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Ministry of Education.
He KakanoTE AWE O NGā TOROA

He Kākano Communiqué 32 – Thursday 29 August, 2013

29 August 2013

E kore au e ngaro – he kākano au i  ruia mai i Rangiātea 

I will never be lost – for I am a seed that was sewn in Rangiātea 

 

CONTENT

He  Kākano Conference – ‘Kia Puāwai Te Kākano – Celebrating Potential’ 

Kia ora anō,

In last week’s Communiqué we let you know the programme details for both conferences. Today we want to provide you with all with the list of what we regard as ‘critical questions’ that the Presenters and Coordinators will address in different ways and with varying degrees of expertise over the three days. These questions, which come from the He Kākano Self Review Indicators framework, are meant to be for the Coordinators in Sessions 3 and 6, (who have been given ONE question each to coordinate responses to in the ‘Kohikohia Whakaaro’ sessions).  Presenters in Sessions 1, 2, 4, 5 and 7 will also partly address some of these questions in their presentations.  However, these questions are not just for for all conference participants but for all leaders, teachers, whānau, hapū and iwi members of He Kākano schools to debate and discuss – not just before or at the conferences, but well after the He Kākano programme has finished. 

We don’t expect you to have ALL the answers to the ALL the questions before you arrive. As one of the Manutaki said: ‘We don’t want to have a headache before we even get there!’ But if you are coming to the conference and therefore representing your school, we want to make sure that you are pretty well briefed by talking with other staff, or at least, with those who are able to articulate your school’s position in relation to each topic and set of questions.  If you can’t get viewpoints to all the different questions, don’t worry. Presenters, Coordinators and participants from other schools will have answers. 

Here are the questions: 

Day 1 - Session 3 - ‘Kohikohia Whakaaro’ Topics - Positioning/Repositioning and Enquiring

1.       Moving from ‘Au’ to ‘Whānau’ to ‘Whanaunga’ as a school leader

  • What are some of the challenges that face a senior school leader being asked to adopt a culturally responsive leadership approach?
  • How have you (or the senior leaders) met and overcome those challenges?

2.       Distributive Leadership Practices

  • What effective changes to decision-making processes – if any - have been made in our school that reflect a more distributive and trusting leadership style?
  • What are the challenges to changing to a more distributive style, and how has the leadership team responded to those challenges in your school?

3.        Māori Student Success as Māori

  • How have we as a school responded to the challenge of defining ‘Māori Success as Māori?’
  • What kinds of cultural conditions need to be established for Māori students to achieve and generate success as Māori?

4.       Integrating Different Programmes

  • How have we managed to overcome ‘initiative-itis’ – to develop a number of different programmes in the school – while still keeping the focus on priority groups like Māori students?
  • What kind of framework has enabled us make our different approaches congruent, so that the whāriki or foundational mat on which our school planning and goal setting is laid out succeeds for Māori students?

5.       Our Student Management System

  • What are we doing to optimise the use of the Student Management System so that we can track all Māori students’ AREA data (attendance, retention, engagement and   achievement
  • How are we collating, analysing, using, monitoring and reporting on data and evidence for Māori students and to whom are we reporting?

6.       Establishing Our Vision, SMART Goals and Targets

  • How have we gone about establishing our school’s vision, SMART goals and targets, so that we remain focussed and committed to Māori student achievement and success as Māori?

7.       Engaging Māori Students in Science and Mathematics

  • What are we doing to ensure that subjects like science and mathematics can successfully engage Māori students and/or improve their achievement levels in those subjects?

8.       Māori Boys’ Literacy and Numeracy Results

  • What are we doing to improve Māori Boys’ literacy and numeracy levels?
  • Where do we start, and what are the elements of an embedded and successful programme to address these issues?

9.       Classroom Observation Tools for Cultural Responsiveness

  • What are the important elements to include in classroom observation tools that will work best for teachers to engage Māori students?
  • What must the tools contain?

10.   Middle Leadership in the Cultural Responsiveness Space

  •  What is essential to know if you are ‘leading from the middle in the ‘culturally responsive to Māori students’ space?

Day 2 - Session 6 - ‘Kohikohia Whakaaro’ Topics - Co-constructing and Engaging

11.    Whānau, Hapū and Iwi Engagement

  • What strategies have we tried that work best to fully engage whānau, hapū and iwi in educational matters in our school?

12.   Partnerships of Interdependence

  • What’s the best way to develop professional learning communities in and out of our school?
  •  How can these be developed to reflectpartnerships of interdependence?

13.   An Appraisal System to Accommodate Māori Students’ Needs

  • How does our appraisal system accommodate the needs of all students’ learning outcomes but especially of Māori students?

14.   Developing a Culturally Responsive Evaluation System

  • What gets evaluated in my school?
  • What doesn’t get evaluated – but should be?
  • What would a culturally responsive school-wide evaluation system look like?

15.    Board of Trustees Engagement

  • What decisions do a Board of Trustees and the leadership team have to make together to support Māori student achievement?
  • What resources do they have and should they prioritise?

16.    Māori Student Voice

  • How have we successfully collected, collated and acted on (Māori) student voice?
  • What evidence reflects that success?

17.    Staff PD in the Cultural Responsiveness Space

  • What professional development in the cultural responsiveness space has the staff undertaken that has been successful?
  • How have staff successfully transferred their new knowledge into ongoing practice?

18.    Teacher Voice to Support Māori Achievement

  • How has our school effectively collected and collated teacher voice that supports improved Māori student achievement?
  •  How have staff acted on their findings?

19.   Building Relationships with the Wider School Māori Community

  • What terms of reference would you co-construct In order to develop interdependent relationships within your wider school community?
  • As a school, what would you need to do more of and what less of?

20.    Culturally Responsive Pedagogy

  • What does a culturally responsive pedagogy look like in my school?
  •  What are our school’s priorities in this area? What do we need to do more of and less of?

21.   Goal Setting Framework for Middle Leaders

  • What would a goal setting framework include, for middle leaders to improve Māori student achievement results? 

See you at the conference(s)! 

Mauri ora, 

Kind regards

Noho ora mai, 

Paora Howe and Hine Waitere 

on behalf of Russell Yates

Director He Kākano

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