Recap of Ka Hikitia and Tātaiako


Ka Hikitia

Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012 calls for an approach that focuses on Māori potential. Ka Hikitia has three underlying principles:
• Māori Potential: all Māori learners have unlimited potential
Cultural Advantage: all Māori have cultural advantage by virtue of who they are
Inherent Capability: all Māori are inherently capable of achieving success.

Key Points
acknowledges the Treaty of Waitangi as a document that protects Māori learners’ rights to achieve true citizenship through gaining a range of skills and knowledge, as well as protecting te reo Māori as a taonga

Emphasises the responsibility of the education system to maximise the potential of Māori learners, rather than characterising the problem as the failure of Māori learners

Emphasises Māori students, whānau, hapū, iwi and educators sharing knowledge and expertise with each other to produce better outcomes for all.

Tātaiako: Cultural Competencies for Teachers of Māori Learners
Tātaiako: Cultural Competencies for Teachers of Māori Learners explains the progression of the competencies teachers need to develop so they can help Māori learners achieve educationally as Māori.
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 - Managing for Success
Tātaiako has been developed by the Ministry of Education, along with the New Zealand Teachers Council and a Reference Group of academics, teacher education practitioners, and iwi representatives involved in iwi educational initiatives. It drew on research, existing frameworks, discussions with some iwi, and the experience of the Reference Group.


ERO RECOMMENDATIONS Review

ERO recommends that school leaders:
evaluate the impact of their initiatives to improve Maori students’ presence, engagement and achievement, and use this information in their self review 4
provide leadership, support, encouragement and professional development for trustees, senior managers and teachers to build their capability in implementing policies and practices that promote success for Maori students
familarise themselves with Ka Hikitia – Managing for Success and use it in their thinking, planning and action for Maori learners
support teachers to implement effective pedagogical practices for Maori
continue to review their school curricula to ensure that these reflect the aspirations

and needs of Maori students and are inclusive of principles of The New Zealand

Curriculum
improve school practices for assessment for learning, including rigorous analysis of student achievement data for school planning and reporting purposes
use a variety of ways to engage parents and whanau regularly and involve them in students’ learning.

Kotahitanga
The Effective Teaching Profile (ETP) consists of six elements.
Manaakitanga – teachers care for their students as culturally located human beings above all else.
Mana motuhake – teachers care for the performance of their students.
Nga whakapiringatanga – teachers are able to create a secure, well-managed learning environment.
Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori.
Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.
Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.

From the student interviews we learned that when Māori students have good relationships with their teachers, they are able to thrive at school. Good relationships are based on teachers embracing all aspects of the ETP, including caring for Māori students as culturally-located individuals, caring for their performance and using a wide range of classroom interactions, strategies and outcome indicators to inform practice. These developing relationships and interactions were captured by the use of the observation tool. The teachers’ interviews indicated effective Te Kotahitanga teachers have undergone a philosophical shift in the way they think about teaching and learning.

It is an approach that rests in the first instance upon a commitment by teachers to build caring and learning relationships and interactions with Māori students; in the second, for teachers to strongly believe Māori students can improve their achievement; and thirdly, their students are able to take responsibility for their learning and performance.

Rex Allott, Principal Omanu School: Sabbatical report

Levels of Consultation / Parental Involvement

1 Being Informed
Parents are informed about the school and its programme, and they are encouraged to give the school information. They are not asked for their views or opinions.

2 Taking Part in Activities
Parents are involved in activities, but in a limited way; they may listen to speakers, attend social or sporting functions, or respond to questionnaires.

3 Being Involved through Dialogue and exchange of Views
Parents are asked to consider needs and goals, and to discuss these with teachers.

4 Helping to make Decisions
Parents are asked for their views when decisions affecting their sons and daughters are being made. They help to decide on the content and emphasis of school programmes.

5 Having Responsibility to Act
Parents make decisions in partnership with the school; they are involved in both planning and evaluating programmes.

ERO established the following findings in relation to the engagement with schools of Māori parents and whānau.
What did parents expect of schools?
Involvement in the education of their children was critical
they expected teachers to have a range of skills and strategies to engage children in learning
they wanted accurate, honest and useful information about their child’s progress and achievement
they wanted to be involved in their child’s learning and be invited to come to school and be part of their child’s learning
they wanted their culture and values acknowledged through the use of Māori protocols, where applicable
they expected schools to provide programmes in te reo Māori and tikanga that supported their child’s learning
What did schools expect of them?
to support systems, expectations and procedures for attendance and behaviour management
to follow protocols for visiting classrooms, teachers
to attend school hui and support children with their homework
What worked well?
children to relate well to their teacher(s) - who respected and acknowledged their cultural identity
opportunities to celebrate success and discuss children’s learning
as parents they were listened to and their ideas valued
having Māori trustees on the Board helped engagement with the child’s school
whānau groups for support and discussion about learning and wider school matters
What made engagement difficult?

teachers who held negative or deficit views about children

• not being well informed when their child had difficulties with learning

• when school information was not ‘clearly’ stated or not made available to them • not having clear procedures for raising concerns if they occurred

• parents own negative experiences in their own schooling

• not having the time to go on trips

• not having the money for additional activities e.g. camp
What would help?
having a receptive principal (Snr management team) who actually listened to them
importance / ease of being able to contact their child’s teacher
‘different’ ways of conducting hui / consultation activities to express views and give

feedback
being involved in helping their child set learning goals
see homework as a way of strengthening the home-school partnership (clear

expectations as to purpose and level of parent involvement)
open to different ways of communicating (texts, emails)
school Māori Support Group in place and Kaumatua backing strengthens engagement




TERM 3 2012

Maze:Game Teacher as an Inquiry developing language skills

He reo he tupu language programme. Support you programme.

RECAP: Ka Hikitia and Tātaiako. keeping kids in school,Providing a balance curriculum to encourage kids to come to school. Building links with whanau conversation sports, camp, kapa haka, after school...

Statistics
In groups what does this information tell you?

What are our so whats?

Our Curriculum:
Manaakitanga: Caring for others.
Mana Motuhake: Having high Expectations.
Waananga/Ako: Using a range of dynamic, interactive teaching styles. Engagement.
Kotahitanga: Teachers , students and families working together.

(Russell Bishop/Mere Berryman Set 2 2009)

Teacher Registration (Your next steps): In your profiles what can you say you have done to improve performance of Maori students.Ko Ao, Treaty Waitangi,Matariki, Taku Whanau, Harakeke, Waiata. Team leaders...

Teams: Challenge; How have you integrated Maori into your teaching ?

ERO: Recommendations

Readings: TKI / Teachers Council / ERO 2006 and 2010 reports.

Proposal: Next Step Ka Hikitia team: Aim to promote Te Reo/Tikanga in teams


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