He Kākano Communiqué 29 – Wednesday 15 May, 2013
15 May 2013
We have been impressed by the increasing number of wānanga participants able to stand and tell us who they are – an important part of the whakawhanaunga process - in te reo Māori. Here is a framework for you to follow.Put the relevant names in where the dots are:
Ko….taku maunga My mountain is...
Ko….taku awa/moana My river/sea/lake is....
Ko…taku iwi/hapū My tribe/hapū is…
Ko....taku papa/matua My father is...
Ko....taku mama/whaea My mother is...
Ko....taku tama/daughter My son (daughter) is… (one son/daughter)
Ko....rāua ko....aku tama/tamāhine My sons/daughters are…and… (two sons/daughters)
Ko....rātou ko....ko.... aku tama/tamāhine My sons/daughters are …and…and…(three or more)
Ko….taku ingoa My name is...
Kia ora anō koutou katoa,
As we head into winter (Hōtoke), we also look back on a wonderful summer (Raumati) where we continue to see positive actions and progress in every school that we have visited in relation to improving outcomes for Māori students. We begin this Communique by re-visiting something relevant to the last series of wānanga – the Rangiātea case studies and what they are saying about school leadership.
- He Kākano Conference Videos of Presentations
- The Rangiātea Case Studies
- Wānanga 6 - Dates and Places and Preparation Notes
- School Milestone 5 – still 20 to come! Milestone 6 by end June 2013.
- Service Level Agreements (SLA’s) – return them in the stamped envelope please – still four to come in.
- Set the following dates for the next two He Kākano conferences. We will give you more detail in the upcoming communiqués:
- Monday 9 and Tuesday 10 September 2013 (for North Island schools)
- Monday 16 and Tuesday 17 September 2013 (for South Island schools)
1. March Conference Presentations
If you wish to see the keynote presentations go to Google: Vimeo: He Kākano Conference 2013 and also Vimeo: He Kākano Promo Edit
2. The Rangiatea Case Studies
‘E kore au e ngāro – he kākano au i ruia mai i Rangiātea’ – ‘I will never be lost for I am from a seed dispersed from Rangiātea’
At the March Conference and during the last series of wānanga we had the pleasure of inviting three of the researchers/writers of the five Rāngiātea case studies and exemplars to talk to us about their work. Ngā mihi ki a Judith Oakden, ki a Nanaporipori (Nan) Wehipeihana, ki a Kelly Spee hoki.
Last year, with the agreement of the writers, we developed two-page synthesised summaries of the case studies AND the exemplars (for Hamilton Girls’ High School, Hastings Boys High School, Western Springs College, Opotiki College and ‘Kakapo’ College). The summaries can be found on the regional e-community websites. These case study schools were a mix of urban, rural, small, large, mixed ethnicities and different decile rankings, so represent different school types that other He Kākano schools might be able to easily identify with. Below we present a synthesis, not of each case study, but of the key leadership qualities that appear across all five schools. These present aspirational goals for all school leaders. They are presented in no particular order of importance, and you can see from the quotes which school (and possibly therefore who the likely school leader is being referred to). Here we honour the contributions they have made and are making in their different ways.
Rangiātea – Leadership Qualities in the Five Case Study Schools
- The Principal sets high expectations for all – both students and staff – they expect them to ‘do their best’
- They have a philosophy to ’work with what we’ve got – no excuses – forget about whatever we can’t change’.
- ‘I look for someone who can relate to the boys – have empathy, be consistent, be demanding, uphold traditional values’
- School development goals are set collaboratively
- Leadership and change management is firmly focussed on students’ pastoral care, wellbeing and academic progress
- Be a visible leader – do bus stop duty, be involved in pd development, kapa haka, stay on the marae – ‘We will never ask anybody, including students, to do anything we wouldn’t do ourselves”
- He has no favourites- he models the behaviour he expects – there are no double standards – teachers and students are expected to be punctual
- ‘Top heavy’ management that is a well-resourced area is a deliberate strategy
- Each of three DPs and AP in the management team takes responsibility for different portfolios: daily operations, student welfare, curriculum studies, and Māori students
- The Academic Dean position is in place to focus on NCEA Levels 1-3 processes (pd, HoDs’ entries, data packs etc.)
