It is my pleasure to present this report to you. This report covers the period 1st January – 30th June 2024. It is the first milestone report against the Te Akatea –MAC Variation Contract - PO#WK70024850 – 1st Jan 2024 – 31st December 2025.
Everything is so superbly delivered and organised in a positive, relationship-based approach. Most definitely the PLD that has created some of the most significant change in our kura.
-Participantcomment,TumuakiReviewSurveyMay2024
Introduction
As you are aware, as a result of limited resourcing, that is, full utilisation of reserves and funds carried over or repurposed, it was necessary for us to reduce facilitation and management staffing by a number of positions at the end of 2023 This necessitated a review of capacity in terms of regions where we were able to continue to provide facilitation As a result we had to make decisions based on demand and regional numbers to reduce staffing, paid for by us, outside of the contract provison by 3 FTTE. Consequently we informed clusters and schools in Te Tai Tokerau (3 clusters35 schools); Horowhenua (1 cluster - 9 schools, Whanganui 1 cluster - 5 schools, Tasman 1 cluster) that we could not meet their needs for facilitation moving forward.
The time factor, process and consequent delays in negotiating this Contract Variation meant that we had to undertake several staff review processes as a result. This was very stressful for MAC staff and management and we had a collective anxiety for many months. In spite of the fixed term nature of this contract work, and the anxieties associated with it, MAC facilitators and administration staff remained committed to waiting until the last minute, without any guarantees of work beyond 31st December 2023, due to their deep belief and commitment in the value and fidelity of this kaupapa.
In a nutshell a collective commitment with a moral purpose and desire to transform hearts and minds and as a result transform practice for all ākonga, parents, whānau, hapū, Iwi and communities in the many regions we impact on across Aotearoa / NZ. Fortunately the contract negotiations were finalised and the contract forwarded for signing on the 11th December 2023 - bringing much relief for us all.
This account talks to the individual and collective generosity and spirit of service - manaakitanga of the MAC team They are a hugely dedicated, highly skilled and professional team who work above and beyond to impact lives and futures for Aotearoa / NZ Manaakitanga, is but one of our guiding i i i i f i i
This contract provides 12 FTTE, 10 Facilitator Positions and 2 Kaupapa Leadership & Management Positions Currently we have 10 9 Regional Facilitators across the country and 2 Kaupapa Leadership positions, a total of 12 9 with the additional 0 90 being funded from repurposing funds within the current budget
The National / Regional Kaupapa leadership and Management roles are inclusive of: National Coordination, Regional Coordination, National Quality Assurance & Delivery Consistency Observation, Data Gathering, Analysis and preparation for Report Writing, Professional Practice and Development Oversight, Curriculum Development, Delivery, Change and adaptation in line with new contract variation requirements around Reading, Writing and Maths Kaupapa and Resource design, development and implementation - Te Whare Tapu o Te Ngākau Māori
We also have a full-time Kaiwhakahaere Matua - General Manager / Communications / Events / Promotion and Design as well as a further 1 FTTE Administration / Finance Positions
Our current contract requires us to provide facilitation for 300 - 350 principals and their schools However, as has always been the case, we are catering for many more than this. At the time of writing this report we have 491, 141 above the top line requirement. We are able to utilise additional staffing as we are a not-for-profit organisation and maximise our resource to respond to as many needs as we can. We currently also have 55 schools on hold and expressions of interest from 56 schools.
There is still much demand for participation in our kaupapa. Yet we have never advertised. Our quality of delivery and our professional credibility in practice is our testament and that speaks for itself.
The following section of this report provides the overall and regional data and statistics.
Dataand Statistics
The following section of this report provides the overall and regional data and statistics.
We currently have 491 MAC schools participating in the Kaupapa. The highest number are in Auckland with 27.9% (134/491) followed by Waikato 20.16% (99/491), Otago/Southland 16.09% (79/491), Taranaki 15.48% (76/491), Bay of Plenty/Rotorua 10.18% (50/491), Wellington 8.76% (43/491) and Hawkes Bay 2.04% (10/491).
In the 491 schools we have a total of 136,359 students of whom 33,434 (24.5%) are Māori. Of these Māori students, 8,176 (24.4%) are identified as having learning support needs.
The following chart identifies school roll and Māori roll with identified Māori student needs by MOE regions. This is followed by a chart with a breakdown of the number of schools supported by facilitators in those same regions.
In addition to our participating 491 schools we have on hold the 55 schools that we could not cater for across regions: Horowhenua (11), Tasman (3), Te Tai Tokerau (37), and Whanganui (4) We also have current expressions of interests from 56 schools across Ministry Regions who are wishing to participate but are beyond our current capacity. In Te Tai Tokerau (3), Auckland (20), Waikato (10), Bay of Plenty/Rotorua/Taupo (2), Taranaki/Whanganui/Manawatū (6), Wellington (3), Otago/Southland (9) and Hawkes Bay / Gisborne (3).
PrincipalEthnicityData
In the 491 schools, we have identified that the majority of principals are NZ European/European 326/491 (66.4%) followed by Māori at 19.35% (95/491) and Pasifika 2.4% (10) although there are 42 (8.55%) of schools to yet confirm ethnicity data. The other groups represented are African 7 (1 43%), Indian 3 (0 61%) and Latin America, Middle Eastern and Asian identified with 1 each There is also a group of 5 (1.02%) identifying as other.
YearsofParticipationData
The following data identifies when MAC schools first started participating in our Kaupapa
The majority of our current schools (principals) joined with us between 2020 and 2024 (366 / 74 5%) However, we still have 5 of the original schools (2013) participating and 18 who commenced after the first year in 2014 Between the years 2015 – 2019 we had a total of 102 (20 7%) of the current schools join.
Translating years of joining to years of participation identifies that we have 84 (17 11%) in their first year of participation, 37 (7.5%) in their second year, 60 (12.22%) third year, 90 (18.33%) fourth year, 95 (19.35%) fifth year, 33 (6.72%) sixth year, 37 (7.54%) seventh year, 15 (3.05%) eighth year, 16 (3 26%) ninth year, 1 (0 20%) tenth year, 18 (3 67%) eleventh year and 5 (1 02%) in their 12th year of participation
KURAJOINED
SustainabilityModel
Individual contact hours based on years of participation is based on our sustainability model. Individual hours allocated to each school are as follows:
Year 1 - 25 x 84 = 2100
Year 2 - 20 x 37 = 740
Year 3 - 16 x 60 = 960
Year 4 - 11 x 90 = 990
Year 5+ - 5 x 220 =1355
Total 1:1 hours for 2024 school year: 6,145. However, due to the amount of sub-clusters we have added an additional 1,654 hours to allow for collaborative facilitation and to respond to the diversity/plethora of additional needs of individual schools, bringing the total 1:1 hours to 7,799
Collaborative hours are allocated to cluster, regional and national events and are calculated per cluster and sub-cluster We have allocated 1,717 collaborative hours allocated across all clusters and subclusters and to allow for collaborative facilitation for cluster, regional and national events
The total number of facilitation hours allocated across clusters, sub-clusters and 1:1 delivery for this year are 9,516 exclusive of the admin/planning component to this equating to 15 mins per each hour of delivery (2,379) counting as facilitation. Bringing the total number of facilitated hours to 11,895 against a contract target of 10,000 hours.
Perhaps not for this report, but it would be very interesting to undertake an analysis of how many schools and principals MAC has in fact had participating in our Kaupapa since our inception in 2013. Some of the schools that are currently participating have had changes in principals over the years and so they become Year 1 schools again
SCHOOL DEMOGRAPHICS - SCHOOL TYPE, U GRADE, MEDIUM / CHARACTERISTIC
SchoolType
Of our 491 schools, the greatest representation is amongst Primary Schools 207 (42 16%), Full Primary Schools 188 (38.29%), Contributing Schools 34 (6.92%), Intermediate Schools 28 (5.70%), Secondary Schools 18 (3.67%), Area Schools 7 (1.43%), Early Childhood 5 (1.02%) and with 2 each, Middle & Special Schools
SCHOOLTYPE-AGE/YEARRANGE
SchoolSize-UGrade
Participating MAC schools range from U Grades 1 – 16. However, the majority of participating MAC schools are in the U5 (140/491 28 51%) and U4 Grades (124/491 25 5%) followed by U1&2 (100/491 20.37%), U3 (71/491 14.46%), U6 (33/491 6.72%), U7 (14/491 2.85%). The remaining schools are only singularly represented or with 2 or 4. These tend to be Secondary Schools.
TypeofSchool–Medium/Characteristics
The data below identifies participating MAC schools by characteristic type The majority of our schools are English Medium 408/491 (83.1%) However, 44 (8.96%) describe themselves as Dual Medium, 29 (5.91%) as Special Character, Special Schools 6 (1.22%), Kura Kaupapa Māori 2 (0.41%) Pacific Medium 1 (0 20%) and Kura ā Iwi 1 (0 20%)
SCHOOLTYPE-MEDIUM/CHARACTERISTICS
DeliveryEngagements& Focus
NationalContactHours,TravelHoursandMileage
The following section of this report presents data, analysis and discussion of facilitation – delivery, engagement and focus/content of delivery
Over the first quarter of this variation contract (Terms 1 & 2, 2024) we have delivered a total of 5,981 hours inclusive of 15 mins planning time (1,196) for each hour of delivery (4,785) To deliver these hours we have travelled 93,156 kilometres and spent 1,638 hours traveling.
Interestingly the data for delivery, travel time and distance equates to, for each hour of delivery (4,785), an average of approximately 35 mins spent travelling over a distance of 19 kilometres.
However, as discussed in relation to previous contracts the reality of the great distances travelled to facilitate this kaupapa across regions requires travel time and distance that well exceeds the Ministry travel policy. However, we strongly believe that distance and isolation should not be a barrier to access where principals and schools are willing to make the commitment to working on this kaupapa
Over the last six months our MAC Facilitators have facilitated a total of 1,974 engagements and 3,330 hours directly supporting Principals and their schools
The majority, 1,426 (72.2%) of these have been 1:1 meetings with Principals and their Senior Leadership teams, inclusive of follow up communications (199) and resource development (195) to specifically support their strategy and teaching and learning programmes This delivery equates to 2,137 (64%) of all 1:1 facilitation and has utilised 2,137 (64.2%) of all 1:1 facilitation hours delivered.
Staff Meeting facilitation has occurred on 363 (18 4%) occasions utilising 819 (24 6%) hours of 1:1 facilitation while 54 (2.8%) Board of Trustees meetings were facilitated utilising 80 (2.4%) of 1:1 hours, Classroom Observation and Support 42 (2.12%) utilising 120 (3.6%) of 1:1 hours, Whanau Hui 36 (1 8%) utilising 70 (2 1%) of 1:1 hours, Iwi/Hapū/Mana Whenua hui 28 (1 4%) utilising 52 (1 56%) of 1:1 hours, and finally working with schools to develop and implement Tikanga and Kawa Practices and Protocols 25 (1.26%) utilising 53 (1.6%) of 1:1 facilitation hours on behalf of schools.
