Effective governance...Ka Hikitia – Strategy overview 11 Hautū – A traditional concept applied...

Hautu – Māori cultural responsiveness self review tool for boards of trustees Supporting Māori enjoying and achieving education success as Māori

Effective governance

Learning objectivesAfter attending this workshop participants will have:• A good understanding of Ka Hikitia and the

importance of Māori enjoying and achieving education success as Māori

• Increased awareness regarding cultural responsiveness in relation to Māori students, parents, whānau and community

• Increased awareness and understanding of their accountability for strengthening Māori student achievement

• A good understanding of how to use Hautū to determine the cultural responsiveness of your board and school

2 EFFECTIVE GOVERNANCE HAUTŪ – MĀORI CULTURAL RESPONSIVENESS SELF REVIEW TOOL FOR BOARDS OF TRUSTEES © NZSTA APRIL 2018

© NZSTA This copyright allows for use of this resource and its contents by boards of trustees attending NZSTA professional development workshops.Use of the resource and/or its contents by any other person/party is forbidden unless specific approval for use has been granted by NZSTA in writing.

Ka hikitia! Ka hikitia!

Hiki, hikitia!

Whakarewa ki runga rawa.

Herea kia kore e hoki whakamuri mai.

Poua atu Te Pūmanawa Māori.

He Mana Tikanga.

Me Te Uri o Māia.

Poipoia ngā mokopuna.

Ngā rangatira mo āpōpō.

Ka tihei! Tihei mauriora!

This karakia was composed by Tokararangi Totoro, Ministry of Education, 2008.

Manage Success!

Encourage and support!

and raise it to its highest level!

Ensure that high achievement is maintained

Holdfast to our Māori Potential.

Our Cultural Advantage.

And our Inherent Capability.

Nurture our mokopuna.

The leaders of the future.

Behold, we move onwards and upwards!

Karakia timatanga (Opening)

3EFFECTIVE GOVERNANCE HAUTŪ – MĀORI CULTURAL RESPONSIVENESS SELF REVIEW TOOL FOR BOARDS OF TRUSTEES© NZSTA APRIL 2018

A focus on Māori student success 4 – 5

The importance of the Treaty of Waitangi 6

Legislative Framework 7 – 9

Ka Hikitia 10

Ka Hikitia – Strategy overview 11

Hautū – A traditional concept applied to governance 12

Hautū – Its purpose and aims 13

Hautū – Outline of stages for using the tool 14

Hautū – Phases of readiness 15

Hautū – Self review, gathering the evidence 16 – 17

Hautū – Planning for Māori education success 18

Personal action planning 19

Karakia Whakamutunga (Closing) 20

Contents


A focus on Māori student success

Boards of trustees are accountable for the performance of their schools and kura. The key focus of their role is raising student achievement. This is particularly important when we look at the success of Māori students in our education system.

What evidence does your board have that it is meeting its accountabilities for Māori student success?

What are the implications of this for boards of trustees today?

By 2030, approximately 30% of our students and therefore our workforce will be Māori.Source: Parliamentary paper B28(12g) Office of the Auditor-General


New Zealand Education Profile868,250 5–18 Year-Olds 2015-2016

62,078

Prior participationEARLY CHILDHOOD EDUCATION (AGES 0–6)

Total participation in ECE: 0.3 percentage points to 96.7%

95.0%

92.9%

98.1%

97.7%

Children started school between January and December, 2016

- All comparisons are to the previous year

0.7 percentage points



No Change

Achievement Students at or above National StandardsReported numbers based on 2,063 out of 2,081 Schools

AchievementStudents at or above Ngā Whanaketanga Rumaki MāoriReported numbers based on 131 out of 202 Kura

Proportion of Year 8 students at or above for Mathematics / Pāngarau

Proportion of Year 8 students at or above for Writing / Tuhituhi

PRIMARY (AGES 5–13) KURA AND MĀORI MEDIUM (AGES 5–13)

GOAL: 80% BY 2021

WRITING: 71.2%(321,169 students)

