E kore au e ngaro he Kakano i ruia mai i Rangiatea I …hekakano.tki.org.nz/content/download/337/2406/file/Leadership... · HE KAKANO TE AWE O NGA TOROA E kore au e ngaro he Kakano

HE KAKANOTE AWE O NGA TOROA

E kore au e ngaro he Kakano i ruia mai i RangiateaI will never be lost, the seed which was sown from Rangiatea

Tipu ai au i te käkano

Ka rapu mätauranga ki a mau

Hei manaaki, me te whakanui

Rätou e manaakohia

Ana te mätauranga

From a seed i grow

To pursue knowledge

To grasp knowledge

To nuture and empower

Those who seek knowledge

A SCHOOL BASED PROGRAMME

FOR THE DEVELOPMENT OF CULTURALLY RESPONSIVE LEADERS

A SCHOOL BASED LEADERSHIP PROGRAMME1

Ngä waha kaka tarahae, ngä pikinga kotuku,

nänaiorehia tënei käkano whakataki

whakatöhia ki te whatumanawa

e manaakihia nei e te hau o ngä parihau

kua tuia nei o te whare wänanga o waikato

me te whare wänanga o awanuiärangi,

he käkano te awe o ngä toroa

2HE KAKANO | TE AWE O NGA TOROA

CONTENTS

Providers 3

WhatisHeKäkano? 3

Whatdoestheprojectaimtodo? 3

TheUniversityofWaikato 3

TeWhareWänangaoAwanuiärangi 4

Theteam 5

Organisationalstructure 6

Background 7

Participatingschools 9

Whatarewedoing? 10

Whatarethetheoreticalunderpinnings? 10

Whatdoestheprofessionaldevelopmentlooklike? 10

Pedagogyofwhakawhanaungatanga 14

Whathappensinschools? 16

Statementaboutevidence 16


Providers

Theprojectteamhasdevelopedacollaborativeapproachthatcombinesthestrengthsoftwoinstitutions:TheCentreforMäoriEducationalResearchintheFacultyofEducationattheUniversityofWaikatoandtheIndigneousLeadershipCentreatTeWhareWänangaoAwanuiärangi.Asagroupweadoptthecollectivename,TeAweongäToroa(TheFeatheroftheAlbtross),givenbyourKaumätuaSirSidneyMead(HiriniMoko).

What is He Käkano?

HeKäkanoisaschool-basedprofessionaldevelopmentstrategywithanexplicitfocusonimprovingculturallyresponsiveleadershipandteacherpracticestoensurethatMäorilearnersenjoyeducationalsuccessasMäori.Theaimistoimproveemotional,social,culturalandacademicoutcomesforMäoristudentsinsecondaryschools.

What does the project aim to do?

Theaimofthisproject is tosupport leadersof100secondaryschoolstosupportandenhancethesocialandculturalconditionsnecessary tobringabouteducationalchange forMäori students.Theteamrecognises thewill tomeet theneedsofMäorichildren.Theprogrammeaimstoworkinconjunctionwithschoolleaderstofindthewaytoeffectchangethatisculturallyandcontextuallyresponsive.

The University of Waikato

TheUniversityofWaikatoiscommittedtoprovidingstudentswithworld-class,research-driventeaching,inadynamiclearningenvironmentwithexcellentfacilities.Thequalityofourstaff,theirteachingandtheirresearchmanifestacrossalldisciplines.TheFacultyofEducationisoneofthelargerSchoolsoftheUniversityofWaikatoandisresponsibleforboththeacademicandprofessionalpre-serviceandcontinuingeducationofteachers.Currentlyapproximately2500studentsareenrolledintheSchool.TeKotahitangaisaresearchandprofessionaldevelopmentprojectintheSchoolofEducationattheUniversityofWaikato.Theprojectworksalongside50secondaryschoolstomakeadifferenceforMäoristudents in educationusinga kaupapaMäori researchmethodology that incorporates theprinciples inherent in theTreatyofWaitangi.