Over the last six months we have facilitated 99 Regional Cluster Hui across the country. These Cluster Hui have been attended by 935 participant schools making an average attendance for each event of 9.4. These Cluster Hui have seen the delivery of 850 facilitation hours averaging approximately 8.6 hours per event. Often these Cluster Hui are collaboratively facilitated.
We have also facilitated 14 Regional Hui attended by 536 participants utilising 362 hours of delivery. This equates to an average 38 attendees utilising approximately 26 hours per event. Facilitation of Regional Hui is collaborative across wider regions in an area For instance in Tāmaki Makaurau the regional Hui invited all MAC schools in the wider Auckland area (134) and all Tamaki Regional Facilitators (3) as well as our National Kaiurungi Mātauranga attended and facilitated.
Our National Wānanga was held over 3 days in Waitangi, Te Tai Tokerau, in May 2024 Facilitation was collaborative and all workshops and events were led and facilitated by MAC Facilitators from various regions across the country. It was attended by 208 delegates from MAC regions across the country A further National Wānanga will be held in November 2024 to enable more of our MAC participating schools and their staff to attend.
OverallFacilitationFocus&ContentAreas
Further to the information above which discusses facilitation hours delivered as well as the types of facilitation 1:1 or Group, the following data and analysis gives an overall picture of the areas of focus/content covered in the delivery.
Over this first quarter of the contract, the 5 most prominent focus/content areas for delivery in 1:1 sessions were Culturally Sustaining Pedagogy and Practice (841) followed by Tikanga & Mātauranga Māori (717) Te Reo Māori Development/Implementation (526), Te Whare Tapu o Te Ngākau Māori* (484), and Mana Whenua Relationships and Engagement (354)
While Te Whare Tapu o Te Ngākau Māori is entered as a singular area of focus, it must be emphasised that this aspect of our Kaupapa integrates across all areas of focus, including reading, writing and mathematics. It is primarily a curriculum framework, graduate profile and progression assessment document. However, it also emphasises for example:
Ako TeReo AssessmentforLearning Reading,WritingandMathematics
Acrosscurriculumintegration
Curriculum
LocalHistories/Narratives
Learningprogressions
Mātauranga&TeAoMāori,plusmanyotherareas
In group engagement contexts the 5 most prominent focus/content area for delivery sessions were Tikanga & Matauranga Māori (155), followed by Culturally Sustaining Pedagogy and Practice (141) Mana Whenua Relationships and Engagement (119), Te Tiriti o Waitangi/Te Whakaputanga (94) and Local Histories/localised Curriculum (80)
The following chart and pie graphs give details of other identified areas of focus/content covered and the counts/percentages that they were included in the facilitation
1:1 EngagementContentCoveredJan-June2024
The above sections have covered the overall and regional data and statistics as well as the hours of delivery and time and distance travelled ending with the facilitation delivery type and the focus/content of delivery It has identified, discussed and highlighted the breadth of areas covered in the delivery of this kaupapa and also indicates that we are meeting all of the contractual obligations in terms of numbers, delivery and areas of focus. However, there is also much more that is not covered in the areas written about here.
The Te Arahou MAC team are a highly motivated, skilled, knowledgeable and experienced whanau individually and collectively who have together hundreds of years of experience as high performing, highly credible professional practitioners as principal leaders and managers of schools in Aotearoa/NZ In their schools as principals they have been successful for our ākonga and Whānau Māori in enabling success, both cultural and academic as Māori.
They are perceived as having high credibility and mana not only across professional organisations in Aotearoa/NZ but also in Te Ao Māori with a number holding significant roles and responsibilities in National organisations as well as in Marae, Hapū, Iwi and community leadership, governance and support roles
The Administration team, the ‘beating heart’ of our organisation, are a highly skilled, creative, team who work passionately, tirelessly and creatively to support our facilitators and schools Without their initiative and commitment capturing the data to give such a rich story and picture of our mahi would not be possible.
He waka eke noa!
TeWhareTapuoTe NgākauMāori
KITEWHEIAOOKITEAOMĀRAMA
This initiative is now 18 months past its launch date and demand for the pukapuka and resources to support its implementation in MAC schools is increasing In response to this momentum and demand we have established an implementation team - Te Kāhui Tūāpapa, to expedite design and development of tools and resources to support effective implementation as well as to work collaboratively with schools across regions We have also set up trials in a selected school and feedback from this guides our development
The first phase of this implementation plan is to ensure the knowledge, skills and abilities of our facilitators to enable consistent delivery to support schools in their journey It is exciting to see our facilitators grow their understanding of the depths of the concepts and the breadth of curriculum it covers
To date we have produced and have available our pukapuka, posters of te huarahi ako and the overview of the whare and ngākau, Te Marae - a fully deconstructable / constructable and a hands on learning marae model, and Māma and Me (Te Ringakaha Tia-Ward) - a children’s book that tells the story of Te Huarahi Ako and accompanies the marae model
We are currently working on resources to support classroom implementation including: a support book and planning guide for Karakia as integrated curriculum and for each of the Ngākau. Audio recordings of the waiata, karakia and whakatauaki are also being developed as is design and planning of webinars to support schools with their knowledge, understanding, planning and implementation.
Te Whare Tapu o Te Ngākau Māori is an exciting development, as facilitators we are using it to develop our own learning and progress pathways. It has unlimited potential.
Whakaahua TeMarae and MāmāandMe TeWhareTapu oTeNgākauMāori
MACNationalTumuaki Survey
PRINCIPALRESPONSES&COMMENTS
The following sections of this report give a picture and story of the work, relevance, effectiveness and impact of Te Arahou MAC over the past 6 months through the voices of our participants and students in response to data collecting surveys from National Tumuaki (Principal’s Survey), National Wānanga Participant Survey, Staff Meeting and Cluster Hui Survey and Akonga Māori Survey data and analysis. The responses should align very closely with the data discussed above in relation to content and focus areas.
The following data was collected from our principal participant survey May 2024. Responses were received from 252 / 491 (51.3%) of our principals. It must be considered when reading the data and analysis that 84 of our 491 schools have only commenced with us in January this year and many may have completed the survey without having any degree of time for impact or agreeance to be measured. This is reflected in the following statements:
“You may be aware that our Principal passed away suddenly at the beginning of this year... We are not able to answer this survey accurately...Please disregard all our 15answersabove-wehavechosen"1"tocompletethesurvey.”
“We have just started our journey hence the ratings of 1s…I am a newly appointed Principalfor2024.
Introduction
The survey asked for both quantitative and qualitative data under a range of headings: Content of Delivery – Focus Areas 1. Effective Educational Leadership – Culturally Responsive Learning Contexts and Systems 2. Culturally Responsive Effective Teaching for Māori learners 3 Māori Enjoying and Achieving Educational Success as Māori 4. Effective Parent, Families and Whānau Engagement 5. Effective Iwi/Mana Whenua Relationships 6 Summary:7.
In this section we asked respondents to identify delivery focus areas facilitated Jan – May 2024 Analysis of the data identified that the most common kaupapa for delivery were (highest to lowest).
Culturally sustainable pedagogy (69%) 1
Te Tiriti o Waitangi / He Whakapūtanga (62.7%) 2. Local Histories (51.6%) 3. Tikanga & Mātauranga Māori (51 2%) 4
Te Reo Māori Strategy (49 2%) 5
Te Whare Tapu o Te Ngākau Māori (42.9%) 6. Strategic Planning (39.3%) 7. Mana Whenua Relationships (34 9%) 8 Leadership Development (34.5%) 9. Student voice and agency (20.2%) 10. Graduate Profiles (19%) 11 Curriculum Review (18.7%) 12. Governance (15.5%) 13. Integrated Curriculum (13 9%) 14 Evaluation & Review (11 5%) 15
While aspects of the new contract expectations in relation to Common Practice Model & Mana Model, Literacy & Communication, Mathematics and Data analysis have integrated aspects across all of the above areas of focus, there were instances where it was specifically identified as a key focus area: Data Analysis (6 7%), Common Practice Model & Literacy and Communications (5 6%) and Mathematics (1.2%).
Identifiedotherkaupapafacilitated:
Progression of Learning for te reo Māori; Developing and mentoring our Cultural Competencies lead within the school; Supporting staff with self-review using Hikairo Schema; Reviewing our Values through a cultural lens; Emerging Bilingual Class; Marau a-Kura and Pedagogy for behaviour management and, Neuro diverse understanding.
In this section we asked respondents in the main survey (252/491) to identify the impact / effectiveness of the MAC Kaupapa on the progress and achievement of Māori as Māori in Reading, Writing and Mathematics; on Leadership, Management & Governance effectiveness in creating and maintaining inclusive learning culture and systems that support ākonga Māori; on co-constructed leadership areas of development focus; on the confidence and capability to effectively lead as well as increased knowledge and understanding of Te Ao Māori.
Likert 5 point rating scale scores were utilised to ask respondents to scale score either the impact or to agree or disagree to statements as follows
1.
Participation in the MAC kaupapa has impacted on the progress and achievement of Māori as Māori in reading, writing and maths In response to this question, 85 8% (216/252) respondents identified that the Te Arahou MAC Kaupapa has made a moderate to considerable impact:
Considerable impact 13.5% (34/252)
Notable impact 30.6% (77/252)
Moderate impact 41 7% (105/252)
Some impact 7.5% (19/252)
Minimal impact 6.7% (17/252)
The leadership, management and governance of my school have become more effective in creating and maintaining a welcoming and inclusive learning culture, and systems that support Māori learners enjoying and achieving education success as Māori In response to this statement, 63 6% (181/249) moderately to strongly agree with this statement Sadly, 36 5% (90/249) disagree or strongly disagree. This data somewhat conflicts with other data, in particular qualitative data that identifies growth and change in Boards of Trustees and their governance and support in relation to Māori education has vastly improved You will see this as you read further.
Strongly agree 25.9% (64/249)
Agree 25.1% (62/249)
Moderately agree 12 6% (55/249)
Disagree 22.3% (55/249)
Strongly disagree 14.2% (35/249)
3.
Please rate the impact of MAC Te Arahou on your leadership for areas which have been coconstructed with your facilitator. In response to this question, 94% (237/252) respondents identified that the Te Arahou MAC Kaupapa has made a moderate to considerable impact:
Considerable impact 33.7% (82/252)
Notable impact 44% (111/252)
Moderate impact 16 3% (41/252)
Some impact 6% (15/252)
Minimal impact 3.6% (9/252)
4.