69.2%

GOAL: 80% BY 2021

70.6%

MĀORIReading: 68.8% (72,552 students)Writing: 61.6% (64,986 students)Maths: 65.3% (68,899 students)

PASIFIKAReading: 66.0% (30,310 students)Writing: 60.5% (27,776 students)Maths: 62.7% (28,778 students)

FEMALESKōrero: 64.9% (2,048 students)Tuhituhi: 65.7% (2,120 students)Pāngarau: 60.9% (3,816 students)Pānui: 74.1% (2,445 students)

MALESKōrero: 54.5% (1,671 students)Tuhituhi: 50.0% (1,545 students)Pāngarau: 54.4% (3,254 students)Pānui: 63.8% (2,016 students)

ASIANReading: 78.4% (40,460 students)Writing: 74.3% (38,337 students)Maths: 83.7% (43,243 students)

EUROPEAN / PĀKEHĀReading: 84.2% (198,616 students)Writing: 77.1% (181,599 students)Maths: 80.8% (190,458 students)

READING: 77.8%(351,128 students)

MATHEMATICS: 75.4%(340,548 students)

TUHITUHI: 58.0%(3,665 students)

PĀNGARAU:

57.7%(7,070 students)

PĀNUI:

69.0%(4,461 students)

KŌRERO:

59.8%(3,719 students)

0.3 percentage points 0.3 percentage points 0.1 percentage points 3.2 percentage points 3.2 percentage points

0.5 percentage points1.8 percentage points

School LeaversBy highest qualification

TOTAL FEMALE LEAVERS: TOTAL MALE LEAVERS:

29,736 31,00417,945 NCEA Level 3 or above

6,672 NCEA Level 22,337 NCEA Level 1

2,782 below NCEA Level 1

14,776 NCEA Level 3 or above9,400 NCEA Level 23,198 NCEA Level 13,630 below NCEA Level 1

MĀORI

PASIFIKA

ASIAN

EUROPEAN/ PĀKEHĀ

MĀORI

PASIFIKA

ASIAN

EUROPEAN/ PĀKEHĀ

2,684 1,923 4,489 4,642 Total Māori leavers: 13,738

943 823 2,185 3,029 Total Pasifika leavers: 6,980

303 279 1,024 4,954 Total Asian leavers: 6,560

3,115 3,034 9,821 21,653 Total Pākehā / European leavers: 37,623

KEY: NCEA Level 1 NCEA Level 2 NCEA Level 3 or aboveBelow NCEA Level 1

SECONDARY (AGES 13–18)

Proportion of leavers with NCEA Level 2 or above:80.3% 0.7 percentage points

Proportion of leavers with NCEA Level 3 or above:53.9% 0.7 percentage points

Qualifications 18-year-olds with NCEA Level 2 or equivalent

74.3%(10,018)

78.7%(5,410)

90.8%(5,989)

88.0%(32,971)

SECONDARY/TERTIARY (AGES 16–18)

84.6%(51,412)

MĀORI3.2 percentage points

PASIFIKA1.1 percentage points

ASIAN2.0 percentage points

EUROPEAN / PĀKEHĀ0.7 percentage points Total 18-year-olds with NCEA Level 2:



The importance of the Treaty of Waitangi

As a board you are responsible for leading and supporting the changes that will allow Māori students at your school to achieve and enjoy education success as Māori. School boards are Crown entities, and as such are responsible for governing their individual school. Being government agencies, boards are responsible for keeping to the guiding principles of the Treaty of Waitangi.

The board of trustee’s responsibility to the Treaty includes:Does your board eff ectively meet these responsibilities?

Yes No Don’t know

Being accountable for the performance of your school in relation to Māori student achievement.

Designing the future direction for the successful learning of Māori students in your school.

Ensuring that representatives of the school’s Māori community have a voice and play a part in governance, planning and decision-making.

Ensuring that your school is a good employer by expecting school staff to teach and support Māori students to achieve educational success as Māori.

Source: Ministry of Education (adapted)

Māori families and community (whānau, hapū, iwi, other Māori groups) Involved and contributing to Māori enjoying education success as Māori across the entire process.

