The document describes a collaborative effort by the RTLB to support a school in embedding the Te Ara Whakamana framework within its culture to enhance positive behavior for learning. It outlines the school's context, the processes undertaken for teacher training, and the collaborative development of teaching strategies aligned with Māori cultural perspectives. The initiative led to improved understanding and implementation of the framework among teachers and students, fostering a more supportive learning environment.

1. Karakia Timatanga
Whakataka te hau ki te uru
Whakataka te hau ki te tonga
Kia mākinakina ki uta
Kia mātaratara ki tai
E hī ake ana te atākura
he tio, he huka, he hau hū
Tihei mauri ora!
1
Cease the winds from the west
Cease the winds from the south
Let the breeze blow over the land
Let the breeze blow over the ocean
Let the red-tipped dawn come with a
sharpened air.
A touch of frost, a promise of a
glorious day.

2. He Pikorua in action: RTLB working alongside a school on
their journey to embed Te Ara Whakamana as a living part
of their school culture to support positive behaviour for
learning.
This presentation will show how RTLB has supported a school
systems request for support and outline the tools and framework
we used.
30 minutes
5 mins Q & A
2

3. How did we get here?
3

4. Context
Before the Referral Was Made
● The school SENCO attended an information session organised by our RTLB
cluster about the Te Ara Whakamana framework (Oct 2018)
● The school had been using PB4L for a number of years
● School consists of diverse student cultural backgrounds
● 2019: 176 students (25% of student roll) were identified with learning and/or
behaviour needs
● Traditionally the school referred a large number of individual students to RTLB
each year
● 2019: 14 new staff, majority were new to NZ and overseas trained teachers
● Ongoing discussions between the SENCO and Liaison RTLB highlighted the need
for a systematic approach
● Important for our cluster to align systems level work with the schools strategic
plan
● A school systems referral was co-constructed so RTLB could support the school
to make PB4L (Tier One) and Te Ara Whakamana a living part of the culture with
clear links to the values of the school.
● All staff attended the two days of Te Ara Whakamana training (Oct 2019)
4

5. Kohikohi
Gather information - Deepen understanding by gathering evidence from multiple
perspectives
Whole school Teacher Survey (Nov 2019)
● Google Form survey developed in collaboration with the DP/SENCo,
Team Leaders and RTLB
● Purpose of survey was to find out:
- what Teachers know about the current school systems and practices
in place to support students to make positive behaviour choices
- what Teachers know about the Te Ara Whakamana: Mana
Enhancement framework
- how we can support Teachers to implement Te Ara Whakamana
● All staff completed the survey at a staff meeting to gather more
baseline data
5

6. Āta whakaaro - sense making
Collaborate with open minds to analyse and summarise information
RTLB analysed the results of the teacher survey and provided the
planning team with an overview of the whole school results, as well
as a breakdown for each of the team leaders.
The survey identified:
● Current understanding of PB4L Tier 1
● Strategies teachers were using in the classroom to support positive
behaviour for learning
● How teachers were dealing with inappropriate or undesirable
behaviour
● Understanding of Te Ara Whakamana, the Māori legend of the
creation story and the Atua
● How confident teachers were feeling to implement this framework
This information supported the need for a culturally centred framework
to support positive behaviour for learning, that would be responsive to
the needs of the teachers and students at their specific year levels
6

7. Tātai - Plan collaboratively
Work together to plan for goal-oriented action
Overarching school goals were developed:
1. To improve teacher knowledge of The Maori legend of the creation story and
the Atua
2. To improve teacher confidence of implementing Te Ara Whakamana within
the classroom
Roles and responsibilities were established with the planning team:
● RTLB would work alongside and support a team leader
● Team Leaders would support their team of teachers
● DP/SENCO had overall responsibility of leading the school wide initiative
7

8. Whakamahi - Take action with integrity
Celebrate improvements, monitor and adjust
actions as needed.
All teachers were required to create a whole class mana wheel with their students
Year 0-2 Team Focus
● Developing emotional literacy
● Simplifying the mana wheel (Papatuanuku and Ranginui)
Year 3-4 Team Focus
● Simplify the Atua stories for children to understand
Year 5-6 Team Focus
● Understanding the duality of the Atua
Year 7-8 Team Focus
● Develop a check-in for students to identify their emotions
● Identify strategies for self-regulation
8