5.
Please rate the impact MAC has had on your confidence and capability to effectively lead. In response to this question, 94.8% (237/250) of respondents identified that the Te Arahou MAC Kaupapa has made a moderate to considerable impact on their confidence and ability to effectively lead their schools:
Considerable impact 34 9% (88/252)
Notable impact 43 3% (109/252)
Moderate impact 15.9% (40/252)
Some impact 4% (10/252)
Minimal impact 2% (5/252)
Please rate the impact of MAC in increasing your knowledge and understanding of Te Ao Māori In response to this question, 95 6% (239/252) respondents identified that the Te Arahou MAC Kaupapa has made a moderate to considerable impact on their knowledge and understanding of Te Ao Māori:
Participant respondents (above 85%) identify that the Te Arahou MAC Kaupapa is making the most significant impact in a number of areas:
1.
Impact on increasing knowledge and understanding of Te Ao Māori 95.6% (239/252)
Impact on confidence and capability to effectively lead 94 8% (237/250) 2
Impact on leadership areas for development co-constructed with facilitator 94% (237/252) 3
4.
Impact on progress and achievement of Māori as Māori in reading, writing and mathematics 85 8% (216/252)
While 63.6% (181/249) identify an impact on leadership, management and governance effectiveness in creating and maintaining a welcoming and inclusive learning culture, and systems that support Māori learners enjoying and achieving education success as Māori, we would rather this gain a higher scale score.
Analysis of qualitative data identifies significant impacts on the knowledge, understanding, development and growth of Boards of Trustees in regards to their roles, responsibilities and accountabilities Respondents identified on many occasions increased clarity and motivation to strategically plan and provide to improve outcomes for ākonga, whānau, mana whenua and community. This intention is attested to in the following survey respondent comments:
“The Board have been very grateful to have the opportunity to develop a deeper understanding of their obligations under the treaty. This has brought about a change in attitude for some board members allowing the school to move forward andbemoreeffectiveforourMāorilearners.“
“The Board have looked at a system wide focus on Māori learners’ needs creating budgets to allow for strategic and systemic planning i.e. resourcing, professional development.”
- Principal Survey Responses, May 2024
SECTION 3. Culturally Responsive Effective Teaching for Māori Learners
This section of the survey asks respondents to identify the impact participation in the MAC Kaupapa has had on growth and capability in delivering te reo Māori and in the effective delivery of cultural responsive teaching practices for Māori learners. Likert 5 point rating scale scores were utilised to ask respondents to scale score either the impact or to agree or disagree to statements as follows:
1.
My school has become better able to effectively deliver culturally responsive teaching practices for Māori learners In response to this statement, 66 6% (165/252) moderately to strongly agree with this statement However, 33 4% (83/250) disagree or strongly disagree that their schools have become more culturally responsive in their teaching practices for Māori learners This suggests we may need to do more work with the whole teaching staff in relation to culturally responsive and sustaining teaching practices
Strongly agree 19.8% (49/252)
Agree 25% (62/252)
Moderately agree 21.8% (54/252)
Disagree 22.6% (56/252)
Strongly disagree 10 8% (27/252)
2.
3.
How many of your teachers have increased their level / hours of Te Reo Māori teaching in their classroom, since 2022? In response to this question, respondents identified that all staff in 32 9% (83/252) schools, most staff in 32 5% (82/252) of schools, half the staff in 9 1% (23/252) schools, some in 24 2% (61/252) schools and none in only 1 2% (3/252) schools have increased their level or hours of instruction in the teaching of Te Reo Māori in their classrooms
All 32.9% (83/252)
Most 32 5% (82/252)
Half 9.1% (23/252)
Some 24.2% (61/252)
None 1 2% (3/252)
Please rate the impact of MAC, in supporting the normalisation of Te Reo Māori me ōna Tikanga in your kura In response to this question, 94 5% (238/252) respondents identified that the Te Arahou MAC Kaupapa has made a moderate to considerable impact on their knowledge and understanding of Te Ao Māori:
Considerable impact 43 3% (109/252)
Notable impact 35.7% (90/252
Moderate impact 15.5% (39/252)
Some impact 2 4% (6/252)
Minimal impact 3.2% (8/252)
In the qualitative questions we asked respondents to identify: What progress has your kura made in the delivery of Te Reo Māori over the past 6 months? The following data and comments identify the most significant responses:
In analysing the data from qualitative comments in regards to delivery of Te Reo Māori, a number of common themes were identified Overwhelmingly respondents identified increased teacher commitment to learning and consequently increased capability and use in the classroom. Te Ahu o Te Reo Māori was identified as the most prevalent professional development provider for teachers to learn te reo Māori However, there were also a significant number of comments that expressed frustration and concern at limited access to this te reo Māori development kaupapa
“We are very excited about the learning journey we are on alongside Brenda. Our staff are eager to learn, develop and grow their own level of Te Reo language, but alsoadapttheirclassroompracticeastheygoalong…”
“Some teachers have been able to access Te Ahu o Te Reo Māori to allow for professional development, however this is so difficult to access - many teachers havenotbeenabletoentertheprogramme...”
- Principal Survey Responses, May 2024
A significant theme across the comments identified that principals and schools are taking a more strategic and less off the cuff approach to the teaching and learning of te reo Māori. A stronger emphasis is also placed on correct pronunciation This move is increasingly encouraged and supported by Boards of Trustees as they gain a stronger understanding of their obligations and requirements under both Te Tiriti o Waitangi and Curriculum delivery. But not only that, they are identified as seeing the many advantages of the learning of te reo Māori on not only Māori students but across cultures This increased commitment and expectation is also linked to teacher registration attestation processes in some schools. The following comments from Tumuaki survey responses testify to these findings:
“We have implemented a structured Te Reo programme. The capacity of teachers has increased and several have or are completing a Te Reo course….Te Reo and tikangaareincreasinglybeingauthenticallyintegratedinschoollife.”
“Working with George has helped us to develop a strategic rather than an ad hoc approach. We have identified leaders within the school to champion Te Ao Māori andthishasbeenareallypositivestep.”
“We have a cultural leader within the Kura. All teachers are training on Te Ahu o Te Reo Māori. We have whole-school Te Reo Māori goals and kaiako are working together to develop language plans for implementation. We have developed a Te Reo Māori Strategy (ongoing). … Principal will not sign off registration unless teachers are taking measures to improve their knowledge of Te Reo me ōna tikanga.”
- Principal Survey Responses, May 2024
Another major finding from the qualitative data was the increased desire, commitment and progress schools have made in providing higher levels of te reo Māori immersion for ākonga, establishing cultural leadership roles in the school as well as the establishment of bilingual and rumaki immersion classes:
“We will be able to move to Level 4b for all Auraki classes (7). We have 2 at the moment - but the other 5 will be confident enough to say they are sustaining that levelofTereoMāorisoon.”
“How excited the board and whānau are for having the bilingual class operating at our kura. At a regional hui, which brought whānau Māori together, one of our whānauwasfilledwithprideatwhatisbeingnormalisedatourkurafortheākoka.”
“We have appointed a cultural leader, our school wide collaborative plan is linked to te whare tapa wha, an increase in te reo being used in all classrooms, tamariki not participatinginkapahakaarelearningwaiatainclass.”
- Principal Survey Responses, May 2024
Localised, integrated curriculum featuring te reo Māori, local histories/narratives and NZ Histories is another significant feature of the responses in the Tumuaki survey Alongside curriculum, schools are also developing clear progressions and assessment tools to measure student progress and achievement.
“ ... We have an extension Te Reo roopu for our Māori students as well as an enrichment Māori roopu. The way in which Te Reo is integrated into classroom programmes increases every day. Great to see the increased confidence in kaiako aswellastamariki.”
“…Correct pronunciation is very evident, with whānau commenting too. Reviewing our progressions in our English Medium (Level 4b) classes. Te Reo Māori delivery is evidentthroughouttheschooldayandisintegratedacrosssubjectareas.”
“…TOD have focussed on the integration of Matauranga Māori into all curriculum areas.”
- Principal Survey Responses, May 2024
The development of progressions and assessment tools both cultural and academic are utilised across curriculum. A range of tools including PAT Te Reo Māori, ERO’s Poutama Tau, NZCER Te Reo Māori assessment and Education Perfect are being utilised in schools. Schools are also utilising tools that have been developed with the support and guidance of MAC Facilitators and in a growing number of instances including school whānau and Mana Whenua. Self review and on-going development is evident across our MAC schools.
“Baseline assessment done using Poutama Reo and action points established. Schoolwideminimumexpectationsre-established.”
“Te Reo me Ona Tikanga Māori progressions have been developed in consultation with our Rōpū and Mana Whenua. These progressions are now being implemented across the school. The impact of these progressions across other areas of the curriculumhasyettobemeasured.”
“We have a Te Reo Māori long term plan and progressions for Te Reo so our tamariki arenowbuildingontheirlearningateachYearlevel.”
“8 kaiako are enrolled in Te Ahu o te Reo Māori - Levels 2-4. These kaiako have developed own Te Reo Language plans. For consistency across the kura, we are now unpacking the Te Reo Māori learning progressions and using the Poutama Reo Matrix.”
“Creating a teaching tool to ensure the differentiation and development of te reo as ourtamarikiprogressthroughoutourkura.”
- Principal Survey Responses, May 2024
Respondents to the survey also identified strengthened relationships and engagement with ākonga, Whānau, Hapū, Iwi and Community as significant in terms of overall improvements in the provision of Te Reo Māori in their schools. They also mentioned increased leadership opportunities for ākonga as well as increased confidence in their knowledge and abilities
Also significant was the provision of te reo Māori for not only ākonga across the school but also for parents, whanau and community This provision was often mentioned as either run by or in collaboration with hapū and Iwi as a result of strengthened relationships and engagement of these groups.
“Student voice and leadership in Māori Culture and Tikanga…Ākonga Māori increasingtheirconfidenceintalkingaboutandsharingwhakapapa.”
“Community learning alongside us as we increase our Te reo. Hearing the students begintorespond.”
“We are working towards Level 5 status of learning Te Reo across our school. We have also set up after school Te Reo Māori lessons for our community, run by our localiwi.”
“Increased delivery of Te Reo Māori, involvement of Hapū and whānau, Permanent hapūseatonBoardofTrustees.”
”I'm super proud of our partnership with mana whenua. I know they feel the same as weworkcollaborativelytosupportbothourgoals,andthoseofTeKawerauaMaki.”
