potential approach
How are the classes in our school organised?
How is achievement tracked for Māori learners?
Does the current learning environment support all students and how do you know this?
Breens Intermediate
Ako, Māori potential approach
What does a Māori potential approach look like in our class/school?
Who has ownership of learning and teaching in our class/school?
How do we work to the strengths of our Māori students?
Porangahau School
Ako, Productive partnerships
What do I know about the Māori learners in my class/school?
What type of strategies do we use to assist our Māori learners?
In what ways do you share teaching and learning opportunities in your class/school?
Te Karaka
Ako, Identity, language and culture
How do we engage our Māori learners with the curriculum?
How do we know that this is working for our learners?
In what ways do we let our learners lead their learning journeys?
Te Karaka
Ako, Identity, language and culture
How is ownership of learning retained by the students?
How do we report to our Māori parents, family, whānau or community?
How do we know that this reporting is effective?
Makoura College
Ako, Productive partnerships
In what ways do our Māori learners have ownership of their learning?
How does our school integrate learning opportunities into our already busy school timetable?
In what ways do we celebrate Māori learner achievement?
Makoura College
Ako, Productive partnerships
How does our school support Māori learners as they transition in and out of our school?
What do we know about the engagement, attendance and retention of our Māori learners in my class/school?
What do we know about the interests of our Māori learners?
Identity, language and culture
Identity, language and culture is the fourth of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that learners do better in education when what and how they learn reflects and positively reinforces where they come from, what they value and what they already know. Learning is valid when it connects with students’ existing knowledge.
Makoura College
“In 2008 the school was threatened with closure, we have had consecutive negative ERO reports ...”
Newton Central
“So for me inclusion of identity, language and culture is about saving lives and futures.” “Taonga tuku iho”
Breens Intermediate
“I try and use the strengths of my Māori learners so that they can feel as though they belong, their language is a taonga ...”
Porangahau
“We also engage children in stories and the history of the area.”
Te Karaka
“It is important that we see Māori achieving as Māori across the board.”
Newton Central
Identity, language and culture, productive partnerships
How do we develop a culture of trust if it does not exist in our school?
What do we know about the educational benefits of a strong connection to our identity, language and culture?
What is it we value about our own cultures?
Newton Central
Identity, language and culture, productive partnerships
What is normal in our school?
Do you see the world the same way as the Māori learners in your class/school?
What learning factors do we see as being critical to our Māori learners?
Breens Intermediate
Identity, language and culture, Treaty of Waitangi
How does our school use Ka Hikitia, Tātaiako or Hautū?
What lessons can be taken from our conversations about our own identity, language and culture?
What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?
Porangahau School
Identity, language and culture, Ako, productive partnerships
Do we know where our Māori learners come from?
What do we know about the history of the area and the school?
In what ways do we strengthen Māori learners’ access to their identity, language and culture?
Te Karaka
Identity, language and culture, Māori potential approach
What does Māori learner success look like at our school?
What do parents; family and whānau think success looks like in our school?
In what ways does using the identity, language and culture of our students affect their learning?
Makoura College
Identity, language and culture, Treaty of Waitangi, Māori potential approach, Productive partnerships
What do you know about the identity, language and culture of your class/school?
In what ways has the perception of the wider community shaped our school?
How can our understanding of the identity, language and culture of our Māori learners accelerate their success?
Productive partnerships
Productive partnerships are the last of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that a productive partnership starts by understanding that Māori children and students are connected to whānau and should not be viewed or treated as separate, isolated or disconnected.
Makoura College
“We worked hard to turn the place around; a lot of it was looking at how we build on the relationships with our community ...”
Newton Central
“Any change that will significantly impact on whānau must come from whānau.” “Often what’s missing in these discussions is how do we integrate language, culture and identity into our schools, how do Māori live as Māori?”
Breens Intermediate
“The research was telling us an awful lot around the fact that we need to be really connected with our whānau ...”
Porangahau
“Effective partnerships are with staff, with board and with all parents.” “I think if you want children to succeed you have to eliminate barriers” “We have instigated a programme where children can come into school for up to 6 months before they’re 5.”
Te Karaka
“The board know that what the teachers are doing here and what the school is doing is really working ...”
Newton Central
Productive partnerships
In what ways do parents, families and whānau drive the changes in our school?