Māori education success as Māori

Māori learnersWorking to achieve success

Teachers and staffProviding eff ective teaching and support

for Māori students

PrincipalsWorking to implement the direction set

by the board for the school

School boardsSetting the direction for Māori education

success for their school

Ministry of EducationProviding strategy and policy leadership

for Māori education success


Legislative Framework

Each board of trustees must operate within a legislated framework

Enduring objective for the education system

The Education Act 1989 provides a set of enduring objectives that set the direction for the education system and are:

• helping each child and young person attain educational achievement to the best of their potential

• promoting the development of:

- resilience, determination, confidence, and creative and critical thinking

- good social skills and the ability to form good relationships

- participation in community life and fulfilment of civic and social responsibilities

- preparedness for work

• instilling an appreciation of the importance of:

- the inclusion within society of different groups and persons with different personal characteristics

- the diversity of society

- cultural knowledge, identity, and the different official languages

- the Treaty of Waitangi and te reo Māori

National education and learning priorities

The enduring objectives and consultation will inform the Government of the day when setting its medium-term priorities for early childhood and compulsory schooling sectors through. The Minister of Education will set out these priorities in a statement of National Education and Learning Priorities. (NELP). Each NELP will be issued for a five-year period and can be withdrawn or replaced earlier.

Boards of state schools and kura must ensure that the priorities of the NELP are reflected in their strategic plans. Sponsors of Partnership Schools | Kura Hourua must consider the NELP when developing and delivering the curriculum for their schools. Kāhui Ako that have a statutory agreement with the Secretary for Education will be required to have regard to the NELP when developing their achievement challenges and plans.

Consider: • What is the board’s

role in relation to these objectives and priorities?


NAG 1

Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa.

Each board, through the principal and staff, is required to:

a) develop and implement teaching and learning programmes:

i) to provide all students in years 1-10 with opportunities to achieve for success in all areas of the National Curriculum;

ii) giving priority to student achievement in literacy and numeracy, especially in years 1-8;

ii) giving priority to regular quality physical activity that develops movement skills for all students, especially in years 1-6.

b) through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:

i) student achievement in literacy and numeracy, especially in years 1-8; and then to

ii) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school’s curriculum, and the scope of The National Curriculum as expressed in The New Zealand Curriculum or Te Marautanga o Aotearoa;

c) on the basis of good quality assessment information, identify students and groups of students:

i) who are not achieving;

ii) who are at risk of not achieving;

iii) who have special needs (including gifted and talented students); and

iv) aspects of the curriculum which require particular attention;

d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

e) in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the achievement of Māori students; and

f) provide appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training.

NAG 2

Each board of trustees, with the principal and teaching staff, is required to:

a) develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, Ngā Whanaketanga Rumaki Māori and/or National Standards*, aromatawai and/or assessment, and staff professional development;

b) maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and

c) report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1(e) above.

NAG 3

According to the legislation on employment and personnel matters, each board of trustees is required in particular to:

a) develop and implement personnel and industrial policies, within policy and procedural frameworks set by the Government from time to time, which promote high levels of staff performance, use educational resources effectively and recognise the needs of students; and

b) be a good employer as defined in the State Sector Act 1988 and comply with the conditions contained in employment contracts applying to teaching and non-teaching staff.

National Administration Guidelines

Boards of trustees are ultimately responsible and accountable to the Crown and community for everything that happens within their schools, but their primary focus is to ensure that the school continuously improves student progress and achievement outcomes.

The National Administration Guidelines (NAGs) are legislated statements of board of trustees’ responsibilities covering all areas of school operations.


NAG 4

According to legislation on financial and property matters, each board of trustees is also required in particular to:

a) allocate funds to reflect the school’s priorities as stated in the charter;

b) monitor and control school expenditure, and ensure that annual accounts are prepared and audited as required by the Public Finance Act 1989 and the Education Act 1989; and

c) comply with the negotiated conditions of any current asset management agreement, and implement a maintenance programme to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for students.