- Principal Survey Responses, May 2024
Further to the above comments on whanau and Iwi participation and engagement in schools, the Tumuaki survey also asked respondents to comment specifically on the effectiveness of their engagement with parents, families and whānau as well as the effectiveness of their relationships with Iwi and Mana Whenua
We asked them to rate on a 5-point likert scale using a range from strongly agree (1) to strongly disagree (5) or minimal impact (1) to considerable impact (5) The results are evidenced in both commentary and graph snapshots below:
I am confident that my school has become better able to effectively engage parents, family and whānau in supporting outcomes for ākonga Māori.
a. Analysis of data in response to this question indicates that 70.7% (176/249) of respondents moderately to strongly agree with the above statement in regards to confidence of strengthened and effective relationships as above The graph below gives an illustration of this
Please rate the impact of MAC, to support the growth in relationships with parents, family and whānau.
a. Analysis of this data indicates that 87.7% (221/252) believe that the MAC Kaupapa has had an impact on the growth in relationships with parents, family and whanau. 2.
“Whanau connect feedback was out the gate! Building relationships! Positive feedback from students, whanau and staff. Tamariki have never been so excited to starttheyear.Nowit'saboutkeepingthatgoing-relationships!”
“Seeing whānau who have previously seemed not very comfortable within the kura, actually walk in the gates and participate in school events. A very proud Pāpā performing a haka at the end of our school's inaugural performance at our local Polyfestwasjustincredibletowitness.”
- Principal Survey Responses, May 2024
Specific to Iwi / Mana Whenua / Hapū relationships we asked two questions utilising the strongly agree (1) to strongly disagree (5) 5 point Likert Scale as well as the minimal impact (1) to considerable impact (5) scale score
In this section we asked two questions in regard to confidence and impact:
1.
I am confident that my school has become better able to work effectively with marae/hapū/iwi/mana whenua to improve outcomes for ākonga and rangatahi Māori
a. In response to this question data analysis identifies that 68.9% (173/252) respondents moderately to strongly agreed with this statement while 23 1% (58/252) disagreed and 8% (20/251) strongly disagreed. This is an area where we need to strengthen our conduit relationships for schools but it culd also be an indication of the fact that 84 of our schools are in their first year of participation in the kaupapa and this could mitigate some of the reduced confidence / lower response in scale scores
Please rate the impact of MAC, in supporting the growth in relationships with whānau, marae, and hapū/Iwi
a. In response to this question data analysis identifies that 77 4% (195/252) believe that the MAC Kaupapa has had a moderate to considerable impact on growing relationships with whānau, marae, hapū and Iwi. A further 15.9% (40/252) believe it has had some impact, while 6 7% (17/252) believe it has had minimal impact The graph below illustrates these findings, supported by qualitative respondent comments.
2.
“Our Iwi Chair expressing the relationship between the school and Iwi is stronger than ever and no longer feels like engagement is another tick. It is now sincere and nottokenistic.”
- Principal Survey Responses, May 2024
SECTION 4. Māori Enjoying and Achieving Educational Success asMāori
In this section we wanted to get a picture of the increased confidence of school leaders that ākonga Māori are enjoying and achieving educational success as Māori across curriculum as well as the impact of MAC on this success. We asked three questions/statements with this focus. The first two are statements asking respondents to scale score 1 (Strongly Agree) to 5 (strongly disagree with the statements The third question asks respondents to rate 1 (Minimal Impact) to 5 Considerable Impact), the impact MAC has had on Māori achieving success as Māori.
I am confident that Māori are enjoying and achieving educational success as Māori in my school
a. In response to this statement analysis identifies that 72.2% (181/251) of respondents either strongly agree (12 4%), agree (32 7%) or moderately agree (27.1%) to this statement. A further 27.9% (70) either disagree (23.1%) or strongly disagree (4.8%)
I am confident that Māori learners at my school are experiencing the big learning gains needed to ensure they are achieving across all curriculum areas - particularly in the areas of high priority/high need.
a. In response to this question, analysis identifies that 75% (188/251) of respondents believe that they have confidence that Māori learners in their schools are making big learning gains to ensure they are achieving across all curriculum areas. 25% (63/251) however, do not have this confidence.
The impact of the MAC Kaupapa on Māori achieving success as Māori.
a. In this we asked respondents to identify on a 5-point scale the impact of MAC on Māori students achieving success as Māori (MASAM) Analysis identifies that 91 3% (230/252) of respondents identify that MAC has had an impact on the success of Māori as Māori in MAC schools. Specific analysis of data is:. 25% (63/251) however, do not have this confidence 3.
Considerable impact 25.4% (64/252)
Notable impact 42.1% (106/252)
Moderate impact 23 8% (60/252)
Some impact 5.6% (14/252)
Minimal impact 3.2% (8/252)
In this section we have discussed data and analysis to identify respondent perceptions and beliefs about the learning nd progress of ākonga Māori as Māori and also on their beliefs about the impact of MAC on this Analysis identified that while 91 3% believe that MAC is making an impact, their level of confidence in the belief that akonga are enjoying and achieving success as Māori is approximately 21% lower at 72.2%. Although they have slightly more confidence (75%) that Māori learners are making the big gains necessary to achieve across all curriculum areas
The following section of this report draws from both quantitative and qualitative respondent data to capture and identify thoughts specific to the impact and effectiveness of the facilitation provided as well as respondents perceptions, and their perceived perceptions of others in relation to the impact and effectiveness of the MAC Kaupapa.
SECTION 5: Summary - Sharing success, others’ perception of successandoverallsatisfactionwiththefacilitationprovided
In this section we asked respondents to share one or two big success moments they have seen as a result of their work with MAC over the past 6 months from both their perspective as well as from the perspective other have shared with them. These two questions gave a wealth of data and information that have been themed under the most common responses / response areas.
For the third question we used a Likert scale 1-5 asking respondents to express their satisfaction: unsatisfied (1), somewhat satisfied (2), satisfied (3), very satisfied (4) or extremely satisfied (5) in regard to the effectiveness of the facilitation, and finally, we asked for any comments on specific facilitation experiences
In regards to the two qualitative sections about success moments relayed by others or perceived by respondents the following themes, amongst many others, were identified The list is followed by respondent comments.
Increased pride and confidence of Māori as Māori
Increased ākonga perception of te reo being valued and used by staff (Taku Reo Survey)
Improved whānau feedback (positive) engagement and support
Normalising te reo, tikanga , Mātauranga and kawa
Formal and improved assessment and outcomes in Te Reo for senior students
Improvement in Māori tamariki achievement in Literacy and Mathematics - gap between Māori and non Māori has reduced to less that 6%
Our reading, writing and maths data for 2023 showed our Māori tamariki are achieving at higher rates than our Pakehā tamariki.
Unified staff, Board and Kaumatua
Stronger participation and pride in Kapa Haka and performance
Unified commitment of staff to undertake Te Ahu o Te Reo Māori PD
A deeper understanding of the histories and stories of Aotearoa
Strategic Planning
Mana Whenua Relationships
Stronger governance knowledge and understanding of obligations and responsibilities, shared ownership of strategies and actions to improve
External feedback and perceptions of quality of te reo and school culture
Positive non-Māori perceptions and feedback on te reo, Māori histories etc, te ao Māori and wanting to explore their own identity
Increased confidence and commitment
Whānau consultation - overwhelming most proud of the care, aroha and whānau like culture of the kura
BOT growth in knowledge, understanding and strategy as a result
“Bringing MAC into the school has been one of the biggest successes. Knowing that we have someone to build a relationship with around tikanga Māori and someone who can help grow our goals and aspirations that we would have struggled to grow otherwise has been very positive. The staff have expressed a desire to learn more tereoandthatisabigsuccesstoo.”
“The Board have been very grateful to have the opportunity to develop a deeper understanding of their obligations under the treaty. This has brought about a change in attitude for some board members allowing the school to move forward and be more effective for our Māori learners. Improved confidence in teaching Te Reoinclassrooms.”
“Drew has made a considerable impact on not only our tamariki and staff, but the wider community and especially our Board of Trustees where he shared a presentation with our BoT. I found it to be really invaluable having an expert partner to support the korero I had shared, emphasising the importance of the kaupapa aligningwithourstrategicplan.”
“Our whole kura whānau have found Whetū inspirational, supportive, knowledgeable, challenging, warm and always showing manaakitanga. Our team and Governance have always felt a connection and respect for his mana and ways ofbeing.”
- Principal Survey Responses, May 2024
The qualitative data identified a myriad of ways that respondents could identify and describe the success moments they have experienced, perceived and had relayed to them by others. The following data speaks to their views in regard to specific facilitation and the impact of this
The qualitative data identified a myriad of ways that respondents could identify and describe the success moments they have experienced, perceived and had relayed to them by others. The following data speaks to their views in regard to specific facilitation and the impact of this
SpecificFacilitationImpactandEffectiveness
In this section we asked respondents to identify their level of satisfaction with the facilitation of the Te Arahou MAC Kaupapa and to make any specific comments in regard to facilitation experiences. We have used both the graph with analysis and pulled out a number of authentic respondent voice statements to convey the quality, effectiveness and attributes that are valued by respondents to evidence their thinking
Analysis of the quantitative data identifies that 97 2% (245/252) are either extremely satisfied 59 5% (150/252), very satisfied 29 4% (74/252), or satisfied 8 3% (21/252) with the quality and effectiveness of the facilitation provided. The graph below evidences these findings. This is followed by summaries and specific respondent quotes attesting to the quality, effectiveness and attributes of Te Arahou MAC Facilitators and their facilitation - aspects that are highly valued by respondents.
Emerging themes in regard to facilitation (by no means all of them):
Supportive yet challenging - encouraging us to step out of our comfort zones
Make everything seem achievable, clear, concise, directional & strategic
Enthuse and encourage - even the most reluctant
Changemakers, adaptable, strategic
Great resources & presentations
Immediate impact on classroom practice and contexts
Facilitation specific to each schools’ needs
Well prepared, highly professional
Cluster facilitation and networks across schools, regions and national
A shared learning journey - He huarahi ako
Ako
Impacting hugely on student achievement
Cluster, staff, Board of Trustees collaboration and networking - Unity and collective approaches
Increased knowledge and understanding about the importance of identity as well as increased desire for staff and community to explore their own identity
Grounded in research and effective pedagogy
Empowering, supportive, encouraging - courageous leadership and conversations
Takes us from where we are
Whanaungatanga / Manaakitanga: Collective, collaborative, cluster collegialitysharing and support
Nothing is too hard
A kaupapa - not a PLD programme
“Anaru has gone above and beyond to cater for our rohe. We value all of the time he has spent coming to our rural, isolated kura to meet kanohi-ki-te-kanohi. It shows ourtamariki,staffandwhanauthatwemattertoo,regardlessofourlocation.”
“Honest, challenging, informed and led through the heart. I value my connection with Kim and feel I have a strong guide who is helping me navigate the current climatewithintegrityandmoralpurpose.”
