Building on Success works with school leaders and teachers on increasing educational success for Māori in English-medium secondary schools. It does so by building capability in professional leadership, schooling practices, and curriculum design.
Building on Success is comprised of two professional learning models delivered by two groups:
Kia Eke Panuku is a consortium that is led by Waikato University, and includes Auckland University and Te Whare Wānanga o Awanuiārangi.
Te Kākahu is a locally developed professional learning model in the Whanganui rohe. It is led by Te Puna o Whanganui and Cognition Education
Kia Eke Panuku
Kia Eke Panuku: Building on Success is a professional learning and development school-reform initiative currently operating in 94 secondary schools from Kaitaia to Invercargill.
The kaupapa of Kia Eke Panuku is:
Secondary schools giving life to Ka Hikitia and addressing the aspirations of Māori communities by supporting Māori students to pursue their potential.Source: Kia Eke Panuku
Kia Eke Panuku whakapapa
Kia Eke Panuku: Building on Success is a professional learning and development (PLD) initiative led by The University of Waikato, and including Te Whare Wānanga o Awanuiārangi and The University of Auckland.
The personnel involved in the project have considerable academic and theoretical knowledge. Using their expertise and experience, this group brought together key findings from previous PLD initiatives in order to develop the Kia Eke Panuku model. The earlier PLD initiatives that informed this project are:
- Te Kotahitanga
- He Kākano
- The Starpath Project for Tertiary Participation and Success
- The Secondary Literacy Project
- The Numeracy Project.
Effective sustainable change requires a robust plan. Kia Eke Panuku kaitoro (facilitators) work with schools to develop an action plan focusing on the following aspects:
Strategic change leadership teams
Kaitoro (facilitators), school leaders, and teachers collaboratively build their capacity and capability in culturally responsive and relational practices.
Dimensions of change
The strategic change leadership team is supported by kaitoro to develop and implement a potential-focused action plan across five interdependent dimensions that feed into closing the gaps. These dimensions are levers for change for accelerated school reform:
Understanding and critical analysis of evidence is used to build a rich profile of the school context and the impact on outcomes for Māori learners.
Kaitoro make available and provide support with a variety of tools and processes so that school teams can activate their action plans and meet their goals.
The Kia Eke Panuku website lists many of the resources developed to support schools participating in Kia Eke Panuku. It features a range of charts, diagrams, images, information sheets, and brochures, including four of the Te Kotahitanga eBooks. The resources can be downloaded or viewed online.
Kia Eke Panuku: Building on Success is a professional development school-reform initiative currently operating in 94 secondary schools from Kaitaia to Invercargill.
This is one of a set of documents, written by the Kia Eke Panuku Team Academic Directors and Kaitoro, reflecting their understanding and experience of the Kia Eke Panuku institutions. The documents are listed in the order they appear on the Mahi Tahi framework.
This brochure discusses leadership, one of the five interdependent dimensions of change that schools in Kia Eke Panuku apply to close the gap between Māori and non-Māori achievement. It explains that transformative leadership across the school and the school system will help effect the social change that is needed to ensure that students can achieve educational success as Māori.
This brochure discusses culturally responsive and relational pedagogy. In Kia Eke Panuku, school leaders and teachers create contexts for meaningful learning where Māori learners are able to connect new learning with their prior knowledge and cultural experiences and use evidence of this to inform their learning.
Learning connections with whānau, hapū and iwi support cultural continuity and educational achievement. This brochure discusses what is involved in creating educationally powerful connections with Māori. These are learning connections between schools, whānau, hapū and iwi that support cultural continuity and educational achievement.
This brochure discusses the dimension of literacy, te reo Māori, and numeracy. It explains that proficiency in these skills allows students to achieve across the curriculum and enables them to express their language, culture and identity. This empowers them to access a wide range of career and employment opportunities and enjoy and achieve educational success as Māori.
This brochure explains that closing the gaps within Kia Eke Panuku is a process of building on what we know works for Māori and using evidence to identify next learning steps. It requires the school and school system to take ownership and implement all the dimensions coherently across the school and the school system. Through learning, unlearning, and relearning, leaders and teachers can support Māori students to achieve and enjoy educational success as Māori.
Making the Difference
Mahi Tahi engenders collaborating with collective responsibility, accountability and commitment to support and care for each other throughout all endeavours. The Kia Eke Panuku website identifies seven defining elements of mahi tahi. It theorises the synergy of their coming together for transformative school reform within Kia Eke Panuku.
Kaupapa Māori and critical theories
Disrupting the pedagogical status quo
Spiraling critical cycle of self-reflection
The ako: critical contexts for learning
How it started
What is Success as Māori
The Ka Hikitia vision: Māori enjoying and achieving education success as Māori
The Kia Eke Panuku Expert Advisory Group developed a discussion chart to exemplify what is meant by the Ka Hikitia vision, “enjoying and achieving educational success as Māori”. The aim was not to provide a definitive answer on what “success as Māori” means but to provide a starting point for thoughtful discussions.
Ngā Huatau Taiohi
Huatau Taiohi engage with the vision" enjoying and acheiving success as Māori.
