Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Ministry of Education.

He Kākano communique 28 - Tuesday 9 April 2013

09 April 2013

’He takaruretanga mahi, mahue ake’ – Half-hearted efforts are soon abandoned (Williams Dictionary)

A leader must see that work assigned is interesting and challenging so that earnest efforts will be applied

Kia ora anō koutou katoa,

A huge thank you to all those of you who were able to attend the conference and actively participate. We were pleased that attendees were able meet other members of the larger He Kākano whānau of schools, to talk about what you are doing, to engage with other leaders of key documents like Ka Hikitia, Tātaiako, RUIA and Rangiātea (we appreciate time was often too short to do that fully), and to enjoy what Rotorua and our Te Arawa (Ngati Whakaue) hosts were able to provide us by way of a culturally rich environment. 


  1. Your feedback from the He  Kākano Conference – ‘Accelerating Success’
  2. Queen Charlotte College (Principal Tom Parsons) – the ‘MAP’ process
  3. Wananga  6  - Dates and Places and Preparation Notes – Reminder re ‘One Pager’
  4. School Milestone 5 – still 27 to come!
  5. Service Level Agreements (SLA’s) – return them in the stamped envelope please
  6. 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. Your  feedback  from  the He  Kākano  Conference – ‘Accelerating Success’ – Sunday  10- Tuesday 12 March  2013  

Key learnings

Participants felt that the conference had given them a better, deeper understanding of the concept of Māori success as Māori, and the importance of identity, language and culture to Māori student success.

  • Success as Māori now looks like something; the students brought the concept to life.
  • If people are grounded, know they belong and are finding out who they are, and that they are important, they will learn and achieve.
  • Importance of identity, culture and language for Māori to succeed as Māori. 

Participants felt that the conference had given them a better understanding of the importance of relationships with Māori students, whānau and iwi.

  • Making connections with my Māori students and their whakapapa and families.
  • Whānau engagement and the community. The importance of getting out of the physical restraints of the school

Participants felt that the conference had given them knowledge of resources that would be useful in assisting them raise Māori student achievement. Participants specifically mentioned Ruia, Tātaiako and Rangiātea as potentially useful resources that they had little or no previous knowledge of.

  • There are many supporting documents to help us know where to go and help with competencies and school requirements.
  • Rubrics and appraisal, very useful and pertinent to our circumstances
  • About Rangiatea project. The alignment of Ka Hikitia/Tataiako/RTC appraisal and effective pedagogical conversations. 

Participants were positive about the learning they had gained from the conference.

  • The conference has left me feeling empowered to make some changes
  • We can make a difference for Māori learners in our schools. That there is a lot to begin from – lots of success. That there are a lot of resources to help out. 

Participants wanted to know more about:

Information presented in all the conference presentations, and what other schools were doing to raise Māori student achievement.

  • The case studies of the schools who are punching above their weight. What pedagogy was being used to motivate students, what was buy in from staff.
  • Successful things other schools have done and their strategies.

How they might support Māori students achieving as Māori, when they have concerns about their ability to support students who are disconnected from their cultural heritage.

  • I want to know more about my students, their whakapapa and their korero.
  • It is interesting that the student speakers all gained their cultural grounding very young. This allowed them to have success in the mainstream formal qualification system. I would like to hear more from students who faced the challenges of learning their culture and enjoying success as older students.
  • What about the whānau who have become disconnected from their whakapapa etc. and kids who don’t care about things Māori. 

Some participants questioned the potential tension between success as Māori and the need for success by Māori and whether there was a need to recognise success indicators other than just NCEA results.

  • I have questions around the tensions between Māori succeeding as Māori and the development of the skills needed for success at NCEA. How do we ensure we do justice to both?
  • What are the good indicators for success (that are not just about achievement in the NQF). How do we get these kinds of measures on the political agenda? How do we get these kinds of measures accepted and valued by the Ministry, ERO etc? 

Participants would like to have:

Had more time to reflect and discuss issues with fellow staff members and to network with other schools about some of the presentations, some of which were shortened due to time constraints.

  • Discussed our own school’s strategies with more clarity and been able to share this more (more space to share and discuss with others)
  • A little less content with more chance to talk, digest and learn from others.
  • I would have liked to have heard from other schools’ leaders, their ideas, thoughts and frustrations, to see where we fit and find out if our frustrations are shared; a huge resource existed; left untapped. 