“Brenda brings a wealth of knowledge to our kura. Being Pākehā also brings a dimension that supports my growth being Pākehā as well but inside knowing Te Ao Māori underpins our values and beliefs. Brenda facilitates with exceptional clarity, builds trusting relationships with staff and also has a great sense of humour! Her Principal experience also means that Brenda still understands the complexities of leadingaschoolandthisisincrediblysupportive.ThankyouBrenda!”
“Drew is a great role model for our teachers. He builds strong relationships, has excellent knowledge … He wants the best for the children and staff. Always available and willing to work with the school, Board, whānau to develop strategic plans/thinkingfortheschool.”
“They take a lot away from the PLD George does. You can see it in the way they engage with tamariki, their vision for their classroom and their own pedagogy that underpinsit.”
“ ... The cluster hui have all been great experiences providing opportunities to visit other kura and meet and share with tumuaki….The workshops Mel has been involvedinfacilitatinghavebeenexcellentlearningexperiences.”
“Having Meralyn as our facilitator has been the biggest and most significant change for our kura. Whether it is intentional or not, she has built stunning relationships with all our staff - she makes me feel empowered and supports me and that relationship makes me want to do more for our kura - her approach and manner (aside from her amazing knowledge) makes me want to do more to make her proud. The relationship she has with me as tumuaki is so positive and I feel like I can achieve and have a go at anything. I have NEVER been mentored and guided in this important kaupapa in this way - and it is working so well for me and our kura. Our boardandcommunityknowMeralynandshehas"manaandrespect!”
“Having a facilitator with recent principal experience is outstanding. Phil absolutely understands the various stakeholders and levers that schools have to work with to effectchange.”
“We have appreciated our MAC facilitator coming in and getting to know our kura, then gently guiding and challenging the thinking for us. It has not been a one-sizefits-allexperience,ourjourneyhasbeenco-constructed.”
“Phil is a great facilitator, asking critical questions and challenging us on the impact of our governance/management decisions on tamariki Māori. He is easy to share thoughts with and is able to offer thoughtful approaches to complex strategic decisionmakingsituations.”
“Loved the Mac Conference. Was inspiring. The MoE need to use this as an approachtoallPLDinNZ!”
“Wayne is super respectful of where we are in our journey. I feel like he gives us the right amount of nudging without it being overwhelming. The cluster hui and group days are fantastic and always point a way forward to continue with the mahi we are doinginourschools.”
“…Huge gains in our school with our knowledge and understanding of Te Tiriti, tikanga. MAC has helped to share the knowledge and understanding across schools through the cluster and regional huis, as well as the individual sessions with our MACfacilitator.”
- Principal Survey Responses, May 2024
While there are a significant number of comments above that attest to the quality, effectiveness and impact of the MAC Kaupapa and facilitation, I decided to leave them all in as it was too difficult to choose what to take out. These comments are but a snapshot of positive comments that came back in relation to the facilitation specific feedback.
NationalWānanga
PARTICIPANTRESPONSES&COMMENTS
MAY2024
The following section discusses the National Wānanga held in Te Tai Tokerau in May this year and attended by 208 delegates, MAC principals and their leadership and teaching staff from across the country Demand for this Wānanga was so great that we are holding another one in November this year and currently discussing the probability of a further one in term 1, 2025
Wānanga is a specific Māori approach to learning and to teaching In essence, Wānanga is about open discussion, about gathering together to discuss differing thoughts, opinions and experiences Since our inception, Te Arahou MAC have held National Wānanga on Marae to enable participants to be imbedded in the kaupapa while learning about, living and experiencing te ao Māori and Māori values. Sadly, Covid put paid to our ability to do this for a number of years. Coupled with the immense growth of school numbers participating in the MAC Kaupapa we needed to find alternatives without losing the concept and pedagogy of Wānanga as the basis to facilitating deep and critical learning and professional growth. Over the past 2 years we have held National Wānanga as conferences albeit taking a Kaupapa Māori approach and pedagogy to these. We wanted to return to Marae based Wānanga as we feel it is by far the greatest approach for the greatest learning outcomes for our participants.
Our National Wānanga was held at Waitangi in Te Tai Tokerau in May 2024. A further Wānanga will be held in November 2024 as an opportunity for those who could not be catered for at this Wānanga. We planned our National Wānanga with the intention of building knowledge of He Whakaputanga, Te Tiriti o Waitangi and Te Whare Tapu o Nga Puhi. Also, as an opportunity to stretch thinking and challenge participant understanding of what works best for ākonga Māori, while also providing an opportunity to network with other tumuaki and leadership teams from around the motu who are also committed to the MAC kaupapa
In this survey we asked respondents to identify their level of overall satisfaction with the Wānanga as well as their resulting levels of confidence in articulating what Māori success as Māori looks like in their kura We also asked them to identify the relevance (or not) of the learning opportunities provided We received a 40% (83/208) response rate to our survey Analysis of the data with supporting qualitative responses follow:
A Likert rating scale 1 – 5 from unsatisfied to very satisfied asked the respondents to identify their level of satisfaction with the overall event. A resounding 97.6% (81/85) gave a rating score of 5 (very satisfied) 75.9% (63/83) or 4 (highly satisfied) 21.7% (18/83). The feedback also provided us with information to enable improvements for the upcoming November Wānanga
We also asked respondents to identify the relevance of the Wānanga experience and speakers to themselves both professionally and personally A Likert rating scale 1 (Not relevant through to 5 very relevant was utilised to gather the data Analysis identified that 96 4% (80/83) identified that it was either very relevant 74.7% (62/83) 21.7% (18/83) or highly relevant to them professionally.
In relation to themselves personally, 80/83 (96 4%) felt that it was very relevant 79 5% (66/83) or highly relevant 16.9% (14/83).
As a result of the Wānanga, 99% 82/83 expressed that they felt very confident 38 6% (32/83) or more confident 61.4% (51/83) as a result of the learning at the Wānanga to better articulate what Māori achieving success as Māori looks like in their kura.
In the next section of the review survey we asked respondents to identify the relevance of learning opportunities over the three days of the Wānanga. For all three days, the highest score was accorded to the very relevant for each of the activities/events followed by relevant There were very minimal responses to “not relevant”. These results are evident in the graphs below.
“Fabulous day seeing and experiencing both events. Blown away by presentation, knowledgeandexpertiseofboth.”
“The first day was absolutely outstanding. I enjoyed how it was so practical in that we were visiting the sites and listening to the kōrero where the events took place. It was powerful and engaging. I studied the treaty at university, but it was very different being at the actual site. Going to Opononi and visiting Ngā Tapuwae o Kupe was just as incredible. They have done a superb job of building that facility and the kaiarahidoatremendousjobatpresenting.Day1wasfantastic!”
– National Wānanga Participant Survey Responses, May 2024
“Hoana presentation was interactive and generated interesting discussion within each group. Waiata with Te Ringakaha was awesome so much so later on that night as I was in my room resting I could hear those part of the MAC event singing the waiataatthetopoftheirvoiceslol,sowelldone.”
“This was the most valuable day for me personally. Having the opportunity to spend the whole day on the marae was wonderful. Some of the stories we heard on our trip to Opononi were retold through the carvings in the meeting house and the waiata. It was great to be able to connect the learning from day one to day two. I thoroughly enjoyed learning the new waiata and was amazed at how quickly the group was able tolearnthis.Ifoundthewholeexperienceatthemaraereallymoving.”
– National Wānanga Participant Survey Responses, May 2024
“By day 3 I was really tired and full from a huge amount of learning and positive challenge. I did consider cutting it short but stuck it out for all 4 speakers. It was worth it as I gained something from all of the speakers and I will be thinking over the next few weeks about what that means in the context of my kura, my learning and myrelationshipwithlocaliwi.”
“Always enjoy being challenged by MAC facilitators because I know it comes from a place where that facilitator has 'been there and done that'. Feedback is real, gives good opportunity for us to korero with other kura about things they are trying and doing.”
– National Wānanga Participant Survey Responses, May 2024
Summary – National Wānanga: Satisfaction, Relevance, EffectivenessandConfidence
Overall the feedback from the participant survey testify that the Wānanga was highly successful and very relevant for attendees with 97.6% (83/85) identifying that they were highly satisfied with the overall event Further, 96 4% (80/83) stated that it was very or highly relevant to them professionally and also personally 96 4% (80/83) Respondents (99%), also identified that they felt, as a result of the learning at the Wānanga, either more confident or very confident to articulate what Māori achieving success as Māori looks like in their kura.
Feedback on specific activities, events and speakers also attested to the relevance and impact on them personally and professionally and the respondent comments evidence this.
The next section of this report provides data and analysis from Regional Cluster Hui
RegionalClusterHui
PARTICIPANTRESPONSES&COMMENTS
The following data was collected from Cluster Hui held at Te Arahou - MAC kura throughout Term 2 of 2024. Feedback was collected from 137 Tumuaki from 18 different MAC cluster hui across the Nation.
The survey asked a number of questions in relation to personal and professional growth and perceptions of the impact and quality of delivery Responses were accorded a score 1 - 5 (highest) against a Likert Scale for each question or statement: The questions / statements were:
1. This cluster hui helped me to build my skills, knowledge, and/or understanding of the Te Arahou MAC kaupapa. Strongly disagreestrongly agree
This cluster hui has allowed me to strengthen my professional relationships and build relational trust with my MAC colleagues Strongly disagree - strongly agree
2. This cluster hui engaged my theories and beliefs and promoted rigorous and deep learning. Strongly disagree - strongly agree
4
3. This cluster hui has improved my ability to effectively lead a kura that supports Māori learners enjoying and achieving education success as Māori. Strongly disagree - strongly agree
5 Your level of satisfaction with the facilitation provided by Te Arahou MAC 6
Attending this cluster hui allowed me to gain useful insight and/or advice regarding the progress and challenges my kura has experienced under the Te Arahou MAC Kaupapa. Strongly disagree - strongly agree
The responses to this survey overwhelmingly support Cluster Hui as a significant agent of change for the MAC kaupapa. Overall, 94% of respondents felt that the hui they attended engaged and challenged their knowledge and beliefs, built relational trust with their MAC facilitator, grew their understanding of the MAC kaupapa, provided useful insight into the challenges facing their kura, and improved their ability to lead a school that supports ākonga Māori learning and achieving as Māori Of these, two thirds strongly agreed
Response to the question in regard to levels of satisfaction with the facilitation identify that 98.5% of respondents were either highly satisfied (21.5%) or exceptionally satisfied (77%) with the facilitation provided
A final question asked for qualitative comments: How has your attendance at this Cluster Hui impacted on your leadership and why?
