Resource bank for schools
HE KĀKANO – RESOURCE BANK FOR CULTURALLY RESPONSIVE LEADERSHIP IN SCHOOLS – Overview
Details of He Kākano – Resource Bank for Culturally Responsive Leadership in Schools
|Ministry of Education "Products"|
Sets out National Education and Administration regulations for focussing on Māori achievement.
For Leaders - To focus on Māori achievement refer in order to NEGs 9, 10, 1,2,3,4,5,6 and NAGs 1 (e)
|MoE Statement of Intent||Ministry of Education intent, "We shape an education system that delivers equitable and excellent outcomes."|
|The New Zealand Curriculum||
Provides a framework and gives schools’ direction for teaching and learning.
For Leaders – Starts with vision statement, describes core values, key competencies and Learning Areas. The Principles include Treaty of Waitangi, cultural diversity, inclusion, learning to learn, community engagement, coherence and future focus.
|Te Marautanga o Aotearoa||
Provides a framework and gives Māori-medium schools’ direction for teaching and learning.
For Leaders – This framework is not a translation of the NZC. It has been designed for kura Māori.
|Ka Hikitia – Ka Hāpaitia||
Ka Hikitia – Ka Hāpaitia: The Māori Education Strategy is the Ministry of Education's strategic approach to improving the performance of the education system for and with Māori.
For Leaders – Ka Hikitia is a cross-agency strategy for the education sector. The guiding principles set out how education system agencies will work together to support the Ka Hikitia vision.
The Ministry has established education partnership relationships with iwi and Māori organisations.
For Leaders – Contact your local MoE office for more details of partnerships in your region.
This website has a range of statistical information from early childhood to the New Zealand tertiary education sector.
For Leaders – The summary tables provide the most recent statistics on students while the time-series tables report trends over time. Links to other relevant reports are also provided. There is a section Education counts: Statistics for Māori students in schooling that presents some key statistics on Māori senior secondary students’ achievement in the National Certificate of Educational Achievement (NCEA). It raises three questions / things to think about:
|RUIA – School Whānau website||
The Ministry released the Ruia tools for principals and other school leaders on 26 April 2012 as part of the suite of activities focused on Māori achievement. Developed as two websites, the three tools RUIA, Rangiātea, and He Kākano (a programme) were designed to support better educational success for Māori students. RUIA provides in-depth resources in appraisal for learning and school-whānau partnerships. He Kākano has developed summaries of the sites which can be obtained if you are registered on the He Kākano web site through your Manutaki.This website provides sound advice about schools developing closer relationships with whānau.
For Leaders – Research shows that the kinds of relationships that are forged can have a significant effect on the outcomes for students. Educationally powerful partnerships change what happens in classrooms. School-whānau relationships that are deliberately nurtured help Māori learners achieve success. Ongoing cycles of inquiry focused on building partnerships promote student learning in and outside of school. This website will be effective when used collaboratively with whānau representatives, including members of boards of trustees and kaumātua. School leaders can share the website with whānau and the local community and go on to share decision making about its use. Teachers can use this website to help them work in partnership with whānau to support the learning of Māori students.
|RUIA – Teacher Appraisal||
This website provides sound advice about school leaders developing appraisal systems.
For Leaders – School leaders are responsible for implementing their schools’ appraisal policies. Research shows that effective school leaders focus on practices that will have a positive impact on learning for teachers and students. This Ruia website promotes practices that are proven to work across a range of contexts. School leaders can use it to fine-tune their appraisal practices in ways that lead to improved outcomes for Māori students. Parts of this website are also for teachers. By using the site, teachers will have more sense of ownership of the appraisal process as it contributes to cycles of professional learning that lead to improved outcomes for Māori students. Boards of trustees are responsible for developing appraisal policies and monitoring their implementation. Boards can use this website to gain an understanding of how appraisal can lift learning for both teachers and students.
|RUIA – Case studies||
Both RUIA web sites contain case studies related to school-whānau or school appraisal systems.