Had time to engage more with the presenters’ resources and not just be told what they could have read themselves. Participants expressed a desire to hear more from those who were actually doing the ‘real stuff’.

  • Some presenters were text dense (boring). Most valuable were the panellists – listening to more of their stories would be fantastic.
  • Great to hear from the two BOT chairs. Real people talking about real stuff rather than just another MOE researcher speaking on their power point. 

Other feedback or comments included:

Although some noted that the conference room was too small for the numbers that attended (270 total), overall the conference:

  • Exceeded expectations, was relevant and engaging
  • The conference was very well presented - we have been really well looked after. Lots of fantastic speakers – very informative.
  • The use of waiata was fantastic. Mitai was amazing. Ngā mihi aroha ki te roopu He Kākano mo tēnei hui. Loved the drummer, the rangatahi voices. 

Participants requested that the conference proceedings be made available as quickly as possible so that schools can access these resources to aid further in school professional development.

  • Please put presenters’ shows on website and in particular assemble Pat Sneddon’s into a video we can access and show to our staff. This has only been possible through good funding to allow our staff to attend wānanga, this funding needs to continue.
  • The critical thing is the post conference follow up and encouragement when people get back in the trenches. Emails re availability of resources, videos of conference, summary, key quotes etc. 

Participants expressed their desire to see the work, that had been started by the He Kākano project, continue.

  • The need to maintain the work of He Kākano. We need to develop our regional clusters to share and encourage best practice. The ongoing support we have gained from [Manutaki] has been superb but how can it continue. 

Presentations and interviews have now been edited and downloaded, but you can’t access them all until we have got each participant’s agreement to release materials. We will get their agreement over the next week. You can, however, access a number of interviews on the He Kākano private e-community site.  By the end of this month you will be able to access in full:

  • The Pōwhiri within Tamatekapua at Papaiouru Marae, Ohinemutu, Rotorua
  • Prof Graham Smith, CE of Te Whare Wānanga o Awanuiarangi
  • Pat Snedden – Rangatiratanga in Action
  • Hine Waitere - Conference Overview
  • Claire Sinnema – Teacher Appraisal and Pedagogic Conversations
  • BOT members Chris Eketone and Andrew Whitehead and Manutaki Raewin Tipene-Clark and John Tait
  • Nan Wehipeihana and Judy Oakden - Tātaiako
  • Graham Stoop – Chief Review Officer - (Question Time only)
  • Speakers - Final Panel – Frances Goulton, Lynnette Bradnam, Kelly Spee, Rawiri Gibson
  • Young Maori Voice – the young adult presentations of Stacey Ruru, Wiremu Keepa, Kahurangi Fitzgerald-Goulton and Rawiri Waru
  • Interviews with other participants including John Russell, Graham Stoop, Anya Satyanand, Jacqui Tyrrell, Hine Waitere andPaora Howe 

We are developing shortened versions of the presentations to assist school leaders if they wish to show  their staff key excerpts/snippets. 

2. Queen Charlotte College (Principal Tom Parsons) –

Parent-Form Teacher-Student Conference and MAP

As the Manutaki move around schools they see many different ways that schools are contributing to the development of ‘success by and as Māori’.QueenCharlotteCollegeis one such school. During twice yearly Parent-Form Teacher-Student conferences, all middle leaders and form teachers make a concerted and planned effort to meet with (Māori) students and their whānau members and co-construct a MAP, or My Action Plan.

Historically, whānau attendance was low (around 30%) at ‘meet the teacher’ invitation evenings. ‘Staff used to complain that they never got to see the students and parents they wanted to see’ said Principal Tom Parsons. ‘Now we are getting between 90-100 percent engagement with parents’.  So, what is the MAP process?

At Queen Charlotte College form teachers closely monitor the pastoral, academic, sporting and cultural progress of their students. This data is accessed using the student management system and also anecdotal data such as student voice/ review. Parent-Teacher-Student Conferences are held twice yearly to relate this information to the parents and then use it as the foundation for the whānau, students and teachers to co-construct My Action Plan. MAP identifies student goals for the next half year and outlines targets to meet them.