Emerging themes:
Strategy and Strategic Thinking and Planning
Collegiality
Common Focus/Purpose
Shared practice, stories and resources
Increased knowledge, understanding and confidence
Critical Thinking, reflection and analysis
Accountability
Motivation and commitment
Clarity around next steps
Participant Voice:
Commitment to Action - How has your attendance at this Cluster Hui impacted on your leadershipandwhy?
“We have a fantastic opportunity to lead progress at our kura with the buy in from our staff & community (leaders, kaumatua, board members) who were present at the hui ”
“This has given me an understanding of how I can begin to impact and make change when I am creating opportunities for Māori- especially in planning our localised curriculum ”
“ Reaffirms changes in my perspective that allows myself and my staff to support my students to achieve success as Maori - academically and culturally ”
Commitment to Action - What have you committed to doing differently as a result of this Cluster Hui?
“To bring our whānau on board early in the process in developing the localised curriculum.”
“As a result of this and preceding hui, our staff are committed to improving our relationship with our local marae (just had our first hui in several years with very positive results), our whole school has just achieved success in obtaining level 4B Te Reo funding for every class, and we are improving our gathering of data and monitoring of progress for every child in our Te Reo/Tikanga programme to meet curriculum level guidelines (improving staff skill and knowledge as we go).”
The MAC kaupapa is providing Tumuaki with the opportunity to model life-long learning for their ākonga – all of the feedback provided shows growth
RegionalStaffMeetings
PARTICIPANTRESPONSES&COMMENTS
The following data was collected from Staff Hui held at Te Arahou - MAC kura throughout Term 2 of 2024. Feedback was collected from 33 kaiako from 6 MAC kura.
Kaupapaofthesehuiincluded:
The Power of Whakataukī and Whakaaro Māori as a literacy tool
The history and relevance of Te Tiriti o Waitangi
The purpose of MAC in the kura
Reo Rangatira and its connections to literacy practice
The importance of Culture in a school environment
The five survey questions focus on the preparation, pace and overall delivery of the PLD, expanding knowledge and deepening understanding of the participants, the kaupapa focus of the day, the skill, expertise and quality of the facilitation A 4-point scale ranging from not at all to all of the time was used to gather this data Results against each statement are highlighted below:
1. Organised and cohesive - 100%
Preparation time was apparent - 100%
2
Timely and focussed delivery - 100%
4.
3. Appropriate resources, tools and technology - 100%
5
Flexible facilitation as and when needed - 100%
Analysis identifies that delivery of the MAC kaupapa is being done in a flexible, organised and timely
Analysis identifies that 100% of participants felt that the objectives of the hui were clear, that diverse perspectives were acknowledged, and that it was relevant and important to their professional practice Furthermore, 97% of respondents (32 of 33) felt that the content of the hui prompted them to engage in courageous conversations with their students, staff and/or whānau, and 94% of respondents (31 of 33) felt that it encouraged reflection or a change in their professional practice Against all but one of the questions, the strongly agree scale was highest
The following section discusses the level of skill, responsiveness and culturally sustaining aspects of the facilitators delivery.
We asked participants to identify the level of skill, responsiveness and culturally sustaining facilitation in their practice under ten specific areas on a 4-point Likert scale ranging from disagree to strongly agree.
Effective communicator - 100% 1.
Culturally located - 91% 2.
Advocate for positive change - 94% 3
Provided time for networking/sharing - 97% 4.
Used a range of tools and facilitation strategies - 97% 5.
Enacted ako - 97% 6
Respected diverse perspectives - 97% 7
Shared vision of MAC as overarching goal - 94% 8.
Demonstrated curricula and pedagogical knowledge - 100% 9
Again, this is an indication that the delivery of the MAC kaupapa is being done in a highly effective manner. 100% of participants felt that their facilitator was an articulate communicator, and was highly knowledgeable in the kaupapa. While almost all respondents were positive about their facilitator’s use of a diverse range of tools and strategies, this may be an area for us to consider moving forward.
Finally in this data gathering process we asked for qualitative comments under three questions. A snapshot of comments are featured under each question:
1. What have you committed to doing differently as a result of this workshop/your work with MAC TeArahou?
“Creating an action plan for the rest of the year to set out achievable areas of change ”
“Look at what and how I am teaching and is it in away that exceeds the criteria, for it to be authentic and allows our Māori student to be Māori with success ”
“First is to approach decision making in our leadership team through a responsive Te Tiriti lens. Grown confidence to be able to speak, share and grow team confidence in tikanga Maori in our kura ”
“I found it to be interesting that, during conversation with fellow kaiako, how many could struggle to identify their own culture This made me reflect on how when we are embedded in our culture that we cannot see it. My wondering is how can I as a teacher help tamariki to embrace and identify their culture - whatever culture may mean to them ”
3.Whatfinalthoughtswouldyouliketoshare?
“Love doing PD with MAC, I always learn heaps and end up feeling empowered in my own te reo Maori journey as well as the journey my class is on.”
“I appreciate the gentle, informative way Drew has shared the learning with us and the resources that he has made for us to use with our children.”
“The morning was led by Phil in a supportive, professional, and highly informative way The morning brought our kura whānau closer together and wanting to learn more.”
As is indicated, respondents to these survey questions, capture the practice of 6 MAC facilitators across various regions of Aotearoa / NZ. Data analysis indicates a very high and consistent professional approach and quality of practice across them all When these survey results are compared and discussed in relation to other survey responses and feedback in terms of the professionalism, quality and consistency of facilitation, regardless of context, findings are consistent
Following is the final feedback survey that sort to gain student voice on their perceptions and experiences ‘as Māori’ in their schools
ĀkongaKōrero
STUDENTVOICESURVEYRESPONSES&COMMENTS
The following data was collected from hui with ākonga Māori from Te Arahou - MAC kura throughout Term 2 of 2024. Feedback was collected from 27 ākonga Māori from 6 MAC kura.
In the first section of the survey, we asked ākonga Māori to identify how they felt about being Māori and how it felt to be Māori at their schools They responded that: 46 2% always felt proud and confident to be Māori, 23 1% mostly, 26 9% sometimes and 3 8% never
How they felt about being Māori at school 69 2% responded that it felt good to be Māori either always (42 3%), mostly (26 9%) The remaining ākonga stated: sometimes (26 9%), and 3 8% identified that they never felt it felt good to be Māori at school
We also asked ākonga Māori whether they thought feeling confident and proud to be Māori helped them to be more successful in their kura The majority (92 3%) either strongly agreed (19 2%) mostly agreed (57 7%) or agreed (15 4%) that this was the case While no respondents disagreed with this, 7 7% partially agreed
In a further question we asked students their perception of whether ākonga Māori were achieving at their school. The majority 69.2% felt that this was the case either always (19.2%) or mostly (50%) while 26.9% felt this was often the case and 3.8% sometimes. No-one disagreed that feeling confident and proud to be Māori helps them to be more successful at school or that ākonga Māori are successful in their schools.
We asked ākonga Māori to identify leadership opportunities they had either in school or in the community. The majority identified their roles in kapa haka, and as role models and supporters to the teacher and students in learning te reo and tikanga Māori and as leaders of culture. Two students identified that they were either house leader or head boy of the school. When responding to home and community roles they mentioned responsibilities for helping out at home, and in the community environmental restoration and representing Hapū and Iwi in sports and culture.
“Kapa haka, I make rep teams for Ngāti Kahungungu for rugby, basketball and rugby league.”
“Kapa haka group at kura, I am looked to in my class to support the te reo Māori learning.”
– Ākonga Voice Survey Responses, Quarter 1 2024
We asked akonga Māori a number of questions in regard to Te Reo Māori and particular abilities / contexts they learned about and learned within We also asked how they felt their parents/whanau felt about them learning Te Reo Māori
When asked whether they thought Te Reo Māori me ōna Tikanga are important, 53 8% thought it was very important, 38 5% a little important and 7 7% were unsure as yet
When asked why they felt like they did in response to the question a number of common responses were identified:
Restoration, survival
“You keep the language alive and you never forget it. When someonetellsyouhowyoufeelyoucomebackandtellthem.”
“Because if we don't learn them at kura, and we don't learn them thenitmaydieoutagain.”
Because it is your culture - because I am Māori:
“IthelpsmetokeepmyselftruetowhoIam.”
“BecauseI'vegrownuponit.”
Whānau / Intergenerational communication / Bilingual
“SoyoucantalktoyourfamilyinMāoriiftheydon'tspeakEnglish.” It can teach us about our past, it is our past
It is a taonga “Becausethelanguageisimportanttounderstandandgetright.”
– Ākonga Voice Survey Responses, Quarter 1 2024
Ākonga Māori identified that for 69 2% their family/whānau were very proud about them learning Te Reo and tikanga Māori 11 5% felt they were a little proud and 19 2% were unsure We asked them to tell us a little about their reasons and what they thought their whānau goals were
To be a speaker of Te Reo Māori
To be happy and successful in life
We want to learn more Te Reo as a Whānau
Māori healing
“TobeabletotalktopeoplewhocankoreroMāori.”
“To represent Ngāti Kahungungu in sport, the encourage me to keepdoingkapahakaandlearningtereoMāori.”
“Mum reckons it's good for me to be learning and knowing lots of Māori because she also wants to learn and she thinks it's good for me to express my culture. Also she loves when I take home new Māoriknowledgeandtalkaboutittoher.”
“One of my family's goals is to keep doing Māori healing, and my goalistokeepdoingkapahakaforaslongasIcan.”
“My goals are just being proud to be Māori and i think my family got goalstoo.”
– Ākonga Voice Survey Responses, Quarter 1 2024
Interestingly, 65.4% of ākonga identified that their hapū and Iwi have aspirations for them and their future and 84.6% either knew their whakapapa, where they are from and where their ancestors came from. For 38.5% they knew this really well, 19.2% quite well and 26.9% well. For 15.3% they knew little about this.
When asked if they had access to and are learning their own pepehā (Iwi and Hapū whakapapa, 96.2% responded yes while 3.8% responded no. The majority of the remarks stated that they learned from their parents/whānau.
“I wanted to do it as my family think it is important. We do some at school.”
– Ākonga Voice Survey Responses, Quarter 1 2024
In terms of confidence reciting their pepehā, 19.2% felt very confident, 7.7% quite confident, 34.6% confident, 26.9% some confidence and 11.5% no confidence.
We asked ākonga to respond to 12 questions in relation to their understanding, confidence, success and ability in using te reo Māori each day and in a number of contexts We asked them to rate 1- 4 utilising a Likert Scale: 1: Not yet, 2: Somewhat well, 3: Quite well, 4: Confidently and successfully
I understand instructions in te reo 1
I understand many questions 2.
I can greet others 3.
I can farewell others 4
I can explain how I feel 5.
I can name many classroom and everyday items 6.