- The SMT is given the autonomy to put policy into practice
- The Principal held senior management positions for seven years, left, then became principal in 2001. She is passionate about enhancing Māori student achievement (Māori success as Māori important). She takes a lead from Ka Hikitia. She is regarded as an effective leader and manager, considered in her approach, has excellent judgement, is hardworking and tries to be fair and equitable so students, including Māori, can achieve
- She believes staff need to be committed and that they should know about students’ areas of strength outside the classroom
- Her focus as a female leader is on the school’s Treaty of Waitangi policy, getting support and advice on tikanga e.g. for pōwhiri or (kapa haka) hui
- She has a well-considered approach to school management – gives priority to building leadership capacity at all levels of the school. She is familiar with BES and Te Kotahitanga research
- The Principal and SLT model a respectful learning culture, valuing the views of whānau, BoT and staff – taking time to work through issues – she comes to the position with a great deal of humility
- The school has a student-centred approach and sets a strategic goal to improve the achievement of students at risk of not reaching their potential – particularly for Māori students. The Annual Plan goals for Māori student achievement include: strengthening home-school relationships; developing annual reporting to the BoT on Māori achievement – especially on junior Māori student achievement; increasing Māori adults in community education classes; completing review of the school’s Treaty of Waitangi policy. The school philosophy is ‘What works for Māori works for everybody’.
- The SLT sets high expectations in relation to Māori students – teachers are required to ‘agonise’ about students not succeeding – all staff are expected to teach in ways that engage Māori students – the SLT champions the need for teachers to modify their approaches in order to meet students’ needs
- The Principal, SLT, Deans and form teachers value input from the Māori Dean, Student Counsellor and the Student Support Worker to determine the best ways to support Māori students, especially the disengaged, in a timely manner
- A number of senior staff support and encourage home-school partnerships – ‘We need to work on contacting parents when students do things right as when they do things wrong’
- The BoT has strong Māori member representation (3) – this enables support for resource initiatives important to Māori, such as timetabling for te reo Māori. A highly respected BoT kaumātua reports that he finds BoT meetings ‘encouraging for students’
- The Principal (supported by senior teachers) had a vision to enhance Māori student achievement by changing the way the SLT works with Māori students, teachers and the community, promoting a systematic and holistic approach to accelerating students’ learning so that they achieve their potential - despite any educational, social and economic challenges
- The catch phrase is: ‘100% effort, 100% of the time’ – and: ‘What is good for Māori is good for all’. This catch phrase is known by staff, students and whānau.
- ‘You must ‘walk the talk’, and if I am asking my staff to do something then I have to be doing it too – every day. It is about leading by example’
- He seeks high quality information before making decisions, listens, considers others’ points of view and, where relevant, involves all senior staff, BoT, whānau and students before making a decision. He tries to learn from his mistakes.
- On taking over the role in 2005, he spoke out publicly about issues of concern, such as the high level of suspensions.
- The Principal works collegially and collaboratively with senior staff – places high value on developing and maintaining strong relationships with staff, students, whānau and the wider community – ‘We must show our children that we love them, that we have high expectations and aspirations for them, that they can achieve anything that a young person anywhere else can achieve and that their learning is the most important thing in their lives because learning matters’.
- The Principle and DP make themselves readily available to whānau.
- He takes a strong listening role in matters of attendance.
- The Principal prioritises and resources staff involvement in strategic development and visioning annually
- He reports regularly to staff, whānau and BoT on Māori student results against national standards
- The SLT believe that challenging students requires flexible, pro-active and caring responses
- Students are seen as ‘whole people’ with their own strengths, aspirations and challenges – the leaders are passionate about Māori student achievement
- The Principal has held his position since 1998, having joined as DP in 1990. He is a pedagogical, distributive leader who is highly regarded by the SLT, staff, BoT, and whānau. He coaches and mentors potential leaders. He favours open decision making by consensus, and likes to let staff ‘run with an idea - something you (are) passionate about’.
- The DP focuses on pedagogical leadership and leads reflection on internal data on student achievement, in particular Māori student achievement, which informs important school decisions – especially in mathematics.
- Both Principal and DP facilitate discussions in SLT and the BoT, to improve teaching and learning, especially to enhance Māori (and Pacific Island) student achievement so they equal those of the rest of the school, and the Principal supports innovation and change where it is needed.
- The Principal believes the Treaty partnership is fundamental and supports both the Rumaki (Māori medium) and mainstream Maori students and their whānau to achieve and to have a voice, balancing their needs with the rest of the school by resourcing both with management positions.
- He sees building on whānau relationships as critical - sees it as a long term investment. The Principal and DP know their community.
- The Principal believes that the high levels of Māori student achievement come from long term commitment that came ten years ago from concern over attendance, and that the current increase in Māori student success is a result of ‘a whole range of policy, procedures and initiatives’
- The BoT co-opts Māori members to represent Māori from both the Rumaki and mainstream.
- The Principal and BoT resource a number of initiatives of both an academic and pastoral care nature to engage all students at risk of falling behind, especially Māori. The BoT receives regular reports on Māori student achievement
- The Principal sees all the teachers as potential leaders. They strongly promote collaborative teacher learning and development. The SLT are experienced with longstanding relationships. They aim to harness their collective experience as well as that of their staff, and all are open to new learning.