9. Whakamahi - Take action with integrity
Celebrate improvements, monitor and adjust actions as needed
RTLB Role
● Co-constructed a goal and associated intervention plan
with the team leader and teachers specific to their year
level
● Established a Google Drive folder of online resources for
all staff and activities on how resources could be used
within the classroom
● Attended regular team meetings where teachers provided
an update about their successes and outlined any barriers
or challenges
9

10. Whakamahi - Take action with integrity
Celebrate improvements, monitor and adjust actions as needed
RTLB Role
● Learning Support Funding was accessed to purchase other resources
such as books and emotions cards
● Resources accessed from Down the Back of the Chair
● RTLB and the Team Leaders attended PLD on ‘Dealing with Big
Feelings’ with Dr Emma Woodward to increase understanding of
emotional regulation and evidence-based strategies that can support
the class mana wheels (Ranginui section)
10

11. Whai whakaaro
Reflect together. Check progress, reflect on outcomes and impacts.
Pre and Post Teacher Survey:
11

12. Whai whakaaro
Reflect together. Check progress, reflect on outcomes and impacts.
Student Survey: 6 students from each class (Years 3-8 only)
Year 3 & 4
- Knowledge of the class mana wheel varied, most were able to describe some parts of it
- Atua Check In generally done daily by individual students
- 45% could talk about the ideas they have learnt on how to self regulate their behaviour
Year 5 & 6
- 76% could talk about their class mana wheel in some detail
- Students were able to give examples of how the mana wheel helps them get along with
other or what to do if they were frustrated and/or angry
- Atua Check In used whole class so everyone is aware of how everyone is feeling and the
teacher reinforces that there are strategies to help you calm down
Year 7 & 8
- 100% of student could speak about their class mana wheel in detail
- Student were able to link the mana wheel to the school OAR values and relate the atua to
these
- Students could identify strategies to help them regulate their emotions and how the
mana wheel supported them to engage in their learning 12

13. Whai whakaaro
Reflect together. Check progress, reflect on
outcomes and impacts.
We asked the teachers what they were most proud of on their Te Ara Whakamana journey
● Our class mana wheel displays
● An improvement in learner behaviour
● Knowing my students better and diffusing situations
● Students are calm and collected in class
● Hearing children talk about their mana wheels, having them identify strategies and take
ownership of their mana wheels and be proud of them
● Personally, it helped me to reflect on who I am and how strong my mana is. It was an eye-opener
for me how various incidents in the lives of our akonga effects them and their actions. It helped
me to change my perspective from what is happening to why is it happening.
● I had a student who was excluded (for undesirable behaviours) from his previous school. This
turned his learning attitude around. He loves coming to school and loves talking about his
feelings.
● That I was able to learn with the Akonga
13

14. 14

15. 15

16. 16

17. 17

18. 18

19. 19

20. Mana motuhake - empower others
Acknowledge contributions and empower others to
continue
Teachers were asked what would help with the sustainability of Te Ara
Whakamana
● Keeping a weekly reflection of how I included this in my teaching practice
● Share ideas between classes and check in with each other to see that we
are on the same track
● Opportunities to work with children 1 on 1 or in groups to complete the
mana wheel
● Support regarding teaching strategies regarding the dualities and linking
the emotional literacy to the mana wheel
● To help teachers to begin to see the duality of the mana wheel and as an
aid to inquiry rather than just behaviour.
20

21. Mana motuhake - empower others
Acknowledge contributions and empower others to continue
The school would like to continue to work in collaboration to:
● Develop progressions of Te Ara Whakamana through the year levels to identify
what needs to be covered so teachers can build on what the previous teacher has
taught
● Identify universal strategies to support the top half of the mana wheel (Ranginui)
● Introduce the concept of Mana Circles into the classroom, team and staff meetings
● Explore how Te Ara Whakamana can move to outside the classroom to include
active supervision and peer mediators at break times
● Tailor the About Me booklet to the school context for students with an individual
mana wheel/plan
● Whanau Engagement - determine the best way to get whanau involved and obtain
their voice, making connections with the local marae. We are hoping that key iwi
leaders can support us on this journey so it best reflects our local community.
21

22. 22

23. Questions and
Answers
23

24. Karakia Whakamutunga
Kia tau ki a tatou katoa
Te atawhai o tō tatou Ariki, a Ihu Karaiti
Me te aroha o te Atua
Me te whiwhingatahitanga
Ki te wairua tapu
Ake, ake, ake
Amene
24
May the grace of the Lord Jesus
Christ,
and the love of God,
and the fellowship of the Holy Spirit
be with you all
Forever and ever
Amen