I can do a mihi using Te Reo Māori 7
I understand the karakia we use 8
I understand how we welcome groups using tikanga Māori 9.
I can use a maramataka 10.
I can count in te reo Māori 11
I can start a waiata tautoko 12.
Analysis of the data indicates that ākonga Māori feel most confident and successful when counting in te reo Māori followed by their understanding of the karakia used in their classrooms, thirdly in greeting others followed by starting a waiata. They feel least confident and successful in understanding questions followed by understanding instructions.
We also asked ākonga Māori what they wanted to get better at. The greatest response was to expand their knowledge and understanding of vocabulary and pronunciation of te reo Māori to enable them to speak, to recite their whakapapa, to welcome others, to waiata and to start waiata. A number also identified they wanted to learn to do speeches in te reo Māori.
We asked ākonga Māori to identify the places and spaces where they learnt te reo Māori and who helped them to learn. The most common contexts (equal) for learning te reo were: At the marae, at kapa haka and in te reo Māori class followed closely by in my classroom, at home and with other teachers. The least common contexts were at church and in the playground.
The teacher / kaiako was identified as the main person who helped ākonga Māori learn te reo Māori, followed by (equal) mum or dad and grandparents The least common were brothers and sisters or others
Ākonga Māori were asked whether their teacher was growing their knowledge of Tikanga, Te Reo and Te Ao Māori and using this in their teaching The majority 76 9% identified their teachers as always growing, 11 5%, mostly 65 4%, often growing 19 2% and sometimes 3 8% No-one identified their teacher as not doing so They identified a number of ways they saw this happening:
“Learning new Māori words, using them in certificates and at paepae.”
“MyteacherisusingmoretereoMāoriintheclass.”
“My teacher makes an effort to use it more and more in her classroom.”
“My teacher reads Māori stories and she asks us what we think the Māoriwordsmean.”
– Ākonga Voice Survey Responses, Quarter 1 2024
We also asked ākonga Māori to identify contexts and kaupapa that they have learnt about as well as areas that they wanted to learn about in terms of Māori History We asked three questions:
Do you learn about Māori history? 1
How much have you learned about He Whakaputanga and Te Tiriti o Waitangi? 2
How much have you learned about the loss of te reo Māori? 3.
In response, 92 3% of ākonga Māori identified that they learnt about Māori history The most common contexts for learning identified by ākonga Māori were:
Matariki
Celestial Navigation / Sir Hek Busby / Navigation to Aotearoa
The stars
Te Tiriti o Waitangi / The Treaty of Waitangi / He Whakaputanga
Waitangi
To take care of others
Whina Cooper
Tā Moko
Stories about the dead
Battle of Gate Pā, Battle of Te Ranga, Ruapekapeka / Land wars
The Suffragette movement
Papatūānuku and Ranginui
When asked how much they had learned about He Whakaputanga and Te Tiriti o Waitangi, ākonga Māori responded that 50% had learned either: a lot (11 5%) or quite a lot (38 5%), some (34 6%) nothing (7 7%) or not much (7 7%)
When asked how much they had learned about the loss of Te Reo Māori ākonga Māori responded that 53 9% had either learned: a lot (15 4%) or quite a lot (38 5%), some (26 9%), nothing (3 8%) or not much (15 4%)
We asked ākonga Māori to identify all the Te Ao Māori things they learn about at kura and what their main Te Ao Māori goal was for the year In terms of learning at kura the majority identified Māori sports, Hauora - well-being, Matariki astronomy and Kai Māori as the most common followed by Matariki celebrations, Te Wiki o Te Reo Māori, Visual Arts and Waiata. The least common were Pūtaiao followed by Tangata Rongonui, Kaitiakitanga & Māori crafts.
In the comments ākonga identified Ki O Rahi, Hangi and kites as learning contexts. Comments that stood out follow:
“We try to do a lot during te wiki o te reo Māori and we also do it throughouttheyear.”
“We do it as much as we can at kura and we mostly do it across the schoolday.”
In terms of their goal, the majority responded that they wanted to learn more and be more confident in Te Reo Māori – to be able to speak - and more about Te Ao Māori They also identified that they wanted to feel proud as Māori, to make their whānau happy and proud and to learn about their whakapapa Actual comments included:
“Toreplytomynanwhensheasksmestuff.”
“LearningmorethanIdonow.”
“I want to get better at my pronunciation and speaking in full sentencesandconversations.”
“Learn most of the karakia that i need to know like karakia kai and stufflikethat.”
“Toachievemore.”
– Ākonga Voice Survey Responses, Quarter 1 2024
When asked what help they needed, ākonga Māori responded overwhelmingly to learn more, to speak more, to sing more, to learn more karakia and for there to be more time and priority given to learning at home and at school. Comments included:
Did you know I can understand if my nan asks me questions but I replyinEnglish.”
“I need my friends to use te reo Māori more often and my teacher too.”
“Justlearningit.Liketheteacherhelpingus.”
“Adultstoteachme.”
– Ākonga Voice Survey Responses, Quarter 1 2024
SummaryĀkongaSurvey
While this survey is from a small cohort of ākonga Māori, analysis identifies a number of findings that will inform our facilitation practice, in depth focus and evaluative feedback to and with schools.
We wanted to know and understand how ākonga Māori felt about being Māori, and achieving as Māori. We wanted to know from their perspective, whether support and validation of their identity, language and culture was evident or not in their school context.
Analysis of data in regard to identity, evidence shows that less than 50% (46.2%) of students always felt proud and confident to be Māori. However, 23.1% felt this ‘mostly’. In their school contexts validation for feeling good to be Māori saw less than 50% (42.3%) respond that this was always the case with a further 26.9% stating mostly. Ākonga identified that less than 30% (26.9%) felt that their teachers helped them to feel proud to be Māori all of the time, while 38.5% felt this was the case most of the time.
Ākonga Māori believe that feeling confident and proud to be Māori (92.3%) helps them to be more successful in their kura. They perceived that at their schools Māori students are achieving. They also recognise that their parents/whānau, hapū and Iwi have aspirations for them and that their parents/whānau are proud of their learning of te reo, tikanga and culture. It is evident that these contexts provide their tamariki opportunities to take cultural leadership and to be and feel valued as role models. Although we did not specifically ask about the impact of the benefits of cultural leadership, across other wider school contexts, the values of Māori leadership accessed, would most likely bring added value to all opportunities to lead
Etipuereamongārāotōao
Ko tō ringa ki ngā rākau ā te Pakeha Hei ara mō tōtinana
KotōngākaukingātāongaaōtīpunaMāori
Heitikitikimōtōmāhuna
KotōwairuakitōAtua,Nānāneingāmeakatoa
Grow up and thrive for the days destined to you
Your hands to the tools of the Pakeha to provide physical sustenance,
Your heart to the treasures of your Māori ancestors as a diadem for your brow, Your soul to your God, to whom all things belong
–TāApiranaNgata
The tamariki themselves want to learn, to be taught, and to be happy and successful in their learning. They also want to be proud and confident to be Māori - all of the time. They want to be confident speakers of Te Reo Māori and they want to see themselves and learn more about themselves, in classrooms and across school and home contexts. They want help from whānau, adults and teachers to do this. They know their hapu and iwi have aspirations for them. They are motivated to learn and to be successful. The correlation between the 33.4% (83/250) of leaders who chose to disagree or strongly disagree, that their schools have become more culturally responsive in their teaching practices for Māori learners and the perceptions of akonga themselves around the impact of teachers, provides as strong point of impact for our next phase of facilitation We must provide the context for them to realise all these aspirations
I chose to put the Ākonga Survey in last to remind us all that this is why we are here That our children are our present and our future and that we must constantly ensure they reach their potential by embracing all that they are, their culture, language and identity Affirming, responding and sustaining their progress and growth as parents, whānau and professionals is an imperative. We must aspire to great heights in this endeavour.
Kotetamaititepūtakeotekaupapa
The child, the heart of the matter
As stated in the section above, ākonga Māori want to learn, are motivated to learn, and in response we must provide relevant, authentic and engaging contexts for them to do so. They are strongly motivated when they see themselves and their culture in the learning contexts and content as it validates their language, culture and identity.
What we can also do is make a connection here to the interface between self actualisation, the science of learning and greater academic achievement in reading, writing and mathematics. Zaretta Hammond (2015) references Gay and Lasdon-Billing, describing the following:
“Cognitive and higher order thinking have always been at the centre of culturally responsive teaching which makes it a natural partnerforneuroscienceintheclassroom.”
In 2010, Don Gorman - Director of the Centre for Rural and Remote Area Health in the University of Southern Queensland drew on Maslow's Hierarchy of Needs to explain the internal factors that drive i l d ti l ll b i d th f t f
The normalisation of Māori language, culture, identity, mātauranga and world views must be central to our school culture, teaching and learning for the realisation of Māori potential Alongside this, the findings of recent research from NZQA, identified five foundational conditions that were needed for schools to support high UE attainment for ākonga Māori and Pacific students The five conditions were: establishing and maintaining meaningful staff and student, and school and whānau, relationships understanding the importance of culture and the need to ensure that the school environment affirmed the languages, identities, and cultures of ākonga Māori and Pacific students holding high expectations for all students ensuring students were taught by effective teachers having effective school leaders who prioritised equity.
(Poipoia kia puāwai How schools support ākonga Māori and Pacific students to attain University Entrance: Esther Smaill, Sally Boyd, Georgia Palmer, Renee Tuifagalele, Melissa Denzler, and Lorraine Spiller For Mana Tohu Mātauranga o Aotearoa | NZQA 2024)
I would argue that these conditions are critical to every stage of the learning journey of our ākonga We must aim for our schools to be knowledgeable and to understand the importance of the negative impact on ākonga Māori when these conditions (both Maslow & NZQA) are not evident in practice or school culture and beliefs
The MAC Kaupapa integrates both theory and practice in its delivery We can affect positive change in personal and professional beliefs, assumptions, attitudes and practices that maximise outcomes and opportunities for ākonga to be successful in their learning
Unfortunately, the current political climate is having a detrimental effect, as it is perceived that Mana Māori, our language, culture, identity, tino rangatiratanga, mana motuhake, world view, knowledge, beliefs and treaty obligations are under attack on an almost daily basis. It is important to consider the depth, expansive, negative impact of this on our tamariki and mokopuna as they experience or witness it all.
This climate has given rise to an increase in hostile, negative, demeaning and racist actions towards Māori and our Tangata whenuatanga. Our tamariki and mokopuna are exposed to and are affected by this. The following quote emphasises that our tamariki in our classes know only too well what societal perceptions of them are:
While many teachers may be unaware of their biases, RubieDavies et al. (2006b) points out that young children have an innate ability for picking up on stereotypes. The implications of this is that even when teachers think their biases are hidden, or when teachers them-selves are unaware of their deficit positioning of students, children are fine tuned to it, they feel it, they respond accordingly,andtheypotentiallybelieveit.