NAG 5

Each board of trustees is also required to:

a) provide a safe physical and emotional environment for students;

b) promote healthy food and nutrition for all students; and

c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

NAG 6

Each board of trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

NAG 7

Each board of trustees is required to complete an annual update of the school charter for each school it administers, and provide the Secretary for Education with a copy of the updated school charter before 1 March of the relevant year.

NAG 8

Each board of trustees is required to provide a statement providing an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter at the same time as the updated school charter provided to the Secretary for Education under NAG 7.


Ka Hikitia

Ka Hikitia is the Ministry of Education’s strategy for Māori. “Ka Hikitia” means to “step up”, “lift up”, or “lengthen one’s stride”. We must “step up” the performance of the education system to ensure that all Māori students have the opportunity to realise their potential.

Ka Hikitia – Managing for Success 2008–2012 saw some positive improvements in education system performance for Māori students. Ka Hikitia – Accelerating Success 2013–2017 built on this success and focused on consolidating efforts to rapidly lift education system performance for Māori students. This document has been extended to the end of 2018.

Ka Hikitia – Realising Māori Potential 2018-2022 will focus on sustained system-wide change, innovative community, iwi and Māori-led models of education provision and Māori students achieving at least on a par with the total population.

KA HIKITIAA SNAPSHOT OF TODAY

Statistics produced by the Ministry’s Evidence, Data and Knowledge Group

MĀORI PĀKEHĀPROGRESS FOR MĀORI SINCE 2011

93 98 Will have participated in early childhood education prior to school g3MORE WITH ECE PARTICIPATION

22 2* Will participate in Māori language in education (Level 1-4b) § NO CHANGE

35 20 Will be below National Standards for Reading, Writing, or Mathematics in Year 1- 8 h3 FEWER BELOW

STANDARD

2 1 Will be frequent truants by year 9/10 § NO CHANGE

4 2 Will be stood-down from school h1FEWER STUDENTS STOOD DOWN

68 85 Will continue studying at school until at least their 17th birthday g2 MORE STAYING AT SCHOOL

30 11 Will leave secondary school without a qualification h1FEWER WITHOUT QUALIFICATIONS

13 6 Will become disengaged from any form of education, employment or training (age 15-19) h2

FEWER YOUTH DISENGAGED

55 79 Will leave school with NCEA Level 2 or better g2 MORE LEAVERS ATTAINING

27 54 Will leave school with a university entrance standard g3MORE LEAVERS ATTAINING

9 29 Will attain a bachelors level degree by age 25 g1 MORE WITH HIGHER EDUCATION

FOR EVERY 100 YOUNG MĀORI...

R Improvements continue to be made in qualification attainment for NZQF level 4 and above.

RThese improvements provide a strong foundation for further growth in Māori students’ participation and achievement.

ROverall participation in Tertiary education continues to rise. However participation for under 25-year-olds remains static.

R There is still much more to be done.

RKa Hikitia – Accelerating Success aims to support Māori students’ in achieving and participating at or above the level of the total population.

Ka Hikitia – Managing for Success 2008–2012 saw some positive improvements in education system performance for Māori students. Ka Hikitia – Accelerating Success 2013–2017 builds on this success and needs to consolidate efforts to more rapidly lift education system performance for Māori students.

* Information in this dataset is in reference to non-Māori, rather than European/Pākehā.

R Ka Hikitia website www.minedu.govt.nz/KaHikitia

R Education Counts www.educationcounts.govt.nz

R Ministry of Education www.minedu.govt.nz

WHERE TO GO FOR ADDITIONAL INFORMATIONKa Hikitia Ministry of Education PO Box 1666 , Thorndon WELLINGTON 6140Email: [email protected]