Te Whare Wänanga o Awanuiärangi

TeWhareWänangaoAwanuiärangi is focusedonbeingacentreofexcellence forKaupapaMäori learningand theadvancementofindigenousresearch.Weseeourselvesasaproviderofhighquality,multileveledprogrammeswherestaffandstudentsareengagedinteachingandlearningwhetheritbeinBridgingCertificates,BachelorDegrees,MastersdissertationsorDoctoralthesis.

TeWhareWänangaoAwanuiärangiseekscontinuousimprovementinthewideningrangeofprogrammesitdeliversasitseekstorespondtotheeverchangingneedsofourcommunities.WewanttoprovidehighlevelqualificationsthatwillsupportstudentsasgraduatesofTeWhareWanagaoAwanuiarangitobestrong,capableandcriticallyengagedintheirchosenpathways.

Our Logo

There are three components that make up the logo. The image of the feather (the individual) relates to the the proverb ‘The human soul is the rare feather of the albatross’, where the name Te Awe o nga toroa comes from. The kowhaiwhai pattern represents the spirit (wairua) of the individual, growing to seek and grasp knowledge. The shape of the logo represents the cocoon or seed, which embraces and protects all people.

HE KÄKANOTE AWE O NGÄ TOROA


The Team

DistinguishedProfessorGrahamHSmith

PhD,D.Litt.,M.A.Hons,Dip.Tchg

ProjectGovernor

ChiefExecutiveOfficer

TeWhareWänangaoAwanuiärangi

ProfessorRussellBishop

PhD,M.A,BA(Hons),DipEd,Dip.Tchg

ProjectDirector

TheUniversityofWaikat

Tainui,NgatiAwa

PaoraHowe

M.A.Hons

ProfessionalOperationsManager

TeArawa(Tuhourangi,NgätiWhakaue),

Tainui(NgätiMahuta)

PaulWoller

M.A.

ProjectCoordinator

TeAraniBarrett

MIS,BMEd,JP

OperationsManagerMentor

NgätiAwa,TeWhänau-a-Apanui

ProfessorAlisterJones

PhD,MSc,BSc,Dip.Tchg

ProjectGovernor

Dean,FacultyofEducation

TheUniversityofWaikato

DrMereBerryman

PhD,MEd(FirstClassHons),BEd

ProfessionalDevelopmentMentor

TheUniversityofWaikato

NgaiTühoe

HineWaitere

PhDABD,MEdAdmin(FirstClass

Hons),BEd,DipEd

ProfessionalDevelopmentDirector

DirectorIndigenousLeadershipCentre

TeWhareWänangaoAwanuiärangi


Project Organisation Chart

In every generation there are some of us who excel in an ever-widening range of activities. We see evidence of this wherever we look today. We know that we are capable of achieving in many fields of endeavour.

Underlying these achievements is the firm belief that the base that we leap from into the future is founded upon being bilingual, bicultural, commitment to our country, pride in our heritage and at the same time open to the challenges of the world.

Professional

Development Director

Hine Waitere (1.0)

Operations

Manager Mentor

Te Arani Barrett (0.2)

Professional

Development Mentor

Mere Berryman (0.2)

Professional

Operations Director

Paora Howe (1.0)

Gonernance Group

Graham Smith | Alister Jones

Project Director

Russell Bishop

Project Coordinator

Paul Woller (1.0)

DistinguishedProfessorSirSidneyMead(HiriniMoko)andLadyJuneTeRinaMead


Mäori Learners

Anumberofreportsoverthedecadeshavehighlightedthefailureofoureducationsystemtoliftachievement levels among Mäori children. He Käkano, a research and professional developmentprogrammerecognisesthepoliticalwillofTheMinistryofEducation,educationalleaders,teachersand communities for change. He Käkano offers a practical approach to address these changes.The programme supports principals and school communities to set contextually and culturallyresponsivegoalstounderpinschool-basedsolutionswherethedesiretochangeisembraced.

