The He Kākano team provides ongoing support to schools through the Manutaki (Regional Coordinators). There are six Manutaki covering the whole of New Zealand but they represent six geographic areas.
Initially 167 schools applied to be a He Kākano school. Just over 90 succeeded in taking the first steps towards being engaged in the He Kākano strategy, so each Manutaki engages with up to 17 individual schools. The schools are separated out into the six regions. The regions and their Manutaki are, from North to South:
|Northland / Auckland||Edith Chaney|
|Waikato / Bay of Plenty||Kelvin Tapuke|
|Taranaki / Whanganui / Manawatu / Horowhenua||Dianne Wilson|
|Wellington / Wairarapa / Manawatu / Horowhenua||Darrell Waiti|
|Nelson / Marlborough / Canterbury / West Coast||Raewin Tipene-Clarke|
|Otago / Southland||John Tait|
Contact details for each Manutaki can be found in the Our Team section.
The Manutaki and in-school activities
The Manutaki provide assistance to school leaders by facilitating initial hui through a co-construction process and planning with the leaders the best way to introduce the changes that need to take place. The Manutaki work in pairs as well as working with individual schools with whom they develop a relationship. They report to the Professional Operations Manager and the Professional Development Director, who in turn report to the Project Director (see Te Awe o Ng ā Toroa for more on governance).
A key function of the Manutaki is to work with schools in a way that acknowledges where they are currently positioned with respect to their Māori students. They have been tasked with adopting a ‘one size fits one’ approach, adjusting their processes and adapting the tools that they introduce to the schools in a way that best suits each school’s mutually agreed interests. Over time the Manutaki will work with the leaders and the other staff to embed the He Kākano framework with each school.
At the start of the project Ngā Manutaki undertake a number of activities. These include a needs and readiness analysis using configuration maps, a survey of student schooling experiences and a strategic data analysis exercise. Some of these exercises are repeated later on in the project, on an annual basis, to monitor progress from the initial baseline findings.
- A needs analysis is undertaken early on by Ngā Manutaki and school leaders using configuration maps. One map measures the positioning of the institution and the second map measures the readiness of the leaders themselves to create culturally responsive contexts for Māori learners. The mapping exercises of the institutions and the leaders establishes a baseline to work from and a measure of progress for the school in its efforts to improve Māori students’ educational achievement and success.
- A survey of students’ experiences at the school will be undertaken at the same time as the configuration maps exercise. The survey will involve as many students as possible being provided with an opportunity to share their educational experiences. Māori student experiences and responses can be separated from those of non-Māori and examined separately. The experiences are gathered for use within the school as a means of school staff critically reflecting upon the part they play in promoting or limiting the educational achievement of Māori students. These surveys can also be useful for stimulating whānau engagement.
- At the time the data is being analysed, the school will be supported to gather, analyse and use a range of data pertaining to Māori students’ performance (engagement, stand-downs, suspensions, expulsions, exemptions, motivation and achievement in school-based and standardised tests). Alongside the qualitative data provided by the survey of Māori students’ educational experiences, the schools will be able to develop a comprehensive profile of their Māori learners. These profiles will form the basis for setting goals and targets and will focus the leaders, teachers and learner plans for improvement and monitoring over time.