2014TERTIARY EDUCATION

Participation rate of under 25-year- olds at NZQF Level 4 and above

Five-year cohort quali�cation completion rates* for NZQF Level 4 and above

ALL STUDENTSMĀORI

ALL STUDENTSMĀORI

2010

23%

16%

2012

23%

16%

2011

23%

15%

2013

23%

16%

2006–2010

72%

2007–2011

74%

62%

59%

2008–2012

75%

62%

2009–2013

75%

64%

MĀORI STUDENTS ENROLLED IN QUALIFICATIONS AT BACHELORS LEVEL OR HIGHER

NZQF LEVEL 4+

QUALIFICATION COMPLETIONS ARE IMPROVING, BUT MORE STILL NEEDS TO BE DONE

A SIGNIFICANT PROPORTION OF STUDENTS ARE STUDYING AT LOWER LEVELS (NZQF 1-3), HOWEVER MANY DO NOT COMPLETE A QUALIFICATION

WE HAVE SEEN IMPROVEMENTS AT BACHELOR LEVEL, 27% OF MĀORI STUDENTS WERE ENROLLED IN BACHELOR DEGREES OR HIGHER IN 2013 UP FROM 22% IN 2008

THE PROPORTION OF MĀORI STUDENTS AT LEVEL 4 AND ABOVE IN 2013 WAS 60%, UP FROM 57% IN 2008

MĀORI HAVE A HIGH PARTICIPATION RATE IN TERTIARY EDUCATION

22,08317,4832008

2013T

*full-time domestic students

Table 1. Ka Hikitia 2014 – A snapshot of today Source: Ministry of Education

Find information about your school at www.educationcounts.govt.nz/topics

Consider: • What would the snapshot look like for Māori

students at your school? Do you know?


Ka Hikitia – Strategy overview

When the vision of Ka Hikitia is realised, all Māori students will:

• have their identity, language and culture valued and included in teaching and learning in ways that support them to engage and achieve success

• know their potential and feel supported to set goals and take action to achieve success

• experience teaching and learning that is relevant, engaging, rewarding and positive

• have gained the skills, knowledge and qualifications they need to achieve success in te ao Māori, New Zealand and the wider world

Source: Ka Hikitia – Accelerating Success 2013–2017, Ministry of Education

Consider: • Is your board aware of the implications of effective

quality provision and engagement in your school?

• If not, how can a board receive this information and use the evidence for ongoing improvement?

STRATEGY OVERVIEWKA HIKITIA – ACCELERATING SUCCESS 2013–2017

VISION

MĀORI ENJOYING AND ACHIEVING EDUCATION SUCCESS AS MĀORI

THE PRINCIPLES

These guide how we work to deliver on Ka Hikitia – Accelerating Success 2013–2017

1. Treaty of Waitangi

2. Māori potential approach

3. Ako – a two way teaching and learning process

4. Identity, language and culture count

5. Productive partnerships

CRITICAL FACTORS

Improvements in these two areas will make the biggest difference to Māori students’ achievement

1. Quality provision, leadership, teaching and learning, supported by effective governance.

2. Strong engagement and contribution from parents, families and whānau, hapū, iwi, Māori organisations, communities and businesses.

Quality provision, leadership, teaching and learning, supported by effective governance, have a direct influence on student engagement and achievement. In an education context high quality teaching makes the biggest difference to student outcomes. This acknowledges that parents, whānau and iwi may also play a role within the education system as volunteers, board members, education professionals and through the design and delivery of professional learning and development.

Strong engagement and contribution from students and those who are best placed to support them – parents and whānau, hapū, iwi, Māori organisations, communities and businesses – have a strong influence on students’ success. Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, and Māori organisations and communities in curriculum, teaching and learning.

THE CRITICAL FACTORSof Ka Hikitia – Accelerating Success 2013–2017

Treaty of Waitangi

M

āori potential

Pro

ductiv

e pa

rtne

rshi

ps

I

dentit

y, language and culture

THE CRITICAL FACTORS of Ka Hikitia – Accelerating Success 2013–2017

MĀORI STUDENT

ACHIEVEMENT AS MĀORI

1. Quality provision,

leadership, teaching

and learning, supported

by effective governance.

2. Strong engagement and contribution from students and those who are best placed to support them – parents, families and whānau, hapū, iwi, communities and businesses.

Ako


Hautū – A traditional concept applied to governance

Hautū are the leaders in a waka that call the time to the paddlers and guide the waka to travel in the direction of their vision.

