Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success Director: Indigenous Leadership Centre National Institute of Maori Education Te Whare Wananga o Awanuiarangi MATSITI Teacher Education Forum, Adelaide, 3 July 2014

1. Hine Waitere
No Tuwharetoa, Kahungunu, Tuhoe me Tainui
Building on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
hine.waitere@wananga.ac.nz
Planting seeds, growing futures our ancestors
can walk in with our grandchildren
MATSITI NATSIATE Forum
Adalaide 3-4 July 2014

2. • Developing “a culture of care not one of
compliance”.
• Building relationships with whānau, hapū and
iwi to support data-driven improvements
around leadership, teaching and learning
Learning intention

16. Treaty of Waitangi
Texts
PrinciplesProvisions

17. Texts
A focus on the actual words –
this has led to debates about versions and
translations

18. Provisions
This focus has been on what and who the treaty
provides for
Rights and Responsibilities

19. Principles
Relevance – making links between the TEXTS
& PROVISIONS for Today

20. Treaty of Waitangi
Texts
A focus on the actual words - this has led
to debates about translations
Principles
Relevance – making links between the
TEXTS & PROVISIONS and Today
Provisions
This focus has been on what and who it
provides for - Rights and Responsibilities

23. If culture is a qualifier
… then we might ask
…. a qualifier of
WHAT?

27. Rangiatea

28. The vision of Ka Hikitia – Accelerating
Success 2013–2017 is:
‘Māori enjoying and achieving education success as Māori’.
The vision means:
• ensuring that all Māori students, their parents and their
whānau participate in and contribute to an engaging and
enjoyable educational journey that recognises and
celebrates their unique identity, language and culture.
With the intended outcome that:
• the journey will support Māori students to achieve the
skills, knowledge and qualifications they need to achieve
success in te ao Māori, New Zealand and in the wider
world.

30. The strategic intent
Māori enjoying
education success as
Māori

31. Attendance
Retention
Engagement
Achievement

32. Ka Hikitia, the NZCF, the NEGS, NAGS, Teacher
Standards, Secondary Principals Standards are
not seeking a
special response
–
but rather a
professional (ethical) response. The aim of
Building on Success is to support educational
leaders, schools with whānau/hapu and iwi to
identify and implement a localised response.

33. 2 Strong engagement
and contribution from
students and those who
are best placed to
support them – parents,
families and whānau,
hapu, iwi communities
1 Quality provision,
leadership, teaching and
learning supported by
effective governance
Language culture
and Identity
Ako
Proactive
Partnerships
Maori potentialTreaty of
Waitangi
Maori student
achievement
as Maori
The guiding principles & critical factors of Ka Hikitia –
Accelerating Success

34. Māori Potential Approach in
education
A traditional/inherited approach that
focuses on…
A contemporary Potential approach
that focuses on…
Remedying deficit Realising potential
Problems of dysfunction Identifying opportunity
Government intervention Investing in people and local solutions
Targeting deficit Tailoring education to the learner
Māori as a minority Indigeneity and distinctiveness
Instructing and informing Collaborating and co-constructing

35. The scale of the task
– Weighing the pig
– evidence, darn evidence and what we do with it?

36. Source: OECD (200 Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table
2.3a, p.253, Table 2.4, p.257 1) Knowledge and skills for life, Appendix B1, Table 2.3a,
p.253, Table 2.4, p.257.
Finland
CanadaNew Zealand
Australia
Ireland Korea
United Kingdom
Japan
SwedenBelgium
Austria Iceland
Norway
United States
Denmark
Switzerland
SpainCzech Republic
Italy
Germany HungaryPoland
Greece
Portugal
Luxembourg
Mexico
420
440
460
480
500
520
540
560
5075100125150
Variation expressed as percentage of average variation across the OECD
Meanperformanceinreadingliteracy.
r = 0.04
Low quality
High equity
Low quality
Low equity
High quality
High equity
High quality
Low equity
New Zealand’s Overall Performance High
Average and Large Variance

39. Reading literacy proficiency levels PISA
Country/
Group
Mean Ranking
New
Zealand
521 7th
Pakehā 541 2nd
Asian 522 7th
OECD
average
493
Māori
Slovenia,
Slovakia
478 34th=
Pacific
Below Chile
Above
Mexico
448 44th

40. Reading Curve
READING
0.00
5.00
10.00
15.00
20.00
25.00
30.00
100 -
150
151 -
200
201 -
250
251 -
300
301 -
350
351 -
400
401 -
450
451 -
500
501 -
550
551-
600
601 -
650
651 -
700
701 -
750
751 -
800
801 -
850
851 -
900
%ofstudents
Maori
Pasifika
Pakeha
Asian
Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of
words: University of Auckland.