How will we change the hearts and minds of our school to accelerate success for Māori learners?
How do the relationships in our school community educationally powerful?
Newton Central
Productive partnerships
What does success as Māori mean at our school?
How are Māori aspirations represented at a school board level?
How effective is our current governance model for Māori enjoying and achieving education success as Māori?
Breens Intermediate
Productive partnerships, Treaty of Waitangi, Māori potential approach
How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
In what ways do parents, families and whānau contribute to the vision of our school?
Porangahau School
Productive partnerships
What effective partnerships do we have in our school community?
What relationships exist in our school that support Māori learners to accelerate their success?
In what ways do we assist our parents, families and whānau to ensure learners can attend our school?
Porangahau School
Productive partnerships
What barriers exist for our students to access our school?
In what ways can we remove or limit these barriers?
How committed are our staff and school board to building and strengthening the effective communities of our school?
Porangahau School
Productive partnerships
How do we support Māori learners to transition into and out of our school?
How do we provide information to our school community to support education success?
What information and or access do we provide to parents, families and whānau about beginning at our school?
Te Karaka
Productive partnerships
What information about Māori learners is received by the school board?
What do we know about the attendance, engagement and retention of our Māori learners?
In what ways does using the identity, language and culture of our students affect their learning?
Makoura College
Productive partnerships
What relationships exist in our class/school?
How do the relationships within the wider school community impact our Māori learners?
How do we include Māori representation in the decision-making about the vision of our school?
Critical factors
1. Quality provision, leadership, teaching and learning, supported by effective governance
High-quality teaching, supported by effective leadership and governance, makes the biggest 'in-education' difference to student outcomes across all parts of the education sector.
2. Strong engagement and contribution from all who have a role to play
Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.
Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.
Quality provision, leadership, teaching and learning, supported by effective governance
Makoura College
Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships
What significant events if any have shaped the current climate at our school? • In what ways are the current relationships internally and externally, educationally powerful for our Māori learners? • How are our Māori learners and communities represented within the school environment? • What do you know about the identity, language and culture of your class/school? • In what ways has the perception of the wider community shaped our school? • How can our understanding of the identity, language and culture of our Māori learners accelerate their success? • What relationships exist in our class/school? • How do the relationships within the wider school community impact on our Māori learners? • How do we include Māori representation in the decision making about the vision of our school?
Makoura College
Māori potential approach, Identity, language and culture and Ako
How does our school visualise Māori potential?
What do you know about the potential of the Māori students in your class/school?
How will your team/school/board support Māori students to build on their potential?
Makoura College
Ako, Productive partnerships
In what ways do our Māori learners have ownership of their learning?
How does our school integrate learning opportunities into our already busy school timetable?
In what ways do we celebrate Māori learner achievement?
Makoura College
Ako, Productive partnerships
• How does our school support Māori learners as they transition in and out of our school? • What do we know about the engagement, attendance and retention of our Māori learners in my class/school? • What do we know about the interests of our Māori learners?
Makoura College
Māori potential approach, Identity, language and culture and Ako
• What do we know about the achievement of our Māori students? • What factors contribute to or have influenced this data? • In what ways do we celebrate the academic success of our learners? • How is this success communicated to parents, families, whānau and the wider Māori community?
Newton Central
Identity, language and culture, Productive partnerships
• How do we develop a culture of trust if it does not exist in our school? • What do we know about the educational benefits of a strong connection to our identity, language and culture? • What is it we value about our own cultures?
Newton Central
Ako, Identity, language and culture and Māori potential approach
• How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school? • How many languages can you speak (the staff, school board, community)?
Newton Central
Identity, language and culture, Productive partnerships
• What is normal in our school? • Do you see the world the same way as the Māori learners in your class/school? • What learning factors do we see as being critical to our Māori learners?
Newton Central
Māori potential approach, Identity, language and culture
• How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school? • How many languages can you speak? (the staff, school board, community)
Newton Central School
Treaty of Waitangi, Productive partnerships
• What Māori representation currently exists on our school board? • What policies, procedures and practices are in place to affirm this partnership? • How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?
Newton Central
Productive partnerships, Identity, language and culture
• What does success as Māori mean at our school? • How are Māori aspirations represented at a school board level? • How effective is our current governance model for Māori enjoying and achieving education success as Māori?