Kaihoe/paddlers use hoe/paddles to carve through the currents towards their destination. Each crew will have their own paddles that are designed for the conditions and made from available resources.

Boards of trustees must set an accelerated pace for their school to ensure Māori students enjoy and achieve education success as Māori.

The tools hoe/paddles used by each board will differ depending on your school and community.

What does this mean for individual boards?Hautū has been developed in alignment with the four key areas of governance.

Hautū can be found online at www.nzsta.org.nz/trustee-professional-development/culturaltool/

KAKAU: the kakau must be sturdy and intact, it must be inspected for splits or cracks which can make the hoe of no use. The area of Accountability is like the kakau and must be examined carefully to ensure Boards meet their responsibilities for Māori children and young people.

TINANA: the tinana can take many different shapes and lengths and is used to drive the hoe through the water. Boards can use the idea of tinana to drive effective Leadership to accelerate the achievement of Māori children and young people.

RAPA: the rapa is the most visible part of the hoe and can be covered with carvings that show ownership. Boards can liken rapa to the school’s Representation of Māori children, young people, parents, whānau and the community who must be visible in all decision making.

KOINGA: the koinga is the point of impact of the hoe as it meets the water. Boards can think of koinga as the role of the Employer, to make decisions that result in quality teaching that impacts positively on everyday learning for Māori children and young people.

HAUTŪ AIMS TOHautū use a range of chants to keep the time of the crew timing is critical for the waka to remain on course.

Hautū aims to: B promote conversation and awareness to

develop shared understandings

B support you to understand:• Māori cultural responsiveness• the impact of cultural responsiveness for Māori

student progress and achievement• what cultural responsiveness could look like for

a Board/kura/school• the level of cultural responsiveness of your kura/

school the next steps your school can taketo strengthen “Māori enjoying and achievingeducation success as Māori.”

B empower your Board to have the confidence to engage effectively with your Māori community.

B foster commitment to set goals, targets and expectations for Māori students.

The conversations that you have at your Board meetings and with your school community will help determine what Māori enjoying and achieving education success as Māori will look like for your school. These conversations will help you to identify how the school will provide access to te Ao Māori, the Māori world, language, identity and culture.

This resource has been developed in alignment with the four key areas of governance, as outlined by New Zealand School Trustees Association.

R ACCOUNTABILITY

R LEADERSHIP

R EMPLOYER

R REPRESENTATION

These areas can be represented by the hoe/paddle to strengthen the roles and responsibilities of culturally responsive Boards.

In order to support improved learning outcomes for Māori students, reviewing the cultural responsiveness of the Board/kura/school is a useful tool to ensure that clear expectations, goals and targets are set, monitored and reviewed. This could form part of the Board’s triennial3 review plan.

3 every three years


Hautū – Its purpose and aims

Purpose

The purpose of Hautū is to allow boards to determine the levels of cultural responsiveness of their board and in their school and to identify priorities for development.

Using Hautū

Hautū aims to:

• promote conversation and awareness to develop shared understandings

• support you to understand:

– Māori cultural responsiveness

– the impact of cultural responsiveness for Māori student progress and achievement

– what cultural responsiveness could look like for a board/kura/school

– the level of cultural responsiveness of your kura/school

– the next steps your school can take to strengthen Māori enjoying and achieving education success as Māori.

• empower your board to have the confidence to engage effectively with your Māori community

• foster commitment to set goals, targets and expectations for Māori students.

The conversations that you have at your board meetings and with your school community will help determine what Māori enjoying and achieving education success as Māori will look like for your school. These conversations will help you to identify how the school will provide access to te ao Māori, the Māori world, language, identity and culture.


KAKAU: the kakau must be sturdy and intact, it must be inspected for splits or cracks which can make the hoe of no use. The area of Accountability is like the kakau and must be examined carefully to ensure Boards meet their responsibilities for Māori children and young people.

TINANA: the tinana can take many different shapes and lengths and is used to drive the hoe through the water. Boards can use the idea of tinana to drive effective Leadership to accelerate the achievement of Māori children and young people.

