HE KAKANO TE AWE O NGA TOROA E kore au e ngaro he Kakano i ruia mai i Rangiatea I 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
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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
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.
4HE KAKANO | TE AWE O NGA TOROA
Te Whare Wänanga o Awanuiärangi
TeWhareWänangaoAwanuiärangi is focusedonbeingacentreofexcellence forKaupapaMäori learningand theadvancementofindigenousresearch.Weseeourselvesasaproviderofhighquality,multileveledprogrammeswherestaffandstudentsareengagedinteachingandlearningwhetheritbeinBridgingCertificates,BachelorDegrees,MastersdissertationsorDoctoralthesis.
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
A SCHOOL BASED LEADERSHIP PROGRAMME5
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
6HE KAKANO | TE AWE O NGA TOROA
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.
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.
• 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.
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.
Highly effecitve institutions demonstrate the following characteristics:
i) In our institution, Mäori students performance statistics, in terms of attendance, retention,engagementandachievement(AREA)arethesameasnationalaveragesforallstudents.
iii) Our institution has established an academic vision, goals and targets that are focussed onimproving Mäori student attendance, retention, engagement and achievement by specifiedmeasures.
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.
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.
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?????????????????????????????
14HE KAKANO | TE AWE O NGA TOROA
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.
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
AU
MANAAKITANGA
MANAAKI
MANA A KI MAI
MANA A KI ATU
WHÄNAU
WHÄNAUNGA
WHÄNAUNGATANGA
WHAKAWHÄNAUNGATANGA
whatiisBES
A SCHOOL BASED LEADERSHIP PROGRAMME15
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?
Wänanga 3 Term 3 2011
PlacingwhänauwithinWhänaunga
Increasingournetworkofrelationshipsweconsciouslyplaceourselveswithintheever-increasingnetwork of relationships that extend beyond the borders of the school to those inextricablyconnectedtoourstudents.Herethefocusisonseeingourselvesinrelationtoandasapartofthebroadercommunity.
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.
A SCHOOL BASED LEADERSHIP PROGRAMME17
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
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”.