Changing people is important …

• Themoreleadersfocusontheirroleinthecorebusinessofimprovingteachingandlearning,thebiggertheirimpactonstudentlearningandoutcomes…

• ….effectiveschoolleadershipresidesintheleadershipteam,notjustintheoneindividual.Inotherwords,adistributedleadershippatternisnecessary(Robinsonetal,2009;Elmore,2004).

Changing the system and school structures is important …

• The“struggle”forMäoriwithinschoolingandeducationisnottopursueoneortheotherofthestructuralistorculturalistoptionsindevelopingtransformativestrategies:Mäorineedanddostruggleonbothfrontssimultaneously.(Smith,G.1997,p127).

• Schools thatsucceed inchangingpractice(soas to improvestudent learning)are thosethatstartwiththepracticeandmodifyschoolstructurestoaccommodatetoit.(Elmore,2004).

Making spaces for cultural consideration is important …

• Barnhardt(2004)observesthatcultureislikeanicebergthatis,10%ofitisvisible,theother90%isinvisible.Whenthisunderstandingisappliedtoeducation,wecometounderstandthatbothvisibleandinvisibleelementsofstudents’cultureneedtobeattendedto;neitherelementontheirownissufficient.

Changing the pedagogy is important …

• Leaders need to create culturally appropriate and responsive contexts for learning throughsupporting the implementation of a culturally responsive pedagogy of relations both at theclassroomandschoollevels.(Bishopetal,2006)

E kore au e ngaro he käkano i ruia mai i Rangiätea I will never be lost, the seed which was sown from Rangiätea

As a leader I have lead the development and establishment of specific measurable goals related to Mäori student attendance, retention, engagement and achievement (AREA) in our institution/my classroom in order that progress can be shown, monitored overtime and acted upon.


What are we doing?

Kaupapa (collective vision, philosophy)

JustasMäorimediumeducationinstitutionshaveacollectivevision,akaupapathatprovidesguidelinesforwhatconstitutesexcellenceinMäorieducationthatconnectswith“Mäoriaspirations,politically,socially,economicallyandspiritually”(Smith,1992,p.23),sotodomainstreaminstitutionsneedsuchaphilosophyoragendaforachievingexcellenceinbothlanguagesandculturesthatmakeuptheworldofMäorichildren.Suchakaupapaisessentialforthedevelopmentofeducationrelationsandinteractionsthatwillpromoteeducationalachievementandreducedisparities.

TheeducationalachievementofMäoristudentsinmainstreamsecondaryschoolclassroomsisthemainfocusofthisprofessionaldevelopmentproject.Ifwewanttomakedifferencetotheworryingstatisticsofdisparity,thenweneedtofocusonthisgroup,becauseitisonlybyfocusingonsolutionsthatwewill resolvethis issue.Addressingthedisparities isoneof themostpressingeducationalprioritiesoftoday.

What are the theoretical underpinnings?

The theoretical foundation of the project is based in that identified in Bishop, O’Sullivan andBerryman (2010) that proposes that effective, sustainable educational reform sees leaders andteachers implementingsevenelementsofchange in theirschools inasupportedmanner.Thesesevenelements includeGoal setting, aPedagogyofRelations that creates culturally appropriateand responsive classroom learning contexts, institutional reform that is responsive to classroomchanges, adistributed leadershippattern that supportspedagogic leadership, spread to includewhänau,hapuandiwiaspirations,preferencesandpractices,evidence-baseddecisionmakingandownershipbyallconcernedofthegoalsof improvingMäoristudentachievementinitsbroadestsense.ThemodelismappedontothefindingsfromtheLeadershipBES(Robinson,etal,2009)andthelikesof;Kahikatea,theSecondaryPrincipal’sStandards,theNZCF,theNEGSandNAGStodeliverthisprofessionaldevelopmentprogramme.

Leadersatvariouslevelsineachschoolwillbesupportedtoimplementtheelementsofthismodelinwaysthatareappropriatetotheserolesandresponsibilities.Howeachschoolwillrespondwillbeuniquetoeachschoolallowingtheself-determinationofeachsetofschoolleaderstorespondtothechallengesofreducingeducationaldisparitiesintheirownway.