For Leaders – The case studies are all about ways of improving Māori student achievement levels as practised in schools around the country. Although mainly primary school focused, they all contain useful materials for school leaders. He Kākano has developed summaries of the sites which can be obtained if you are registered on the He Kākano web site through your Manutaki
|Rangiātea – 5 Case studies||
The Rangiātea case studies are in-depth explorations of how five different schools have, over time, improved how the school leaders of five secondary schools have made significant changes in practice and thinking to improve Māori student outcomes. Most are over 60 pages long when exemplars are included.
For Leaders – The five case studies each contain specific exemplars within each case study. For example, the Western Springs case study describes the school’s deep commitment to the Treaty of Waitangi through individualised monitoring of student achievement. Opotiki College examines the introduction of the restorative Justice system and creating educationally powerful connections. Hamilton Girls’ High School focuses on Māori student engagement; Hastings Boys High School focuses on pastoral and careers education; Kakapo College (not real name) focuses on building relationships.
|Leading from the Middle: educational leadership for middle and senior leaders||Describes the qualities, practices and activities middle and senior leaders (MSLs) need to lead in ways that enhance learner outcomes.|
|Tātaiako – Cultural competencies for Teachers of Māori Learners||
The progression of the competencies teachers need to develop so they can help Māori learners achieve educationally as Māori are explained.
For Leaders – Tātaiako has been developed to help all educators think about what it takes to successfully teach Māori learners. It provides a guide to the development of cultural competence for teachers themselves, for their employers, and for Initial Teacher Education providers and providers of on-going teacher professional development. It helps all educational practitioners in meeting the goals of Ka Hikitia – Ka Hapaitia.
|Tū Rangatira – Māori medium educational leadership||
Tū Rangatira – Māori Medium Educational Leadership was released by the Ministry of Education on 5 August 2010. This document, in both English and Māori, presents a model of leadership that reflects some of the key leadership roles and practices that contribute to high-quality educational outcomes for Māori learners.
For Leaders – Tū Rangatira – Māori Medium Educational Leadership focuses on lifting the achievement of Māori medium learners through effective teaching and learning practices that reflect the social, cultural, educational and economic aspirations that whānau have for their children. This is a key goal for leadership in kura kaupapa, wharekura ā-iwi, kura motuhake and Māori immersion and bilingual units. You can access hard copies of this document from Down the Back of the Chair (0800 660 662) or by email at: firstname.lastname@example.org. Ask for Tū Rangatira ISBN: 978-1-86969-433-3.
|The Measurable Gains Framework||
The Ministry of Education is measuring and reporting on progress against Ka Hikitia – Managing for Success: The Māori Education Strategy 2008 – 2012 through the Measurable Gains Framework.
For Leaders – The Measurable Gains Framework will provide evidence of progress towards our objective of Māori enjoying and achieving education success as Māori and contribute to a better understanding of what works for and with Māori learners. The information will inform the evaluation of Ka Hikitia – Managing for Success in 2013. It will contribute to the ongoing strategy development, policy and practice. The Measurable Gains Framework has tools that have been developed to gather information. They provide common definitions and measurements of effectiveness in relation to Māori learners enjoying and achieving education success as Māori. These tools include a logic model (which is designed to show how a range of roles and activities contribute to Māori learner outcomes) and evaluative rubrics (developed for specific Ministry roles, for each area in the sector that will lead to improved Māori learner outcomes, and for each of three Māori learner outcomes. The logic is underpinned by the Ministry’s policy statement on the Treaty of Waitangi). The rubrics are based on the evidence of what works for and with Māori. Central to the model is a focus on identity, language and culture. Evaluative rubrics provide a shared understanding of what effective practice for Māori learners is, and allow us to interpret findings from multiple sources to report progress.
|Te Hiringa i te Mahara - He Aratohu||
Te Hiringa i te Mahara is the result of a ten year resource development programme for teachers (from 1998 to 2008), designed to provide practical resources to help teachers up skill their capacity to teach Māori students and improve their own skills in a range of ways.