RAPA: the rapa is the most visible part of the hoe and can be covered with carvings that show ownership. Boards can liken rapa to the school’s Representation of Māori children, young people, parents, whānau and the community who must be visible in all decision making.

KOINGA: the koinga is the point of impact of the hoe as it meets the water. Boards can think of koinga as the role of the Employer, to make decisions that result in quality teaching that impacts positively on everyday learning for Māori children and young people.

HAUTŪ AIMS TOHautū use a range of chants to keep the time of the crew timing is critical for the waka to remain on course.

Hautū aims to: B promote conversation and awareness to

develop shared understandings

B support you to understand:• Māori cultural responsiveness• the impact of cultural responsiveness for Māori

student progress and achievement• what cultural responsiveness could look like for

a Board/kura/school• the level of cultural responsiveness of your kura/

school the next steps your school can taketo strengthen “Māori enjoying and achievingeducation success as Māori.”

B empower your Board to have the confidence to engage effectively with your Māori community.

B foster commitment to set goals, targets and expectations for Māori students.

The conversations that you have at your Board meetings and with your school community will help determine what Māori enjoying and achieving education success as Māori will look like for your school. These conversations will help you to identify how the school will provide access to te Ao Māori, the Māori world, language, identity and culture.

This resource has been developed in alignment with the four key areas of governance, as outlined by New Zealand School Trustees Association.

R ACCOUNTABILITY

R LEADERSHIP

R EMPLOYER

R REPRESENTATION

These areas can be represented by the hoe/paddle to strengthen the roles and responsibilities of culturally responsive Boards.

In order to support improved learning outcomes for Māori students, reviewing the cultural responsiveness of the Board/kura/school is a useful tool to ensure that clear expectations, goals and targets are set, monitored and reviewed. This could form part of the Board’s triennial3 review plan.

3 every three years

To order a copy of Hautū: Māori cultural responsiveness self review tool for boards of trustees go to www.thechair.co.nz

To download a copy of Hautū: Māori cultural responsiveness self review tool for boards of trustees go to www.minedu.govt.nz or www.nzsta.org.nz


Hautū – Outline of stages for using the tool

Hautū has been developed for boards of trustees of English medium school settings. Hautū uses the idea of cultural responsiveness as an approach to tailor actions to the needs of your school and community.

In order to fully maximise the use of Hautū, work through each stage of the following cycle.

SELF REVIEW

CO

MM

ITM

EN

TREADINESS

REP

O

RTING & REVIEW

MO

NIT

OR

ING

PLANNING

LET’S GET STAR

TED

WH

AT W

E CAN DO

W

HAT WE FOUND

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Outline of stages for using this toolStage Explanation

As a board, we...

READINESS B will enter this tool at varying phases of readiness

B have an understanding of the importance of Maori enjoying and achieving education success as Maori

B are prepared to have honest conversations to identify and make the changes that are required

B can use a range of resources to strengthen our understandings. Resources can be found at: www.nzsta.org.nz/trustee-professional-development/culturaltool/

COMMITMENT B are committed to this process.

SELF REVIEW B undertake a process of self review, by gathering the evidence and using the criteria.

PLANNING B use school, regional and national achievement data to develop a picture of achievement for Maori students within our school

B use this evidence to develop goals and targets.

MONITORING B continue to monitor progress towards our goals and targets

B make adjustments where necessary.

REPORTING & REVIEW

B receive evidence and analysis to indicate progress towards our goals and achievement against targets

B critique and challenge the analysis to ensure that a positive difference to student learning (achievement, identity, language and culture) has occured

B identify next steps, using evidence.

Consider: • Where is your board in

the cycle of readiness?


Hautū – Phases of readiness

Boards will be at different levels of readiness. Identify where your board best fits in the readiness phases below or continue on with the next stage.

Phases of Readiness Actions

PHASE 1 READINESSThe board has an emerging understanding of Ka Hikitia.