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GoalFocusingonimprovingMäoristudent

participationandachievement

TakingOwnership


A) Principals and the BOT Chairperson will be supported to:

Goal

ensurethattheschoolsetsgoalsrelatedtoimprovingMäoristudentattendance,retention,engagementandachievement(AREA),developingstaffcommitmenttothegoalstheysetandthemodelsofinterventiontheydecideon,ensuringthegoalsareclear,measurableandachievable.

Pedagogy

• ensurethattheconditionswhereeffective(culturallyresponsive)pedagogycanoccurareprovided:

• developacultureofevidence-based,problem-solvingwithintheschool

• ensureanorderlyandsupportiveteachingandlearningenvironment.

Institution

• ensurethatinstitutional,organisationalandstructuralsupportsarealignedsoastosupporteffectivepedagogiesinclassrooms,andconstructiveproblem-solvingconversationsforeffectivepedagogicalpurposes.

Leadership

• ensurethatleadershipisdistributedthroughouttheorganisationsothatleadershiptasksarecarriedoutatappropriatelevels.

Spread

• ensurethatallteachersareinvolvedinrealisingthegoalsoftheschool.

• creatingeducationallymeaningfulrelationshipswithintheschoolandbeyondthrougheffectivenetworking.

• ensurethatMäoriparentsandfamiliesareabletoparticipateintheirchildren’seducation.

Evidence

• ensurethatdatamanagementsystemsareappropriateforformativeandsummativepurposes

• ensurethatdisciplinesystemsarealignedwithpedagogicpractices.

Ownership

• ensurethatschoolsresources,includingstaffingandfinance,arestrategicallyalignedtopedagogicalpurposes.

• ensurethatacultureofMäoristudentimprovementbecomesnormalintheschool.

Some of the activities that principals and BOT chairs will be supported to lead include:

• SettingvisionandgoalsinrelationtoMäoriachievement.

• Changingtheorganisationalstructureandpoliciestosupportpedagogicreform.

• Spreadingthereformtoincludeallconcerned.

• Ensuringownershipofthereform.

• Selectingnewstaffwhowillcommittothereform.

• ChangingschoolpoliciesandprocessesthatlimitMäoristudentachievement.

• Overseeingthecompatibilityofassessmentandreportingwithschool’saspirationstoincludeparentsandcommunityintheeducationoftheirstudents.

• IntegrationofallprofessionaldevelopmentintheschoolsothatallPDisfocusedonachievingtheschool’sgoals.

• Ensuringthatfundingisreprioritisedsoastoachievetheschool’sgoals.


B) The Senior Leadership Team will be supported to:

Goal

• Ensurethatthemeansofimplementingthegoalsoftheschoolareeffectivelyworking.

Pedagogy

• ensure that they provide active oversight and support for the conditions wherein effectivepedagogycanoccur.

• supporttheimplementationofacultureofevidence-basedproblem-solvingacrosstheschool.

Institution

• ensurethatthealignmentofinstitutional,organisational,structuralsupportsarealignedsoastosupporteffectiveclassroompedagogies.

• ensurethatanorderlyandsupportivelearningenvironmentisimplementedeffectively.

Leadership

• undertake tasks appropriate to the senior leadership team member as part of a distributedleadershipapproach.

Spread

• ensure that the means of spreading the reform to all members, leaders, students and theirfamiliesisworkingeffectively.

Evidence

• ensure that data management systems are working to support formative and summativepurposes

• ensurethatdisciplinesystemsareworkinginassociationwithpedagogicprocesses.

Ownership

• assist with ensuring that school resources, including staffing and finances, are strategicallyalignedwithpedagogicpurposes.

Some of the ways senior management team member may ensure this happens is as follows:

• Inductnewteachersintotheschoolculture.

• Ensurequalitydatamanagementsystemsareinplaceandworking.