For middle leaders and teachers – He Aratohu is one of the resource documents from Te Hiringa i te Mahara that provide practical advice to teachers across a number of curriculum areas. He Aratohu (2007) encourages and supports all secondary school teachers to embrace kaupapa Māori in their classrooms. All items can be found through the Te Tere Auraki – Māori students’ success website.
|Ministry of Education "Programmes"|
|Te Mana Kōrero – teaching pd packages||
This is a series of professional development packages that can be accessed via the Te Mangaroa website (refer Te Mana Kōrero kete).
For senior, middle leaders and teachers – This website provides examples of how schools are ensuring that Māori enjoy educational success as Māori. It draws on evidence from Te Kotahitanga and Te Kauhua (refer below). There are a series of packages that include videos. The packages include: Teachers Making a Difference (which explores what successful teaching of Māori students looks like); Strengthening Professional Practice (which expands on the key messages of the first video and strengthens the message that professional development can make a significant contribution to enhancing teacher capability to make a difference for Māori students; and Relationships for Learning (which focuses on the need to build and sustain effective and mutually respectful school and community/whānau links.
|Ako Panuku – pd for Māori teachers||
In 2009, a new phase in the support of the 1,300 Māori secondary and whare kura teachers began with the establishment of Ako Panuku (to learn and teach to the very best of one’s abilities).
For leaders and teachers of te reo Māori and Māori teachers – Ako Panuku is a programme offering opportunities for professional learning, career development and the development of professional communities for Māori teachers and teachers of te reo Māori. Their goal is to support Māori teachers in ways that enhance their professionalism and acknowledge the critical contribution they make to education and to the achievement of Māori students. To become part of the programme visit the Ako Panuku website.
|Te Kauhua – school based action research||
Te Kauhua is a project that supports school-based action research projects. These projects help schools and whānau to work together in ways that improve outcomes for Māori learners. More than 30 schools and 350 teachers, principals, and communities have participated in Te Kauhua.
For senior, middle leaders and teachers – Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Schools’ projects are based on data they collect about their Māori learners. Projects may be curriculum-specific and/or of another nature that impacts on effective teaching. Schools support these projects by establishing an inclusive learning community, strong participatory leadership, and strong links to whānau. A range of case studies produced by the different schools is available.
|Te Kotahitanga – teacher intervention and leadership||
Te Kotahitanga is a research and professional development programme that supports teachers to improve Māori students' learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings and enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.
For senior, middle leaders and teachers – Te Kotahitanga began in 2001. From the research a number of tools were developed such as the Institutional Configuration map, the Leadership Configuration map, and the GPILSEO model, which is a framework for schools to measure the success and sustainability of the schools involved in the programme. Two important publications to come from the research based project are: Scaling Up Education Reform (Bishop, O’Sullivan and Berryman - NZCER Press 2010) and Culture Speaks – Cultural Relationships and classroom learning (Bishop and Berryman – Huia Publishers, 2006).
|He Kākano – Leadership PD||
He Kākano is a school-based professional development strategy for school leaders that focuses explicitly on improving culturally responsive leadership and teacher practices to ensure that Māori students enjoy educational success as Māori.
For senior and middle leaders – He Kākano supports leaders to become relational and pedagogical leaders who are able to establish, sustain and maintain the educational, social and cultural conditions necessary to bring about educational change for Māori students. He Kākano uses data and evidence gathering as a basis for making the changes needed to improve Māori students’ achievement levels.The He Kākano strategy came from three sources:
Unteach Racism aims to support teachers, in a staged approach, to identify, confront and dismantle racism in education. It aligns to the behaviours and practices, as set out in Our Code, Our Standards | Ngā Tikanga Matatika, Ngā Paerewa and provides teachers with tools to demonstrate their commitment to, and meaningfully engage with, both documents. The resource was developed by the Teaching Council Aotearoa New Zealand.
For senior, middle leaders and teachers – Work through the series of eight modules at your own pace, individually or as a staff.
|Education Review Office Documents|
|ERO – Promoting Success for Māori Students – Schools’ Progress 2010||
This 2010 report evaluates how schools have promoted success for Māori students. The success of Māori students at school is a matter of national interest and priority. ERO has published five national evaluation reports on this topic since 2001. These have identified system-wide issues and recommended steps to be taken by schools and by the Ministry of Education to promote success for Māori in education. This 2010 ERO evaluation indicates that not all educators have yet recognised their professional responsibility to provide a learning environment that promotes success for Māori students.