Newton Central School
Treaty of Waitangi, Productive partnerships
• What is the vision for Māori learners at our school? • Who can assist us to achieve this vision? • How will we monitor, report and modify actions to achieve this vision?
Breens Intermediate
Treaty of Waitangi, Māori potential approach, Productive partnerships
• How are Māori learners, their parents, families and whānau engaged with our school? • How does this engagement support educationally powerful relationships? • What are the core values of our school? • How are these values linked to the goals, targets, plans and actions we have for our school?
Breens Intermediate
Ako, Māori potential approach
• How are the classes in our school organised? • How is achievement tracked for Māori learners? • Does the current learning environment support all students and how do you know this?
Breens Intermediate
Ako, Māori potential approach
• What does a Māori potential approach look like in our class/school? • Who has ownership of learning and teaching in our class/school? • How do we work to the strengths of our Māori students?
Breens Intermediate
Identity, language and culture, Treaty of Waitangi
• How does our school use Ka Hikitia, Tātaiako or Hautū? • What lessons can be taken from our conversations about our own identity, language and culture? • What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?
Porangahau School
Māori Potential Approach, Ako, Identity, Language and Culture
• How do we assist students to return back to school and begin the week? • How are peer relationships used to support students to feel connected to our school and how do we know? • How is tikanga Māori alive in our school?
Porangahau School
Productive partnerships
• What barriers exist for our students to access our school? • In what ways can we remove or limit these barriers? • How committed are our staff and school board to building and strengthening the effective communities of our school?
Porangahau School
Māori Potential Approach, Ako, Identity, Language and Culture
• What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga? • How do we as a school acknowledge that level of commitment from our community? • In what ways are our school community developing and strengthening our own cultural competencies?
Porangahau School
Ako, Productive partnerships
• What do I know about the Māori learners in my class/school? • What type of strategies do we use to assist our Māori learners? • In what ways do you share teaching and learning opportunities in your class/school?
Porangahau School
Identity, language and culture, Ako, Productive partnerships
• Do we know where our Māori learners come from? • What do we know about the history of the area and the school? • In what ways do we strengthen Māori learners’ access to their identity, language and culture?
Te Karaka
Ako
• How is ownership of learning retained by the students? • How do we report to our Māori parents, family, whānau or community? • How do we know that this reporting is effective?
Te Karaka
Ako, Identity, language and culture
• How do we engage our Māori learners with the curriculum? • How do we know that this is working for our learners? • In what ways do we let our learners lead their learning journeys?
Te Karaka
Māori potential approach, Ako, Identity, language and culture
• What are the targets for our Māori learners? • How do we measure the success of Māori learners as Māori? • What do we know about the effect of our school environment on the learning of our Māori students? • What does Māori learner success look like at our school? • What do parents; family and whānau think success looks like in our school? • In what ways does using the identity, language and culture of our students affect their learning?
Te Karaka
Māori potential approach, Ako
• How do we know what our students want? • What types of access do our students have to teachers/school board/principal/senior managers/whānau and the wider community? • How do we strengthen our students’ ability to select their career pathways?
Strong engagement and contribution from all who have a role to play
Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.
Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.
Makoura College
Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships
• What significant events if any have shaped the current climate at our school? • In what ways are the current relationships internally and externally, educationally powerful for our Māori learners? • How are our Māori learners and communities represented within the school environment? • What relationships exist in our class/school? • How do the relationships within the wider school community impact our Māori learners? • How do we include Māori representation in the decision making about the vision of our school?
Makoura College
Ako, Productive partnerships
• In what ways do our Māori learners have ownership of their learning? • How does our school integrate learning opportunities into our already busy school timetable? • In what ways do we celebrate Māori learner achievement?
Makoura College
Ako, Productive partnerships
• How does our school support Māori learners as they transition in and out of our school? • What do we know about the engagement, attendance and retention of our Māori learners in my class/school? • What do we know about the interests of our Māori learners?
Newton Central
Productive partnerships, Identity, language and culture
• In what ways do parents, families and whānau drive the changes in our school? • How will we change the hearts and minds of our school to accelerate success for Māori learners? • How do the relationships in our school community educationally powerful?
Newton Central School
Treaty of Waitangi, Productive partnerships
• What Māori representation currently exists on our school board? • What policies, procedures and practices are in place to affirm this partnership? • How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?