• ReformthetimetabletoallowTeKotahitangapedagogicinterventionstotakeplaceinaquality,sustainablemanner.

• Ensure that the discipline system works in a way that is supportive of caring and learningclassroomrelationship.

• Ensurethatallprofessionaldevelopmentinitiativesworkinconcerttowardstheschool’sgoals.

• Support teachers who are havingproblems coming to termswith the transformationof theschool’sculture.

• ParticipateinHOD/HOFco-constructionmeetings.


C) HODs/HOFs/Deans will be supported to:

Goal

• ensure that goals are established at appropriate levels that focus on improving Mäori studentacademic,retention,engagementandachievement(AREA)

Pedagogy

• ensurethattheyprovideactiveoversightandconsiderationoftheteachingprogramme.

• observeinclassroomsandprovidecriticallyconstructivefeedback.

• ensure there is an intensive focus on the teaching and learning relationship as a fundamentalcomponentofpedagogicalleadership.

Institution

• promotecollectiveresponsibilityandaccountabilityandtheopportunitytoengageinpedagogicconversationsaboutstudentachievementandwell-beingbymeansofconductingdepartmentallevelco-constructionmeetings.

• ensureanorderlyandsupportiveworkingenvironment.

Leadership

• ensurethatleadershipispromotedwithandforallteachersandstudents.

Spread

• ensure that all teachers are included in co-constructing ways to meet the educational needs ofMäorilearners.

Evidence

• ensure that evidence of student performance is used for the systematic monitoring of studentprogressandpedagogicimprovement.

• ensureassessmentresultsareusedforprogrammeimprovement.

Ownership

• ensurethatalldepartmental/facultyresourcesarestrategicallyalignedtopedagogicalpurposes.

Some of the ways that HODs/HOFs/Deans may ensure this happens is as follows:

• SettingMäoristudentachievementgoalsfortheirdepartment/faculty

• GatheringevidenceoftheparticipationandachievementofMäoristudentsintheirdepartment/faculty.

• Fromthisevidence,determiningtheimplicationsforMäoristudents,forteachersinthedepartmentandforselfaspedagogicleaders.

• Actingasapedagogic leader for staff tosupport individual teachers’pedagogyemerging fromevidenceofstudentoutcomesandfromevidenceofteacherobservations.

• Actingasageneralpedagogicleader(emergingfromaggregatedteacherobservationdata)

• Reprioritisingfundingandresourcingatappropriatelevels.

• Supportingtheuseofassessmentforpedagogicpurposes.

• Participatinginco-constructionmeetingsforHODs/HOFs.

• Conductingco-constructionmeetingsforsubjectdepartments.Deansconductingco-constructionmeetingsforcross-curriculargroupings.


What Does an Effective School Look Like

Highly effecitve institutions demonstrate the following characteristics:

i) In our institution, Mäori students performance statistics, in terms of attendance, retention,engagementandachievement(AREA)arethesameasnationalaveragesforallstudents.

ii) TheeducationalexperiencesofMäoristudentsinourinstitutionareasgoodas, ifnotbetter,thanthoseofallotherstudents.

iii) Our institution has established an academic vision, goals and targets that are focussed onimproving Mäori student attendance, retention, engagement and achievement by specifiedmeasures.

iv) Ourinstitutionhaschangeditspolicies,organisationalstructuresandpracticesaspartofatotalinstitutionalreformaimedatimprovingMäoristudentAREA.

v) Theprofessional learningopportunitiesprovided forour teachers focuson improvingMäoristudentlearningandassociatedAREA.

vi) Leaders in our institution demonstrate their understanding that pedagogic (instructional)leadership has powerful effects on student outcomes and that such leadership needs to bedistributedthroughouttheinstitution.

vii)WhilemostteachersunderstandthatotherfactorsinfluenceMäoristudentsAREA,mostteachersare adamant that they are able to improve Mäori students educational AREA within theirinstitution.

viii)MostteachersinourinstitutiondemonstratecaringrelationshipsandhighexpectationsofMäoristudentslearningonadailybasis.