"Hoana's activity was powerful. It made me sad to think that Maori could have these negative societal narratives about them in the backoftheirminds”
– Ākonga Voice Survey Responses, Quarter 1 2024
Transformational change of pedagogy and practice in schools will not come about by curriculum review and curriculum delivery only If we are clear about anything it is the continuous change to education policy and practice over the last two decades However, they failed for Māori in the past and continue to do so in the present Each iteration has continued to impact negatively for Māori and without greater commitment to treaty centric aspirations for education, it will continue to do so in the present and future The intent of the overarching framework of Te Mataiaho offered a connection point of possibilities from which much of our MAC kaupapa would be expressed. Uncertainty of what will come is somewhat unsettling and counter productive.
Distinguished Professor Vivianne Robinson in her book ‘Reduce change to increase improvement’ cited the work of Sharratt who wrote:
“Only by integrating new thinking into current classroom practice will reform be successful – AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly held beliefs about the capacity of all students to learn”
(Sharratt L cited in Robinson V (2016) Reduce change to increase improvement p 2)
The time for this philosophy and practice to be core to the professional learning and development of teachers and leaders is well overdue, but critical in this climate if we are to improve outcomes for Māori and all students in Aotearoa / NZ
As a kaupapa deeply committed to this belief and philosophy and having it embedded in our practice, this report attests to the impact and effectiveness of this as a core, central and critical aspect of our delivery
Our tamariki and mokopuna are our taonga As MAC Kaihoe Matauranga or Kaimahi, we all have children and some of us are lucky enough (or old enough) to have mokopuna They are our world and our common purpose for the commitment we have all made to this kaupapa It is what drives us and what makes us a Kaupapa and not a professional development programme We are united in our desire to work hard together in unity to change outcomes for all tamariki in our schools to enable them to realise their potential and to be equipped with the knowledge, skills and abilities to stand strong in their bicultural worlds and in te ao whanui.
Our aspiration:
‘Māori students engaging in relevant, authentic, culturally affirming and sustaining contexts, enjoying and achieving educationalandculturalsuccessasMāori.’
- Te Tino Whainga o Te Arahou - MAC
To achieve this vision, MAC holds high expectations to deliver We are a staff of 20 both full-time (11) and part-time (6) facilitation management/coordination and part-time (6) as well as 3 administration staff inclusive of our Kaiwhakahaere Matua (General Manager) Our administration office is based at Ngamotu House in Taranaki, home of the Te Kotahitanga o Te Atiawa Organisation
We have 491 principals and their schools across 12 regions working in approximately 46 clusters and sub-clusters across Aotearoa In total we reach 136,359 students of whom 33,434 are Māori The majority of principals are European/Pākehā (326) followed by Māori (95) and diverse ethnicities across the remainder (28) with 42 yet to confirm their ethnicity
Over the past 6 months we have delivered 4,785 of facilitation, travelled 93,156 kilometres and spent 1,638 hours travelling. We have had 1,974 1:1 facilitation engagements, 363 staff meetings, 99 cluster meetings, 54 Board of Trustees meetings, 42 Classroom Observations, 36 Whanau Hui, 28 Iwi/Hapū Mana Whenua hui, 14 regional wānanga and 1 National wananga.
Over this first quarter of the contract, the 5 most prominent focus/content areas for delivery in 1:1 sessions were Culturally Sustaining Pedagogy and Practice (841) followed by Tikanga & Mātauranga Māori (717) Te Reo Māori Development/Implementation (526), Te Whare Tapu o Te Ngākau Māori* (484), and Mana Whenua Relationships and Engagement (354).
In group engagement contexts the 5 most prominent focus/content area for delivery sessions were Tikanga & Matauranga Māori (155), followed by Culturally Sustaining Pedagogy and Practice (141) Mana Whenua Relationships and Engagement (119), Te Tiriti o Waitangi/Te Whakaputanga (94) and Local Histories/localised Curriculum (80).
MAC Kaihoe Matauranga (Facilitators) are highly effective (Scale scores 90-100%) communicators who are well prepared, organised and cohesive in their delivery with clear learning objectives and content that is relevant and appropriate. They demonstrate strong curricula and pedagogical knowledge, respect diverse perspectives and are culturally located, bilingual and bicultural with strong knowledge of mātauranga Māori woven into their facilitation Their pedagogical approach and delivery is through ako, and they advocate for positive change keeping the child at the heart of the matter
Building relationships, respecting diverse perspectives, encouraging courageous conversations and providing time for networking and sharing are a priority Their pace of delivery is timely and focussed and they use a range of tools, resources, technology and facilitation strategies while remaining flexible in this when and where necessary
Overall satisfaction with the quality and effectiveness of facilitation, regardless of context, is extremely high. Principal participants identify a strong increase in their confidence and capability in leadership, in their knowledge of te ao Māori, and, in their understanding and articulation of ‘Māori achieving success as Māori’
Te Arahou MAC facilitators are, as attested to by participants across various contexts, highly skilled facilitators. However, they are more than this. They are all highly experienced, capable and successful principals able to work with principals across the plethora of tasks, responsibilities, requirements and accountabilities in the leadership, management and day to day life of schools. A glimpse of the breadth of our mahi is captured in the words of our lead facilitator responsible for ensuring consist and high quality delivery across the nation:
“I also believe from many conversations with tumuaki, that the authenticity we bring as people who worked as tumuaki for many years, experiencing the highs and lows are held in high regard and give us the ability to work, challenge and guide our tumuaki professionally while facilitating learning. We are by default at times providing a timely support for tumuaki when they are presented with an issue not long before we arrive. This has happened regularly for many of us. The facilitation goes beyond just the professional. Many of us have built relationships of trust based on the honesty, practical and timely support and advice and guidance we provide. We are a one stop shop that supports in so many areas. I believe that our organisation is having an impact far beyondthatwhichismeasurable.”
- Anaru Morgan, Kaihoe Mātauranga
The Te Arahou - MAC kaupapa must remain available to all principals and schools if transformation to impact on progress and achievement both cultural and academic is to be realised for all tamariki in Aotearoa / New Zealand I leave you with these final participant comments and also the work of Bright & Webber (NZCER, 2024) to attest as to why:
“The thing that is most valuable is hearing the ideas and success other schools have had. Visiting schools and seeing what is in place has been a real privilege. Just knowing another leader's journey is useful in terms of helping our own journey and navigatingbumpsalongtheway.”
- Principal Survey Responses, May 2024
“All Principals are at different levels, I know those just starting benefit tremendously from MAC. Our facilitator is exceptional in her role due to ability to manaaki individuals and the group. The time she gives is amazing. She is authentic and operates within her ability in kaupapa Māori, meaning that she will seek help and support if she is unable to provide it. As a group we have grown and can count on each other. After 24 years as a Principal I have neverfeltthesupportandcarethatwehaveatthemoment.”
- Principal Survey Responses, May 2024
In this final summary I have raised issues that I believe are critical considerations in our current context and in the pursuit of excellence for our tamariki and mokopuna I end now with very recent research: Poipoia ngā tamariki How whānau and teachers support tamariki Māori to be successful in learning and education (Bright & Webber, NZCER, 2024) MAC facilitators utilise Webber & Macfarlane’s Mana Model as integral to our kaupapa
Bright and Webber (2024) write:
The inclusion of whānau Māori aspirations for their children has been identified as a critical factor in the wellbeing of Māori students in English-medium schools (Hutchings et al., 2012). In considering how to support tamariki to be successful, it is important to understand what whānau consider to be the markers of success and not, as Cram et al. (2020) caution, let others’ definitionsofsuccessbeimposeduponwhānau.
A number of recent research studies have shown the positive relationship between Māori cultural identity and tamariki succeeding at school (Boyd et al., 2021; Bright et al., 2023). Within their Mana Model, Webber and Macfarlane (2020) identify five individual, family, school, and community conditions that support Māori students’ success. These optimal conditions: Mana Whānau (familial pride); Mana Motuhake (personal pride and a sense of embedded achievement); Mana Tū (tenacity and self-esteem); Mana Ūkaipo (belonging and connectedness); and Mana Tangatarua (broad knowledge and skills) imply “a clear relationship between Māori students’ cultural identity and their subsequent ability to utilize that in their attainment of knowledge and skills and overall academic achievement” (Webber & Macfarlane,2020,p.45).
In their work Bright & Webber identified three key findings, these findings support the belief of MAC facilitators and the consequent approach to our mahi They are critical considerations and information that our principals and teachers need to know in the pursuit of excellence for our tamariki and mokopuna Yet, most often they, the very people who need to know and understand research and its impact on practice, are the last to learn The key findings are:
Whānau are the first and most important role models for many tamariki. However, this study found that most parents are not aware of how much their tamariki look up to them as role models. Whānau play a significant role in setting tamariki up for success, and this report provides information and practical strategies for whānau to support their tamariki in their learning at home and at school.
Māori cultural identity, reinforced by positive whānau beliefs and attitudes, is a powerful protective factor for tamariki. A strong sense of identity contributes to tamariki Māori being successful at school. It assures tamariki that they belong, they are valued, and should be proud of who they are and where they come from
Teachers do many of the same things that whānau do at home to support tamariki. Whānau value the expertise teachers bring in determining an individual’s learning strengths and needs They most value teachers who are able to adjust their teaching practice to best support individual learning strengths, needs, and interests, and make learning enjoyable for tamariki
(Nicola Bright and Melinda Webber NZCER Press 2024)
My final thought, how does the Ministry of Education ensure that those who need to know have access to the research and knowledge of findings that can directly influence or assist their understanding and use of them as vehicles for change?
Barriersimpactingondelivery
Over this first quarter, we have not experienced any barriers impacting on practice or delivery. However, we have needed to put time and leadership into developing our kaupapa around inclusion of the new requirement in regard to reading, writing and mathematics. With Te Mataiaho and the curriculum refresh having been moved sideways and therefore lacking momentum, we await the next phase with some frustration in the delay. However, we are encouraging our schools to identify best practice in what they are currently doing and to understand reading, writing and mathematics, with deliberate purpose and outcomes, integrated across all learning contexts.
We look forward to having further information in regard to the curriculum refresh in its current iteration and in the meantime will continue to support schools to be experts in their planning and their practice
Happy reading!
I look forward to discussing this report with you and to hearing any improvements or recommendations you may have to offer. I also look forward to discussing the evaluation of our kaupapa as discussed in our contract. Mauri ora
Naku noa na
Hoana Pearson QSM
Te Pītau Mātauranga
Te Arahou o Aotearoa - Māori Achievement Collaborative (MAC)
