The Māori Achievement Collaboratives (MACS) Te Arahou To realise Māori potential Hoana Pearson QSM Principal Newton Central School Presentation to Te Akatea National Māori Principals Conference September 2015
According to Mihimere (2015) I am a fairy dressed in pink who gives awards for courage!
A joint NZPF, Te Akatea and Ministry of Education Initiative Born out of challenge and the need for change. A revolution!
The fundamental philosophy Leaders helping leaders to become better leaders A cross-cultural learning community
Why do we need this? I ve got korus on my c.v! Ka korero Māori ahau! I m married to a Māori! Te Wiki o Te Reo Māori Jane! Howto! What do I do if I think my teacher is racist?
THE AUCKLAND STORY TWO PATHWAYS Māori Medium immersion programmes & Māori language in English Medium programmes.
MĀORI MEDIUM Immersion Levels 1 & 2: (51-100%) Includes both Māori Medium Schools & Māori Medium in English Medium Schools
MĀORI LANGUAGE IN ENGLISH MEDIUM SCHOOLS Level 3 (31-50% immersion) Level 4a (12-30% immersion) Level 4b (At least 3 hours)
Auckland Schools 541 Māori medium pathways 35/541 (6.5%) Māori language in English medium pathways 97/541 (18%)
TE REO MĀORI EDUCATION IN AUCKLAND SCHOOLS (541) 409 72 13 22 25 2.40% 4% 5% 13.30% 75.60% Māori Medium Schools 100% Māori medium in English Medium Schools (Lvl 1 &2) Māori language in English medium (Lvl 3) Māori language in English medium (Lvl 4a & b) No significant Māori Language in schools
AUCKLAND STUDENT POPULATION All Students 263,418 *(34.5% of all NZ students) Māori students 40,352 (15.3% of all Auckland students)
AUCKLAND STUDENTS PARTICIPATING IN TE REO MĀORI LANGUAGE PROGRAMMES as at July 2014
Student numbers and percentage participating in Māori medium and Māori Language in English Medium programmes in Auckland schools 263,418 253,005 100% 96% 1.90% 0.32% 0.60% 0.30% 0.80% 5002 862 1599 753 2,197 Total Student Population No significant level of participation Level 4b participation Level 4a participation Level 3 participation Level 2 participation Level 1 participation
AUCKLAND SCHOOLS PROVIDING TE REO MĀORI (132) Levels 1-4 64 28 17 12 8 1 1 1 Secondary Composite Intermediate Full Primary Contributing Wharekura Teen parent Special
Māori Medium Level 1 =2197 students (0.8% of all students: 5.4% of Māori students) Level 2 753 students (0.2% of all students: 1.8% of Māori students)
35 schools/kura 13/35 Māori medium schools 100% immersion 1320/2197 (61%) of all level 1 students The majority of students in Māori Medium pathways are at Level 1 (81-100%) and the majority of these are in Māori Medium Kura.
Māori Medium Kura (13) Kura Kaupapa Māori; (4 Composite Yrs 1-15 & 6 Full Primary) 1 Wharekura (Yrs 9-15) Kura a Iwi; (Composite Yrs 1 15) 1 Integrated Composite (Yrs 1-15)
Māori Medium in English medium schools (22) Level 1-877 (39%) Level 2 753 (100%) 1 Private, 2 Secondary, 3 Intermediate, 3 Full Primary & 12 Composite (There is no provision at Years 12 & 13 in Secondary schools for Level 1)
Māori Language in English Medium 97 schools (18%) 7463 students (2.8% of all students: 18.5% of Māori students) Level 3 = 32 schools & 1563 students (.59% of all students: 3.9% of Māori students)
AUCKLAND SCHOOLS NOT PROVIDING TE REO MĀORI LANGUAGE PROGRAMMES 409/541 (75.6%) OR Of the 263,418 students in Auckland 252,937 (96%) are not provided with the opportunity to learn Te Reo Māori at any significant level.
In all, only 10,413 (6%) of the 263,418 students in Auckland have any significant instruction in Te Reo Māori in their schools. Only 35/541 schools in Auckland are contributing to the achievement of the vision for Tau Mai Te Reo The Māori Language in Education Strategy:
Kia tau te reo: a state in which language thrives and cloaks the land and people. While Auckland has the largest number of Māori students participating in these pathways, it has the lowest percentage participating across territorial authorities.
In total 10,413 (4%) of students in Auckland have access to Te Reo Māori instruction at levels 1 4a/b. Of these: 5002 (1.9%) access at the lowest level (4b); 862 (0.32%) at level 4a; 1599 (0.6%) at level 3 (up to 50% immersion); 753 (0.3%) at level 2; and finally, 2,197 (0.8%) at the highest level (51-100% immersion).