As a leader, I have changed the institution’s framework, organisation and structure so as to ensure an orderly and supportive environment that supports reaching goals of the school.

ix) Mostteachersinourinstitutionusearangeofdiscursiveteachinginteractionsincludingusingstudent’s prior knowledge, providing feedback and feed-forward and engaging in the co-constructionofnewknowledgewithstudentsonaregularbasis.

x) Mostteachersinourinstitutionusearangeofteachingstrategiesonadailybasisandthesetendtopromoteinteractive,collaborativelearningamongstudents.

xi) MostteacherslessonplanningisbasedontheirrespondingtoadetailedknowledgeofMäoriandotherstudent’sprogress.


xii) Ourinstitutionhasstrongevidence-drivennetworkswithotherinstitutionsofasimilarnaturewithastrong focusonhowwetogethermightaddress theneedto improveMäoristudentsAREAperformance.

xiii)OurinstitutionhasdevelopedqualitysystemstoidentifyMäoristudentattendance,retention,engagementandachievementthatallowustomonitortheirprogressovertimeandtoinformourinstitutionalresponses.

xiv)Most teachers inour institutionuseevidenceof studentprogress to informchanges in theirteachingpracticeandtoinformcollaborativeproblem-solvingwiththeircolleaguesandwithstudents.

xv)Our institution has developed a means of supprting teachers to assist Mäori learners to useevidenceofthierownprogresssoastoidentifywhattheyneedtolearnnext.

xvi)While our institutional leaders understand that other factors influence Mäori students AREA,theyareadamantthattheyareabletoimproveMäoristudentseducationalAREAwithintheirinstitution.

As a leader, I support the implementation of discursive pedagogic relationships and interactions in the classroom, including assisting with planning, coordinating and evaluating teaching and the curriculum.

AppendixB?????????????????????????????


What Does the Professional Development Look Like

The government goals of equipping learners with 21st century skills and reducing systemicunderachievement in education, inform the new 2008-2012, Mäori Education Strategy, Ka Hikitia –ManagingforSuccess(MinistryofEducation,2008),whichhasas itsmainstrategicoutcome;MäoristudentsenjoyingeducationsuccessasMäori.WithinthisframetherearefourstudentoutcomesforMäori: learningto learn;makingadistinctiveculturalcontribution;contributingtoteaoMäori (theMäoriworld);andcontributingtoAotearoa/NewZealandandtheworld.

ThisprojectwillbeconductedwithinthepolicyframeworkofKaHikitia–ManagingforSuccessinthatitwillseektosupportschoolleaderstocreatelearningcontextswhereinMäoristudentswillbeabletorealisetheirpotentialandbeabletodosoasMäori.

Overthecourseofthethreeyearcontract,fivewänanga(learninghui)willbeheldineachofthesevenregions.Theaimofthesewanangaistobringleadershipteamstogetherinaconsciouslyculturalspace.Ouraimistofamiliarisenottoalienate.Themaraeexperiencesaredesignedtobuildtowardthenotionofwhakawhanaungatangawhichisthecriticalenactmentoftherolesandresponsibilitieswehavetothegroupstowhomwehaveafundamentalconnectionandrelationshipto.Whilewhakawhanaungatangaisakinshiptermbasedongenealogicalconnections,weuseitinHeKäkanotorecognisetheenactmentofinter-relationalrightsandresponsibilitiesembeddedinleadershiprolesastheyplayoutinthebroadereducationalcommunitiesinwhichwelead.Seeingleadershipasacalltoarelationship,themarae-basedwänangaareopportunitiestoexamineourcatalyticroleinnuturingwhanaungatangaasweworktonurturetherealisationofeducationalgoalsforMäori.TheMaraeexperiencesbuiltontheconceptofau(self);knowingselfasthefoundationforknowingother.Thenplacingauinwhänau; in-school relations.Whanauarethenfurtherconnectedtowhanaunga(thosethatresideoutsidein-schoolcommunitiesbutareneverthelessinextricablylinkedtoourwhänaumembers).Fromourengagementwithwhanaungawe further build our relational understanding to engage the wider communities of interest locatedwithin whanaungatanga, (social, cultural and political interests)whichall serve to build toward theultimategoalofWhakawhanaungatanga(theactiveengagementandconnectionofalltheprecedingcomponentswherethefourMäoristudentoutcomes identified inKaHikitiaandlistedabovecanberealised).Themaraeexperiencesprovidetheluxuryofbeingabletolookatourselvesaseducationalleaders relationally; where we can look at our values, theories of practice, practices and catalyticcomponentofthoserelationships.