41. Mathematics Curve
Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University
of Auckland.
MATHEMATICS
0.00
5.00
10.00
15.00
20.00
25.00
100 -
150
151 -
200
201 -
250
251 -
300
301 -
350
351 -
400
401 -
450
451 -
500
501 -
550
551-
600
601 -
650
651 -
700
701 -
750
751 -
800
801 -
850
851 -
900
900 -
950
%ofstudents
Maori
Pasifika
Pakeha
Asian

42. Retention of Maori Students from Years
9 to 11 within the Central North Region,
2008
Not
attending
school by
the end of
Year 11
40%
Attending
school by
the end of
Year 11
60%

43. Year 11 Maori Students Achieving the
Literacy Requirement2008
(as a percentage of the original cohort)
60%of
Original
Cohort
Remain at
School
42%of Original
Cohort Achieve
Level 1 Literacy
Credits

44. Year 11 Maori Students Achieving NCEA Level 1
2008
(as a percentage of the original cohort)
28% of
Original
Cohort
Achieve
NCEA L1
60% of
Original
Cohort
Remain at
School

45. Maori learners Likely experience 2011
At an individual Māori learner level, an analysis of current key system indicator data shows that for
every 100 Māori children who start school in 2011, their experience is likely to be as follows:
• 89 will have participated in early childhood education
• 87 will go to school in the North Island
• 60 will attend a decile 1-4 school
• 17 will enter Māori Medium Education
• 18 will not have achieved basic literacy and numeracy skills by age 10
• 5 will be stood-down from school
• 1 will be suspended (Māori boys - 4 x more likely than others to face suspension)
• 34 will leave secondary school without a qualification
• At least 20 will be disengaged from education, employment or training by age 17.
• 48 will leave school with NCEA Level 2 or better
• 20 will leave school with a university entrance standard
• 4 will progress to study at a bachelors degree or higher

48. The foundations for data use
(Ronka, Geier & Marciniak, 2010)
Data
Quality Capacity Culture

49. Student
Learning
Demographic
Perceptions
School
Processese.g., courses
offered, class
size policy,
student-parent-
teacher
conferences,
school profile,
PD funding
e.g., teacher observations of
ability, unit assessments, PAT,
NCEA, e-asTTle
e.g., perceptions
of learning
environment,
values and
beliefs, attitudes
e.g., gender, ethnicity,
attendance, special
needs, ESOL
Are groups of
students experiencing
education differently?
What is the
relationship between
perception and
student outcomes?
What difference are
school processes
making in student
outcomes
How does
participation in
various programmes
differ by student
subgroup groups?
Adapted from Bernhardt, V. L. (2004) Data
Analysis for continuous school

50. Data work
• Establishment of evidential databases (EDBs)
• Using historical and current data to set
challenging (but attainable) individual and
group academic achievement targets
• Use of data for:
– ongoing tracking and monitoring of student learning
and progress
– provision of regular academic review and
counselling to monitor and support students’
progress towards their set targets
– increased communication with
parents/whānau/caregivers focusing on student
learning and achievement
- Building leadership capability with respect to
equity and data literacy.
- Building capability with respect to inquiry and
problem solving.
- Building system capability in evaluation.

52. Narrative Activity 10B Unit Ideas
“Can we start with the basics? They come to school without
bags 1, without books 2, without equipment 3, without
pencils 4, without anything that can assist them in learning
5. That’s not just a few but a substantial number of our
students. Not only Māori students but certainly Māori
students. The first thing you notice is the lack of equipment
when they turn up in the form room and accompanying
that, often, a great big chip on the shoulder.”
What do you mean by that?
A lack of desire to learn – for some reason ‘agro’ between
some Māori students and some teachers. Values! We
don’t know them and they don’t know us, a barrier seems
to come with them from somewhere and it’s already there
when they walk in the door.”

53. Narrative Activity 10B Tally of Unit
Ideas into Discursive Positions
With Māori
students and their
home communities
Within classroom
relationships and
interactions
Within school
institutions
(systems and
structures)
? ? ?

54. The Narratives of Experience from Culture
Speaks
• Students (engaged and non engaged Māori
students)
• Whānau
• Principals
• Teachers
(Outside the
school within
Māori
communities)
(Within
classrooms)
(Outside the
classroom but
within the
School or
schooling)

55. Tally of discursive unit ideas showed
Discourses Explaining Māori Achievement: Students,
Whānau, Principals and Teachers
9%
18%
22%
61%
80%
63%
49%
20%
11%
19%
29%
19%
0
10
20
30
40
50
60
70
80
90
100
Percentage
Child Structure Relationship
Student
Whänau
Principal
Teachers
© 2003 Ministry of Education

56. What does
this look &
sound like
to Māori
students?
He’s not a good
teacher
He’s not
exciting
He’s boring, just
the way he
teaches us is
boring
Oh, she’s always
nice to us with our
marks and our
reports, she says
I’m going to be strict
this report. Get our
reports …
Excellence,
Excellence,
Excellence.
So do you think
you’ve earned that
excellence?
I think I’d get a Non
Achieved and she’s
given me a Merit,
it’s like, I didn’t
deserve this.
Who said he is a
good teacher?
He’s just good at
teaching.
Yeah he is all
about teaching
and not about
actually
connecting with
the students.
She’s dedicated
to what we do in
our class
I think it’s just
her passion, that
she likes seeing
kids achieving
instead of failing
Feels cool, that
we’ve got
someone who’s
gonna help us
get through
school.
Low
implementer
No
No
Caring
implementer
Yes
No
High
implementer
Yes
Yes
Learning
implementer
No
Yes
Teacher
types
Caring
Learning

70. Any change/reform initiative must do the following:
Goal: Focusing on
improving target
student’s
participation and
achievement
Developing a new Pedagogy of
Relations to depth
Developing new Institutions and Structures
Developing Leadership that is responsive and
proactive
Spreading the reform to include others
Using Evidence to monitor the progress of the reform in the
school
Taking Ownership