2. Wānanga 6, 2013 – ‘Dates ,Places and Final Preparation’
The last series of wānanga aimed at developing greater middle leadership participation in the He Kākano programme. While Principals and SLT members have been present in some numbers, our main intention was for SLT and MLT members to pass on the skills and knowledge they have gained over the last 2-3 years, by supporting greater involvement in the programme of middle leaders and their staff. We advised you to send those likely to have the most positive influence among their colleagues – your potential ‘champions’. It was great to see so many new faces and some of those more experienced with the wānanga processes to support. We have been impressed by those who attended.
He Kākano Wānanga 6 Venues & Dates 2013 (as at 16th Jan 2013)
|Region||Wānanga 6 - Venue||Date|
KAKARAMEA (between Patea and Hawera)
Hongoeka Marae, Plimmerton
|Auck/North Auck||Manukanuka o Hoturoa Marae - Auckland Airport, AUCKLAND||11/12 Apr||Confirmed|
408 Tramway Road INVERCARGILL
Takahanga Terrace KAIKOURA
|Wai/BoP||Tangatarua Marae - Waiariki Institute of Technology, Mokoia Drive, ROTORUA||16/17 May||Confirmed|
Some other useful preparatory notes:
- Be tidily dressed as the pōwhiri is a formal occasion. Ladies a skirt or dress please. Bring comfortable clothing - warm slippers for workshops thereafter.
- Although He Kākano will be paying for the use of the marae accommodation and kai etc, an envelope will be passed around for you to give a personal kohā if you want before we go on the marae atea. Our final speaker will present it to the tāngata whenua.
- We will ask for volunteer(s) to karanga and to speak for us. Then we will decide which waiata we shall sing for him/them. The Manutaki will send these to you beforehand. Please familiarise yourself with these. Most can be googled on YouTube. At some time over the 2 days each one will be sung at least once. The He Kākano waiata are core business so expect this waiata to be sung quite regularly.
- After the pōwhiri will be the whakawhanaungatanga session. This is an opportunity for everyone to introduce themselves in either Māori or English, or both. We all know the importance of establishing relationships with our students, so we also like to do this with the others at the wānanga. Some of you will have learnt your pepehā and this is an opportunity to say it. Also include your name, school, position and dept/faculty.
- We need toknow numbers for dinner on the first night and breakfast for the following morning. Participation in these ‘kai’ activities is an inclusive aspect associated with the wānanga. These wānanga times also provide important informal opportunities to network with other schools. You are all welcome to attend the dinner and breakfasts, even if you are not staying over. There is no cost for staying over on the marae. Alternative accommodation costs are school funded.
MOST IMPORTANT PREPARATION
We would like each middle leader to bring with them a ‘one-pager’ that has a focus on a Māori student achievement goal. This will need to be supported by DATA/evidence (different forms –quantitative and qualitative, anecdotal, systems review etc.). These individual one-pagers can be different from the same school i.e. department-specific, academic, pastoral and or a school-based goal again with YOUR accompanying data. There will be an opportunity to talk about this goal and the next steps – the proposed action plan as ‘follow-up’ and ‘follow-through’ - in round table discussions. Please make sure you have enough hard copies to share with at least 20 people. In addition, copy this task onto a USB for sharing with colleagues at the wānanga.
4. School Milestone 5 and 6 – Reminder - Again
We still have 20 to come in. These generate He Kākano payments to the school, so please take the time needed to fill them in THOUGHTFULLY. Please contact your Manutaki or Paul Woller if you have any questions.
We will be asking you to complete School Milestone 6 before the end of June 2013, which is tied to the first of two payments to schools for 2013; a template for School Milestone 6 will be sent to all schools next week. Please attend to Milestone 5 NOW.
5. Service Level Agreements (SLAs)
The school participation variation agreements have now been posted out to schools. There are still 5 to be returned. Please sign them off and return them to the university in the stamped self-addressed envelopes provided. If you’ve lost it, notify us. Thanks.
6. Dates for the next two He Kākano Conferences
We have set the following dates for the next two He Kākano conferences - September 9-10 Monday – Tuesday (Northern Conference) and September 16-17 Monday – Tuesday (Southern Conference). We will support the travel and accommodation costs for schools to send up to three people. We want you to think hard about who should attend, as this is the last opportunity for representatives from your school to meet school leaders from different regions under the He Kākano umbrella.
Schools can send more than three participants, but will need to fund accommodation and travel themselves (see point 4 School Milestone above). We will progressively provide more details about the conferences over the next few months.
We asked the National Advisory Group representatives for their thoughts about the next conferences, given our desire to ensure all schools are given an opportunity to celebrate their journeys and embed key He Kākano principles so that changes are sustained and sustainable. We have also asked our Manutaki to seek advice from their schools about what themes they might like to see on the conference programmes. We cannot guarantee that everyone’s wishes will be accommodated but we will certainly work hard to include all suggestions where possible. So please let your Manutaki know your thinking.
One wānanga to go!
Paora and Hine