Welcome to Building on Success.





What works for Māori learners and why

Crown Leadership

Toward educational success for Māori – the policy story

Māori education policy prior to Ka Hikitia

The policy story continues – Ka Hikitia and beyond


Unpacking Ka Hikitia

What is Ka Hikitia?

Ka Hikitia in Action and case studies


Toward educational success for Māori – the research story

Unpacking the Better Service Guidelines

Considering the key evidence in system inquiry


Professional Learning and Development (PLD) – the school story

Te Kauhua

Te Mana Korero

Ako Panuku

He Kakano

Te Kotahitanga


Building on Success: Kia Eke Panuku and Te Kākahu

Kia Eke Panuku

Te Kākahu


Educational partnerships with iwi and hapū

Iwi aspirations for tamariki and mokopuna

Understanding iwi aspirations for tamariki and mokopuna

 Connecting with Māori communities

 The iwi landscape


Sharing responsibility for educational success as Ngā Iwi

 Mapping current relationships

 Iwi learning initiatives


Reconnecting with Nga Iwi

 Case studies

Place-based curriculum


Productive partnerships with whānau

Strong school and whānau connections

Research and reports that support partnerships

 Guiding documents that support partnerships


Exploring connections with whānau

 Ways of exploring school-whānau partnerships


Connecting and collaborating with whānau

 Perspectives on connections

 Creative ways of making connections

 Examples of Te Mana Korero

 Building strategic connections


Achievement and reporting as shared responsibilities

Systems for involving whānau and students in monitoring achievement

Student-led conferences for improved outcomes

Matapihi o te ao

Supporting learners through NCEA


School leadership for educational success as Māori

Research that supports new actions

The effectiveness of Te Kotahitanga

Education Review Office – National Reports

Guiding Documents


Leadership for improvement

Goal setting with evidence

Tools to inform change


Thinking and being different

Thinking differently for improved outcomes

 Using data to drive improvement

 Voices to improve learning outcomes


Engaging teachers in kaupapa

How to engage teachers in the kaupapa

Changing practices


Extending the impact

 The coherence of professional learning

 Leading change case studies


Teaching for educational success as Māori

Culturally responsive teaching

Evidence from research

Challenging assumptions


Tools for teaching as inquiry

Understanding impact


Accelerating literacy

Literacy skills and knowledge


NZQA Support and Resources

 Adding to the knowledge


Sharing stories

Whanaungatanga case studies

Interactive teaching strategies


Valuing identity, language and culture

Normalising Te Reo Māori

Social sciences – collections with a Māori perspective

Sites and resources to support different learning areas

Treaty of Waitangi related resources

Te Reo Māori and Tikanga reference sites

School Journal and Junior Journal stories with Māori themes


Māori learners achieve success as Māori

The power of student voice

What work for Māori learners


Using student voice for learning

 Tools and resources for gathering student voice


Harnessing student voice for improvement

 Case studies and videos



How our knowledge grew

Te Kotahitanga



The Development of Te Kotahitanga

Effective Teaching Profile

History of the Project

Student interviews


Professional Development

Māori learners


Kaupapa (collective vision, philosophy)


Results and Findings

The people behing Te Kotahitanga



Teachers' Stories

School Stories



He Kakano

About Us

Te Awe o Ngā Toroa

Our team


The programme

What is He Kakano

How does it work?

Leadership PD process

In-school activities

Outside-school wānanga


The schools


Process documents

Research and publications

Resource Bank for Schools



Conference videos

How He Kākano transformed education in New Zealand

About He Kākano

Implementing He Kākano

Sir Sidney and Lady June Mead

Hillmorton High School

Lincoln School


Te Kauhua

Te Kauhua Phase 1: The Pilot Phase

Key themes

Case studies


Te Kauhua Phase 2: 2004-2005

Report summary


Professional readings


Te Kauhua Phase 3

Henderson Intermediate School

Chisnallwood Intermediate

Hillmorton High School

Lincoln High School

Hornby High School

Cobden Primary School

Taihape Area School: Project 1

Taihape Area School: Project 2

Hastings Central School

Ranui Primary School


Te Kauhua Literature Review Sumary: 2007

Te Mana Korero


Underlying concepts

An overview of the themes

Using an inquiry approach


Undertaking professional development on issues related to Māori students’ engagement and achievement

Key research evidence

Exploring the resources to learn more about how effective professional development can contribute to realising Māori student potential


Having high expectations for Māori students’ achievement

Key research evidence

Exploring the resources to learn more about expectations that contribute to realising Māori student potential

Learning more about expectations


Engaging Māori students meaningfully in all aspects of learning

Key research evidence

Exploring the resources to learn more about engaging Māori students meaningfully in the learning process

Selecting topics and contexts

Setting goals

Encouraging independent, self-motivated, reflective, and metacognitive learners


Developing responsive and respectful relationships with Māori students

Key research evidence

Exploring the resources to learn more about forming culturally responsive and mutually respectful relationships with Māori students

What Māori students are looking for in their teachers


Building, maintaining, and using responsive and respectful partnerships

Key research evidence

Exploring the resources to learn more about forming culturally responsive and mutually respectful relationships with Māori students

Some introductory points
Fostering family-whānau-iwi involvement at the governance level

Encouraging family/whānau and iwi involvement in school planning

Using family-whānau-iwi-community expertise

Ways of making families/whānau and iwi welcome in the school

Fostering communication, including communication about learner achievement

Encouraging involvement in school activities as students get older

Making students’ intended learning outcomes clear to families/whānau and iwi

Bringing families/whānau and iwi in through adult learning opportunities

Going into the community as well as inviting the community into the school

The benefits of responsive and respectful partnerships: some general comments


Building responsive school leadership in order to realise Māori students’ potential

Key research evidence

Exploring the resources

The importance of effective school leadership

School leaders as agents of change

Using data to make changes to teaching and learning

Leadership for sustainability

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This is a Ministry of Education initiative

Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st century.