For senior, middle leaders and teachers – ERO recommends that school leaders:
ERO recommends that the Ministry of Education continue to work with schools to increase leaders’ and teachers’ understanding of how to use Ka Hikitia – Managing for Success as a basis for promoting success for Māori students.
|ERO – Partners in Learning – Schools’ Engagement with Parents, Whānau and Communities 2008||
This 2007 ERO report is based research evidence that shows that effective partnerships between schools and parents, whānau and communities can result in better outcomes for students. The better the relationship and engagement, the more positive the impact on students’ learning.
For senior, middle leaders and teachers – In this evaluation, "engagement" is defined as a meaningful, respectful partnership between schools and their parents, whānau, and communities that focuses on improving the educational experiences and successes for each child. ERO gathered evidence for the evaluation from 233 school education reviews. The Education Review Office (ERO) undertook this evaluation in Terms 1 and 2, 2007. This included meetings and discussions with parents, whānau and communities as well as with school personnel. Thirty-four discussion groups were held throughout New Zealand. These discussions were convened for specific groups including parents of Māori, Pacific, special needs, refugee, migrant, remote, and transient children.
|ERO Evaluation Indicators 2011||
Evaluation indicators are a tool used to inform the judgments that ERO review officers make when conducting schools and early childhood services evaluations.
For senior, middle leaders and teachers – ERO first introduced evaluation indicators in 2003. The indicators are based on the good practice dimensions that have been shown to contribute to student engagement, progress and achievement. By clearly outlining the dimensions and indicators of good practice, ERO is also making the review process transparent and providing a tool to assist schools to build their own evaluation capacity. These revised indicators have been a collaborative work between ERO staff and stakeholders, a venture which highlights ERO’s goal of maintaining a positive and productive evaluation relationship with schools and the broader education community. Companion evaluation indicators are available for early childhood education services, Kōhanga Reo, and Te Aho Matua Kura Kaupapa Māori. All documents can be obtained from an ERO office or from the ERO website.
|Ministry of Education and Other Relevant Research|
|BES: School Leadership and Student Outcomes – Identifying what works best and why||
In November 2009 the synthesis of 134 New Zealand and overseas research studies or reviews was published collaboratively using Ministry of Education guidelines. Professor Viviane Robinson and Dr Margie Hohepa at the University of Auckland were lead writers for this synthesis.
For senior, middle leaders and teachers – The main findings of this BES are:
|BES: Teacher Professional Learning and Development||
Published in 2007, this BES illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners (Authors Timperley, Wilson, Barrar and Fung.
For senior, middle leaders and teachers – Although New Zealand students typically achieve well in OECD surveys, disparities in student achievement are among the greatest in the OECD. Of particular concern is underachievement of particular ethnic groups – Māori and Pacific Island students. This BES investigates the link between teaching and student outcomes, and how teachers use professional development opportunities to impact on practice.
|BES: The Family and Community Influences||
Published in 2003 this BES shows how the influences of families/whānau and communities are identified as key levers for high quality outcomes for diverse children. Outcomes include both social and academic achievement. (Authors Bidulph, Bidulph and Bidulph).
For senior, middle leaders and teachers – The focus is on children from early childhood through to the end of secondary schooling. This best evidence synthesis, based on a wide range of New Zealand data (and cautiously informed by a number of overseas studies), has produced findings which have been summarised into four categories. These are family attributes, family processes, community factors, and centre/school, family and community partnerships. The findings are relatively complex. They endeavour to identify what applies to whom and in what circumstances.
|Supporting future-oriented learning and teaching – a NZ perspective||This 2012 research report draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education.It was commissioned by the Ministry of Education to support its programme of work to develop a vision of what future-oriented education could look like for New Zealand learners.|
|Culture Counts – Changing Power Relations in Education – Bishop and Glynn||
This book present a model for addressing cultural diversity based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as guaranteed in the Treaty of Waitangi as a metaphor for power sharing and has as its goal the advancement of educational outcomes and life opportunities for Maori children and those from other cultures.