MANA

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MANAAKITANGA

MANAAKI

MANA A KI MAI

MANA A KI ATU

WHÄNAU

WHÄNAUNGA

WHÄNAUNGATANGA

WHAKAWHÄNAUNGATANGA

whatiisBES


Wänanga 1 Term 3 2010

Kowaiau

Thefirstwänangatakesthefocusof‘Kowaiau?’(whoamI?),‘keiheaau?’(WhereamI?).Itasksthequestion,ifleadershipisacalltoarelationship,“whoamI”andwhatismyrolewithinthespecificcontextinwhichIamlocated?LookingatwhoamIasaleader(kowaiau)inthecontextinwhichIlead(keiheaau)weexaminehowselfknowledgeaffectsourroles.Forexamplewhatdowelooklike in relation to thepeopleweengagewith ineducation.Howdowe relate to theSecondaryPrincipal’sStandards,theNEGSandNAGS,theNZCF,KaHikitiaortheBES.Inshortwearelookingtoconsciouslyandculturallyembedourselvesrelationallywithinthecontextswhereweareleaders.

Wänanga 2 Term one 2011

PlacingauwithinWhänau

Building on what we know of ourselves wänanga two, locates ‘au’ within ‘whänau’, Here welookatourplaceandrolewithinourin-schoolcommunity.Ourtaskistoexamineourrelationalunderstandingofourselvesbyasking“whatdoIknowaboutmyMäoristudentsandhowdoesthatimpactonhowIseemyselfandmyrole?”Inotherwords,whatimpactdoesthisknowledgehaveontherolesandresponsibilitiesrelatedtopeopleandpolicy(theSecondaryPrincipal’sStandards,theNEGSandNAGS,KaHikitia,theNZCF)asweembedourselvesrelationallywithinthecontextswelead?


PlacingwhänauwithinWhänaunga

Increasingournetworkofrelationshipsweconsciouslyplaceourselveswithintheever-increasingnetwork of relationships that extend beyond the borders of the school to those inextricablyconnectedtoourstudents.Herethefocusisonseeingourselvesinrelationtoandasapartofthebroadercommunity.


PlacingwhänaungawithinWhänaungatanga

Herewelookatourconnectiontothebroadersocial,cultural,politicalcontextsinwhichourwhänauandourwhanaungaarelocated.Thefocusinthiswänangaisaboutworkingtogethertoenhancetheculturalcompetenceandculturalliteracies(ourownincluded)ofwhänauandwhanaunga


PlacingWhänaungatangawithinWhakawhänaungatanga

Inthisnoho,welookatouragenticrole–howweenactourrelationshipsacrossalldomainsandacrossourcommunitiesofinteresttoenabletheMäoriStudentstotakeuptheirrolesascitizensoftheworld,asMäori.


What happens in schools?