This is an involved process that requires a lot of hard work for staff. However, Tom says they all now believe in it. In order to get his teachers’ support, Tom stressed the moral purpose for the approach by using the data currently available to show why change was needed. The school’s senior leadership team also supported staff by changing the institution’s infrastructure and the use of strategic resourcing. More specifically, this involved tailoring PDL to meet the needs of the staff, providing additional time for professional learning conversations between staff and using support teachers and relievers to free form teachers up from additional responsibilities so they could focus on preparing for the conference.

Once the Parent-Teacher-Student conference is completed, students take the MAP documentation home with them. The MAP then becomes the basis for conversations that focus on teaching and learning, and they provide whānau and rangatahi with the opportunity to co-construct their own learning pathways and then feed this back through the form teachers. Form Teachers track their students, with regular communications going home to whānau outlining the progress they are making towards their targets and identifying upcoming opportunities for their children.

Tom stressed that it was important for the school to go to the parents. ‘If you want to bring the whānau into the school, you must go to their homes’. To achieve this, the school makes it a priority to contact any whānau who have not booked an appointment and utilizes support staff to visit homes and parents who are not contactable by phone. Appointments occur in twenty-five minute slots between 9:00am and 8:00pm, allowing whānau flexibility with scheduling. 

In essence the MAP process  is a Treaty of Waitangi relationship model, since the school is now more able to lead and manage for Maori learner success in relationship with Maori whānau, thus supporting the notion  – “Nothing about us without us” – and ensuring Maori voices are represented in key decision making areas such as through the MAP process. MAP is about sharing achievement data with the community – as Tom has reflected with students: “ The data is about you and needs to go back to you and your whanau” 

3. Wānanga  6, 2013 – ‘Dates ,Places and Preparation’

The last series of wānanga is aimed at developing greater middle leadership participation in the He Kākano programme. While Principals and SLT members are present in some numbers, our main intention is for SLT 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. To date, schools have been sending more middle leaders than usual to the regional wānanga, often those likely to wield the most infuence among their colleagues. 

He Kākano Wānanga 6 Venues & Dates 2013 (as at 16th Jan 2013)

Region Wananga 6 - Venue Date  

Pariroa Marae,

KAKARAMEA (between Patea and Hawera)

21/22 Mar Completed

Hongoeka Marae, Plimmerton


4/5 Apr Confirmed
Auck/North Auck Manukanuka o Hoturoa Marae - Auckland Airport, AUCKLAND 11/12 Apr Confirmed

Murihiku Marae,

408 Tramway Road INVERCARGILL

22/23 Apr Confirmed

Takahanga Marae  

Takahanga Terrace KAIKOURA

29/30 Apr Confirmed
Wai/BoP Tangatarua Marae - Waiariki Institute of Technology, Mokoia Drive, ROTORUA 16/17 May Confirmed


A reminder - if ANY school has difficulty attending wānanga organised for their regions, for whatever reason, remember that you can always attend wānanga in other regions. For catering purposes please:

  • Confirm numbers and names who are attending from your school (with your Manutaki and Soli)
  • Indicate which staff be staying at the marae overnight
  • Tell us who will require any special dietary requirements?  

Some other useful preparatory notes:

  1. Be tidily dressed as the pōwhiri is a formal occasion. Ladies a skirt or dress please.  Bring comfortable clothing - warm slippers for workshops thereafter. 
  2. 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.
  3. 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 is core business so expect this waiata to be sung quite regularly. 
  4. 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.
  5. We need to know 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 wananga. These wananga 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. 


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 wananga.

4. School  Milestone 5 – Reminder - Again

We still have a number of these 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. 

5. Service  Level  Agreements (SLAs)

The school participation variation agreements have now been posted out to schools. Please sign them off and return them to the university in the stamped self-addressed envelopes provided. 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. If schools want to send more participants, they will need to fund them (see point 4 School Milestone above). We will progressively provide more details about the confernces over the next few months.

We will be asking the National Advisory Group representatives for their thoughts about the next conferences when we meet next, given our desire to ensure all schools are given an opportunity to celebrate their journeys and embed key He Kakano principles so that changes are sustained and sustainable. We will also asking our Manutaki to seek advice from their schools about what elements they might like to see on the conference programmes. 

See you at the next wānanga! 

Mauri ora, 

Paora and Hine

Return to top ^