For senior, middle leaders and teachers – In this model the classroom is a place where young people's cultures are incorporated and enhanced, and where the teacher interacts with students in such a way that new knowledge is co-created and not seen as something that the teacher alone possesses. This analysis will resonate with educators who are attempting to develop culturally relevant pedagogies.
|Scaling Up Education Reform – Bishop, O’Sullivan, Berryman||
This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. The model proffered is the GPILSEO model.
For senior, middle leaders and teachers – Using the Te Kotahitanga Project as a model the authors seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset (GPILSEO). The GPILSEO model’s elements include establishing goals and a vision for:
These guidelines replace the 2007 attendance guidelines in the Ministry of Education's Student Support Handbook. The guidelines aim to assist schools to manage attendance effectively, and so contribute to improving student engagement and achievement, especially for Māori and also Pasifika learners who are over represented in the statistics.
For BoT members, senior, middle leaders and teachers – These guidelines for managing attendance are for boards of trustees, principals and teachers. Student attendance, along with effective teaching, has the greatest influence on student engagement and achievement. All students must be present at school so they can participate and engage in learning. Parents and boards of trustees are legally responsible to ensure students’ regular attendance at school (see Appendix 1). Irregular attendance may be an early indicator of problems with student motivation or teaching effectiveness. Students with high absenteeism are less likely to succeed in their learning. If a student misses five school days each term, or one day a fortnight, they will miss the equivalent of one year of school over 10 years. As the level of absenteeism grows, the difficulty of re-engaging in learning can grow exponentially. All schools need an attendance management plan, even schools with high levels of attendance and especially schools with high absence rates. The attendance plan should form an integral part of a school’s self-review.
In the He Kākano wānanga participants are given access to a broad range of research papers related to cultural matters.
For senior, middle leaders and teachers - All papers are readily available to participants who have taken part in wānanga – they must register (preferably through their Manutaki) to get access to papers from the He Kākano website.
|Tools developed for schools to self review|
|Me and My School Years 7-10||NZCER student engagement survey.Cost attached but thorough.|
|Our Code, Our Standards||Developed by the Teaching Council of Aotearoa New Zealand.Unpack what it means to be a part of the teaching profession and what the Code and Standards | Ngā Tikanga Matatika, Ngā Paerewa look like.|
|The Cultural Self Review – (Bevan-Brown, 2003)||
The Cultural Self-Review provides a structure and process that teachers from early childhood centres through to secondary schools can use to explore how well they cater for Mäori Maori learners, including those with special needs. Jill Bevan-Brown is a senior lecturer in special education at Massey University College of Education.Central to the book is a cultural input framework which provides a set of principles for analysing programme components including: environment, personnel, policy, processes, content, resources, assessment, and administration. While there is an emphasis on practical ideas in this guide for conducting a cultural self-review, a recipe-book approach is not recommended. Schools and early childhood services will be able to use the ideas as a springboard for discussion and for developing strategies that meet their particular needs.Available from:
|Literacy Online | Self-review tool for Schools – Years 1-8||
The self-review tool is one the review tools designed by schools in collaboration with the MOE to support schools to better understand what they need to achieve and what they should focus on next.For primary and Intermediate schools – The Ministry of Education is working to implement government policy around setting National Standards for literacy in primary and intermediate schools. All English and Māori-medium schools are using National Standards from 2010. National Standards aim to lift achievement in literacy (reading and writing) by being clear about what students should achieve and by when. This is intended to help students, their teachers, parents, families and whānau better understand what they need to achieve and what they should focus on next.Information about student performance against the National Standards will not, by itself, lead to improvement in literacy achievement. In order for literacy performance data to drive improvement, it must be built into a broader inquiry cycle that considers:
Each of these elements appears in the inquiry cycle that is already familiar to many New Zealand educators.