10 October 2011

Present: Peter Gall, Ross Preece, Rex Smith, Malcolm Cox, Al Kirk, Nigel Hanton, Yvonne Browning, Karyn Gray, Paora Howe, Hine Waitere

Apologies: Susan Hassall, Nicola Ngarewa, Barry Petherick, Ian Baldwin. Andy Wood, Pani Hauraki

Minutes: Received Peter/Paora

1. Round Up – Post Wānanga 3

Advisory Group members discussed the value of the Wānanga 3 in terms of:

• Gaining traction with the He Kākano goals
• Sharing contacts and details of processes for spread via the round tables
• Intellectual stimulation and critical conversations
• Getting ideas about how to ‘spread’ He Kākano to different levels of the school
• Seeing how He Kākano links to other key documents like BES and Ka Hikitia
• Beginning to see how the programme could impact at a classroom level

2. PD Models

Peter Gall asked: ’What professional development models are being used to create ‘shift ‘in their schools?’

• Models varied depending on the size and type of the school and the school’s readiness to engage with He Kākano
• They ranged from a formal top down carefully constructed approach where spread occurs through the Principal and SLT, to a broad ranging ‘champion’s model’ with ‘early adaptors’ and larger numbers involved. Some are using a whole of staff’ approach.
• Some schools are deliberate, specific and planned around actions to be taken.

3. Reflections on the above models, Wānanga 3 and other learnings (Hine)

• Hine commented on the gamut of models being used by the National Advisory Group and other schools involved in the He Kākano programme (from whole school staff, to professional learning groups, to traditional models, to the use of external groups to support the process).
• There are strong internal school relationships being developed that lead to courageous learning conversations.
• Schools are looking to other schools (such as Te Kotahitanga schools) to seehow they can be more effective
• Documents like Te Tātaiako and Tu Rangatira are being used by school leaders to help build their skills and knowledge as leaders in the field of cultural responsiveness

4. Presentation – Working through the He Kākano Process in an established, urban, single sex school (Yvonne Browning, Principal, Southland Girls High School)

Yvonne’s presentation was based on a ‘canvas’ or poster designed to reflect the planned but also organic way that He Kākano is driving the change process in her school. The approach includes listening to the student, staff and whānau voices, leaders enquiring and challenging beliefs through data.

She described in detail how she was getting ‘spread’, including in that her all staff hui on a marae at the Bluff with the two South Island Manutaki and Hine. One outcome has been her engagement for the first time in many years with the local Runaka.

5. Presentation – Working through the He Kākano Process in a new, rural, small school (Karyn Gray, Principal Te Karaka Area School)

Karyn’s presentation was based around two key ideas: building relationships – starting with everyone knowing everyone else by name – and student-centred learning. The biggest challenge, she says, is to build positive learning-focussed relationships with students.

She has organised curriculum delivery and put in place structures to support the two key ideas.

6. What is ‘Engagement’?

The HKNAG was challenged by Malcolm Cox to define what we mean by ‘engagement’, because conventional logic says that when considering AREA, it is an outcome of attendance (students have to be in class to be engaged), retention (same argument) and achievement (which provides ‘evidence’ of engagement). But is this the case really?

The Advisory group was split into two groups. The ideas presented by the groups included a number of comments that included: being involved in aspirational discourse to ‘being there’ intellectually, to ‘connecting’, to being keen, enthusiastic and with a ‘buy-in’ attitude, to having a passion. Malcolm made the point that while we think attendance is an important indicator of achievement, as far as his own attendance at his Whakairo class goes (he has not attended all the classes although he is very successful so far), that is not necessarily a good measure of engagement. Hence his question.

7. What Advice for the Next Wānanga?

Hine asked for some suggestions about the proposed shape of the next wānanga. Responses included two x one day wānanga, the first day for senior leaders and the next for middle leaders. Other ideas included confirming whānau engagement and consultation, how to promote student voice and how to develop culturally inclusive classrooms

8. Working to Increase Whānau Engagement

The discussion covered a number of ideas about whānau engagement including referring to international research (e.g. Stephen Constantino – Family Friendly Schools), to providing whānau with two page summaries from key research documents e.g. from the Best Evidence Synthesis documents that help whānau to support their children, to inviting parents into school so they can meet the teachers likely to be sending them txts – and using those as opportunities to provide academic counselling.

Malcolm Cox was invited to describe a process he is ‘experimenting with’ to engage whānau in the school and in teaching and learning. While in its infancy (Malcolm is still writing it up), it has real promise as a process, and the logic of the process is unarguable.

To finish:

• Peter Gall thanked all principals and the presenters – Yvonne, Karyn and Malcolm in particular
• In planning for next year, he encouraged the Advisory group to keep their He Kākano goals and targets at the forefront

Presenters on He Kākano progress in their schools for first term holidays Monday 9 April 2012 from the Advisory Group to include:

Nicola, Susan, Al , Ross

Karakia whakamutunga: Paora

Meeting ended: 2.45pm

To read the full minutes of the He Kākano National Advisory Group Meeting:

HK National Advisory Group Meeting - 10th Oct 2011 (Word, 173 KB)

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