Using the chart developed by the Kia Eke Panuku Expert Advisory Group, students from 58 Kia Eke Panuku schools disussed what the Ka Hikitia vision meant to them. This took place over nine Hui Whakaako held from Whitiora Marae in the Far North to Te Rau Aroha Marae at the Bluff. Many common themes became apparent and the voices of Māori students who shared their perspectives were collated according to these themes into a collection called Ngā Huatau Taiohi.
The resources below summarize some of the key outcomes from Hui Whakaako at the nine marae. The Kia Eke Panuku website provides an interactive exploration of the rich insights that can be found in Ngā Huatau Taiohi .
Students at Hūria Marae in Tauranga share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Whitiora Marae in the Far North share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Pūkaki Marae in Mangere share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Nukuhau Marae in Taupō share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Ōākura Marae in Taranaki share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Waiwhetu Marae in Lower Hutt share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Omaka Marae in Marlborough share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Tuahiwi Marae in North Canterbury share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Students at Te Rau Aroha Marae in Bluff share their perspectives on what “enjoying and achieving education success as Māori” means to them.
Kia Eke Panuku facilitator tools
Facilitators in Kia Eke Panuku use a number of tools to help schools achieve the Ka Hikitia vision of Māori enjoying educational success as Māori.
Some of these tools are listed here and can be found in the resources below.
The Intensity Tool is an A3 chart developed by the Kia Eke Panuku PLD programme to determine the model of individualised professional development appropriate for each participating school.
The Kia Eke Panuku PLD programme created this observation tool to support the development of culturally responsive and relational pedagogy.
The Kia Eke Panuku PLD programme created this document to support application of its classroom observation tool.
The Kia Eke Panuku PLD programme developed this tool for schools to track their progress in activating the Critical Cycle of Learning as they engage in Mahi Tahi.
The Kia Eke Panuku PLD programme developed this tool for schools to track their progress across the Kia Eke Panuku Dimensions. They do so in relation to GPILSEO, a model for sustaining reform.
Day of the long hard look (video)
Tracking for success (video)
Where are we now? (video)
Most effective when used together
Manutaki Māori (video)
Te Roopu Tautoko (video)
Kapa Haka - important to everyone (video)
Te Roopu Tautoko (video)
Kapa haka - important to everyone (video)
Māori Succeeding as Māori (video)
Deliberate acts of leadership (video)
Rawiri Manley (video)
Day of the long hard look (video)
Tracking for Success (video)
Where are we now? (video)
An accelerated response (video)
Dialogic professional learning (video)
Deliberate acts of teaching (video)
Realising academic potential (video)
Tacit to explicit (video)
Most effective when used together
Community connections (video)
Culturally responsive contexts (video)
Setting high expectations (video)
A way of being (video)
Changing thoughts and actions (video)
Collaborative learning (video)
Interdependent learning (video)
Planning for success (video)
Reflect and evaluate (video)
Talking past each other (video)
Learning partnerships (video)
Whānau conferencing (video)
Manutaku Māori (video)
Learning pathways (video)
Te Kākahu aims to strengthen school and iwi capability to accelerate valued outcomes for Māori learners in secondary schools.
Who, what, where?
Te Kākahu is a professional learning and development response led by Te Puna Mātauranga o Whanganui and Cognition Education Ltd.
Over 2014–16, Te Kākahu is being run in up to ten schools, working directly with whānau, hapū, and iwi within the Whanganui rohe.
Building on Success is about what makes the waka go faster. It’s about looking forward, not back. Māori didn’t need support with waka made to travel close to shore, but when we sailed into the open ocean, our waka needed that extra outrigger to provide speed and stability.Source: Dr Te Tiwha Puketapu, New Zealand Education Gazette (Feb 2015)
The iwi–school relationship
Te Kākahu draws on iwi capability to shift pan-Māori perspectives within curriculum towards a place-based iwi-centric curriculum. It aims to normalise local tikanga and knowledge within classrooms and school culture. Knowledge sharing between iwi and schools is carefully orchestrated so that ways of knowing, doing, and being are accessed and valued, and not assimilated.
Schools work with facilitators to design an inquiry-based programme of support, informed by the individual school and its student achievement and participation data.
Boards of trustees, leaders, and teachers are invited to focus their efforts on embedding the identity, language, and culture of their Māori students into school programmes and teaching practices and to focus on relationships-for-learning pedagogies that are known to impact on outcomes for Māori learners.
An iwi education forum, known as Te Paepae Mātauranga, is also collaborating by supporting engagement with schools in their respective rohe.
They have agreed to work alongside local schools, whānau, hapū, and iwi based on the following principles:
Iwi protocols and responsibilities will guide PLD programme engagement with schools and whānau. This principle acknowledges iwi interests and expectations in describing, supporting, and evaluating success as iwi.
Whanganui iwi and neighbouring iwi agree to work together to design curriculum offerings, support whānau engagement, and support schools with learning and teaching. This principle recognises the potential of collaborative initiatives to achieve educational goals and aspirations.
Rangatahi will have access to curriculum offerings from iwi groups involved with this PLD programme. This principle respects the whakapapa relationships of rangatahi with more than one iwi and how they choose to express their identity, language, and culture.
Iwi will support whānau to understand and engage with schools so they may positively influence the learning process and educational achievement of rangatahi Māori. This principle reflects the pivotal role of whānau as a critical voice in the education of their rangatahi.