Use Ka Hikitia or Ka Hikitia Summary to assist you in understanding the board’s role and responsibilities by answering the following questions:

1. Why was Ka Hikitia developed?

2. What is the vision of Ka Hikitia?

3. What are the guiding principles?

4. What are the critical factors for success?

5. What are the outcomes for schooling in each focus area?

6. As a school, are we working towards the vision of Ka Hikitia – Maori enjoying and achieving education success as Maori?

After this discussion your board may like to move onto the next phase of readiness or move on to the Commitment stage.

PHASE 2 READINESSThe board has a developing understanding of how Ka Hikitia supports Maori student achievement.

Use the following document to further your understanding of cultural responsiveness:

Effective governance – Supporting educational success as Maori.

Move on to the Commitment stage.

PHASE 3 READINESSThe board is integrating the principles of Ka Hikitia.

The following resources may assist you:

Tataiako: Cultural competencies for teachers of Maori learners

Promoting success for Maori students: Schools’ progress (June 2010).

Use the Self Review stage to confirm your practice and identify next steps.

CommitmentOnce the board has committed to using Hautu, there are a number of ways it can be used. It is recommended that your board work together using an inquiry process with a clear focus on student achievement. An inquiry process is an active cycle of questioning, collecting, organising, synthesising and communicating information to encourage a cooperative outcome.

Possible ways to use Hautu include:

B working through one key area of governance at a time

B using an external facilitator to assist in this process

B setting aside time to go through the whole document.


Hautū – Self review, gathering the evidence


Rapa of the hoe represents the face of the community

REPRESENTATION – gathering the evidence

Guiding questions: What evidence is there that you have effective representation of parents and whānau in supporting the governance of the school and the success of Māori students?

What evidence do you have that the aspirations of your Māori community have been sought, considered and responded to in the development of your School Charter?

Key areas Evidence

Engaging with our Māori community

Proactively seeking and considering the voice and aspirations of our Māori community

Actively seeking Māori input into our governance

Responsiveness to whānau concerns

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Hautū – planning for Māori education success

The board is responsible for planning for the success of all students at your school. This planning is reflected in your board strategic plan and evaluated in the school’s annual report. To focus effectively on Māori potential, planning and reporting must specifically acknowledge and include Māori students and their voice.

The strategic plan is the key planning document for the school. It should outline the board intends to raise progress and achievement for Māori students.

Consultation

with Maori families and community

Board-led development/review

Planning should be relevant to Māori learners and reflect their identity, language and culture

Strategic plan

3-year broad aims and goals

Board-led development/review

Should include specific aims/goals that support Māori enjoying and achieving education success as Māori

Annual implementation plan

Current year’s aims and goals

Targets for improving student outcomes

Actions

Management responsibility with board sign-off

Board should ensure that specific aims/goals have been included for Māori learners and that targets and actions are outlined to support these

Annual reportManagement responsibility with board sign-off

Board should ensure that the report includes specific results on progress towards targets for Māori enjoying and achieving education success as Māori

Annual report feeds forward to future strategic planning

Planning – incorporating Māori enjoying and achieving education success as Māori


Personal action planning

In this professional development workshop we have discussed many areas and considered key documentation that will help your board with effective governance to support Māori learners. The content only has real effect when applied at your board table.

Use the table to note what will help you and your board towards ongoing improvement in effective governance.

Actions required Documents needed Assistance needed Professional development


Kua hikitia te kaupapa.

Kua takoto te wero.

Me hoe tahi i runga i te whakaaro kotahi.

Tiaki tō tāua oranga.

Kia kaha ai mo te tuku taonga.

Kia tutuki ngā hiahia mō

Ka Hikitia.

Tihei mauriora!

Ki te whai ao!

Ki te whai oranga e!

Mauriora!

We have come to an awareness.

The challenge lies before us.

Let us work together as one.

Stay well so that we have

the ability to manage success.

Behold, here is the pathway

to enlightenment and well being.

What a positive feeling!

Karakia Whakamutunga (Closing)

Effective governance...Ka Hikitia – Strategy overview 11 Hautū – A traditional concept applied...

Documents

Transcript of Effective governance...Ka Hikitia – Strategy overview 11 Hautū – A traditional concept applied...