In-School Activities

A number of activities will occur at the commencement of the project. These include a needsandreadinessanalysisusingconfigurationmaps,asurveyofstudentschoolingexperiencesandastrategicdataanalysisexercise.Someoftheseactivitiesaretoberepeatedlaterintheprojectonanannualbasistomonitorprogressfromtheinitialbaseline.

i. Aneedsanalysisofeachschoolwillbeundertakenearlyin2010byregionalcoordinatorsusingconfigurationmaps.Onetomeasurethepositioningoftheinstitution,thesecondtomeasurethe readiness of the leaders themselves to create culturally responsive contexts for Mäorilearners. This mapping exercise of readiness of the institution and the leaders establishes abaselinetoworkfromandameasureofprogressfortheschoolinitseffortstoimproveMäoristudents’educationalachievement.

ii. Asurveyofstudents’experiencesattheschoolwillbeundertakenatthistime.ThiswillinvolveasmanyvolunteerMäoristudentsaspossiblebeingprovidedwithanopportunitytosharetheireducationalexperiences. TheseexperiencesarethengatheredforusewithintheschoolasameansofschoolstaffcriticallyreflectingupontheparttheyplayinpromotingorlimitingtheeducationalachievementofMäoristudents. Thesesurveyscanalsobeusefulforstimulatingwhänauengagement.

iii. Atthistimetheschoolwillbesupportedtogather,analyseandusearangeofdatapertainingtoMäoristudents’performance(attendance,engagement,stand-downs,suspension,exemptions,motivation,achievementinschoolbasedandstandardisedtests).AlongsidethequalitativedateprovidedbythesurveyofMäoristudents’educationalexperiences,theschoolswillbeabletodevelopacomprehensiveprofileoftheirMäorilearners.Theseprofileswillformthebasisforsettinggoalsandtargetsandwillfocusleaders,teachersandlearnerplansforimprovementandmonitoringovertime.


Co-Construction meetings

The primary mechanism for the in-school intervention will be the establishment of a series of co-construction meetings to establish professional learning communities at a number of levels withintheschool. ProfessionalLearningCommunitiesaregroupsofeducatorswhoseprimary focus is theimprovementofstudent learningandeducationaloutcomesthroughcollaborativeproblem-solving,basedonevidenceofstudents’/groupsofstudents’educationalperformanceinrelationtoestablishedgoals.ThesemeetingsarealsoprimeopportunitiesforleaderstointerruptdeficitexplanationsaboutMäoristudentachievementandtoseekalternativeexplanations,inorderthatteachersandotherleadersareabletoworkinanagenticmanner.

CO-CONSTRUCTION HUI LEVEL FUNCTIONING WHO PARTICIPATES

Schoollevel Termbytermproblem-solvingandgoalsettingpertainingtoprogressofMäoristudentstowardsschools’AREAgoals(attendance,retention,evidenceandachievement).

Principal(Chair),BOTchair,SeniorManagementTeammembers,Otherseniorstaff.

HOD/HOF/Deanslevel Usingevidencegatheredatdepartmentallevel,HoDs/HoFsco-constructwaysthattheycansupporttheirstafftosupportMäoristudentlearning.

ChairedbyprincipalHOD/HOFs/Deansinturn.

Departmental/Classbasedlevel

UsingevidenceofMäoristudentperformanceintheirclasses,teachersco-constructwaysthatcanchangetheirteachingsothatMäoristudentscanmoreeffectivelyimprovetheirlearningandoutcomes.

ChairedbyHOD(orappropriatedelegate)Teachersindepartments.

Co-construction meetings and associated follow-up activities “provide for iterative sense makingopportunities”thattakeleadersbeyondsuperficialunderstandingsoflanguage,cultureandidentityandtheirplaceinMäorilearnersuccess.TheyalsohaveanexplicitfocusondevelopingpedagogicalleadershipandteacherpracticesthatwillbuildstrongrelationaltrustleadingtoimprovedoutcomesforandwithMäori learners”. In thisway,adistributed leadershippattern issupportedwithineachschoolthat“willprovideintellectualchallengeina‘job-embedded’situation”.Thispatternofsupport,alongside the networking programme, “will cater for the different circumstances and contexts ofprincipals,seniorleadershipteamsandschools”.

Documents

E kore au e ngaro he Kakano i ruia mai i Rangiatea I …hekakano.tki.org.nz/content/download/337/2406/file/Leadership... · HE KAKANO TE AWE O NGA TOROA E kore au e ngaro he Kakano