Newton Central
Productive partnerships, Identity, language and culture
• What does success as Māori mean at our school? • How are Māori aspirations represented at a BOTs level? • How effective is our current governance model for Māori enjoying and achieving education success as Māori?
Newton Central School
Treaty of Waitangi, Productive partnerships
• What is the vision for Māori learners at our school? • Who can assist us to achieve this vision? • How will we monitor, report and modify actions to achieve this vision?
Breens Intermediate
Treaty of Waitangi, Māori potential approach, Productive partnerships
• How are Māori learners, their parents, families and whānau engaged with our school?
• How does this engagement support educationally powerful relationships? • What are the core values of our school? • How are these values linked to the goals, targets, plans and actions we have for our school?
Porangahau School
Productive partnerships
• What effective partnerships do we have in our school community? • What relationships exist in our school that support Māori learners to accelerate their success? • In what ways do we assist our parents, families and whānau to ensure learners can attend our school?
Porangahau School
Treaty of Waitangi, Productive partnerships
• How do we know what is best for our Māori students? • In what ways does our school honour the Treaty of Waitangi? • What is the relationship between parents, family whānau and school?
Porangahau School
Productive partnerships
• What barriers exist for our students to access our school? • In what ways can we remove or limit these barriers? • How committed are our staff and school board to building and strengthening the effective communities of our school?
Porangahau School
Treaty of Waitangi, Productive partnerships
• Who is part of the community that supports the school and learners? • How do we assist parents, family or whānau into our school? • How can we as parents, family and whānau connect with the school?
Porangahau School
Ako, Productive partnerships
• What do I know about the Māori learners in my class/school? • What type of strategies do we use to assist our Māori learners? • In what ways do you share teaching and learning opportunities in your class/school?
Porangahau School
Identity, language and culture, Ako, Productive partnerships
• Do we know where our Māori learners come from? • What do we know about the history of the area and the school? • In what ways do we strengthen Māori learners’ access to their identity, language and culture?
Te Karaka
Treaty of Waitangi, Identity, language and culture
• How do we build relationships in our school? • What do we know about where our Māori students come from? • What do we know about the Māori from where our school sits?
Te Karaka
Treaty of Waitangi, Identity, language and culture
• How do we know what is best for our Māori learners? • In what ways does our school honour the Treaty of Waitangi? • How do we support and strengthen our staff and students cultural competency?
Te Karaka
Productive partnerships
• What information about Māori learners is received by the school board? • What do we know about the attendance, engagement and retention of our Māori learners? • In what ways does using the identity, language and culture of our students affect their learning?
Smooth transitions
Ka Hikitia – Accelerating Success 2013-2017 identifies the importance of supporting Māori students during times of transition in their educational journey (for example, moving from primary school to secondary school, from secondary school to tertiary education, or from Māori-medium to English-medium schooling).
Transitions can be challenging for Māori students. Māori students value strong relationships with education professionals and their peers. Establishing relationships with their new peers and educators promptly after a transition improves engagement and, in turn, will lead to sound educational outcomes.
Makoura College
Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships
• What significant events if any have shaped the current climate at our school? • In what ways are the current relationships internally and externally, educationally powerful for our Māori learners? • How are our Māori learners and communities represented within the school environment?
Makoura College
Ako, Productive partnerships
• In what ways do our Māori learners have ownership of their learning? • How does our school integrate learning opportunities into our already busy school timetable? • In what ways do we celebrate Māori learner achievement?
Newton Central
Identity, language and culture, Productive partnerships
• What is normal in our school? • Do you see the world the same way as the Māori learners in your class/school? • What learning factors do we see as being critical to our Māori learners?
Porangahau School
Productive partnerships
• What barriers exist for our students to access our school? • In what ways can we remove or limit these barriers? • How committed are our staff and school board to building and strengthening the effective communities of our school?
Porangahau School
Productive partnerships
• How do we support Māori learners to transition into and out of our school? • How do we provide information to our school community to support education success? • What information and or access do we provide to parents, families and whānau about beginning at our school?
Te Karaka
Productive partnerships
• What information about Māori learners is received by the school board? • What do we know about the attendance, engagement and retention of our Māori learners? • In what ways does using the identity, language and culture of our students affect their learning?