If all of the students who are learning Te Reo Māori in schools are Māori, then only 10,481 / 40,352 (26%) have access to realising the intent of Ka Hikitia Māori achieving as Māori language culture and identity. (Ka Hikitia Māori Education Strategy - Ministry of Education, 2009)
This is why we need MACS? We need a critical mass, willing and committed to working for our tamariki and our reo! and because: Oppression is systemic in society and is unwittingly and unconsciously (re) produced by many people who have no racist intentions whatsoever (Paradies, 2006, p.147)
The basis of the Māori Achievement Collaborative for NZPF and Te Akatea is the following; To provide an education that enhances what it means to be Māori; To ensure Māori students have access to te ao Māori - access to language, culture, marae, tikanga and resources; To guarantee the absolute right for an education that fits Māori learners is enshrined in all we do; and To promote self-learning, strong secure relationships, cultural identity, and whanau-centred practice equally as important as academic achievement.
The basis of the Māori Achievement Collaborative for the Ministry of Education is the following; To improve education outcomes for Māori learners, Pasifika learners, learners with special education needs and learners from low socio-economic backgrounds; Improve foundation education to ensure all young people are able to gain skills and qualifications; Implement tailored and coordinated approaches in specific geographical areas to improve educational achievement; Develop a 21 st -century learning system, with high quality, relevant learning environments; and to Transform the performance of primary and secondary education to increase attainment of core skills and qualifications.
Our overall aim, our principles and operating values are core to our vision, work and development. These are as follows: Our overall aim is: A change to the hearts and minds of principals a learning journey. Our overall guiding principle is: Whānau and whanaungatanga (relationships, connections, commitments and responsibilities). Our overarching values are: Courage, honesty, trust, respect and commitment.
Guiding principle in action Whanaungatanga collective belonging, ownership, responsibility and accountability embedded in aroha unconditional love and support
Values in action - Manaakitanga Manaakitanga to enhance the mana of others Courage to take risks / to step out of your comfort zone / to do things differently to trust in others Trust to enable others to assist you in the dark take the hand, feel the heart and be guided to your destination be truthful about yourself - what you think and what you believe only by understanding can change take place
Honesty truth say it like it is open to learning, critical thinking and reflection Respect where each person is Commitment to self, to others
The inception of MACS The vision for the MACS a collaboration between those knowledgeable and successful in improving pathways and outcomes for Māori and those who wanted to but needed support was born in the hearts and minds of: Peter Witana and Keri Milne-Ihimaera at the time both NZPF Executive members
They challenged and supported the NZPF Executive to begin to see things through different eyes...to see that there were other ways of doing things...as a result the learning and growth of the Executive as well as change was realised. Peter and Keri believed that applying that same kaupapa in the spirit of partnership to regional groups around the country could impact more widely on the outcomes, lives and futures of Māori students in many schools.
Te Akatea and the NZPF approached the Ministry of Education as well as the Minister and gained approval and resourcing for the professional development and so MACS was born. A National Coordinator and 6 Regional facilitators were appointed to drive the MACS and to begin a journey of dramatic change to the hearts and minds of each and every participant. The success of this, yet so young professional development pathway, is phenomenal and far-reaching!
In the words of the participants Working with the MAC schools has helped provide me with knowledgeable sounding boards, expertise and support to follow through with school goals. Being able to tap into the expertise of other principals who have greater knowledge to support our tamariki has been an excellent aspect of the MAC initiative. We have also shifted our thinking across the school from just knowing that staff has Maori students in their classes to knowing there are students who are from different iwi and have begun to share their stories.
These days have been a great assistance to growing clarity around my own setting and instrumental in giving me the confidence to seek my own solutions to engage authentic whanau voice. The opportunity to grow relationships with Principals across Auckland and to compare my setting with others has been not only interesting but has allowed me a critical view of my own. This collaborative approach has also allowed us the opportunity to share models of successful practice from other MACs participants which has allowed us to enhance our own school practices. It has also allowed us to affirm some of our good practices and to continue to build on these practices.
MAC provides me as a Principal with well-designed Professional development aimed at the specific goals Target Road School set to improve outcomes for our Maori learners. I have found the MAC experience extremely valuable especially as a new Principal. This working group has given me the ear of very experienced people I have grown in confidence in my own ability in engaging with my Maori and Pasifika Whanau and learners to provide culturally responsive curriculum that will motivate, stimulate and inspire.
I think the MAC initiative is a transformational experience that can only lead to leaders improving the environment for Maori students to thrive in their schools. MACS Facilitators around the country walk with and beside participants. They visit individual schools, help develop strategic and action plans, facilitate full-day cluster workshops at each of the particpants schools, provide professional development for staff and, contribute to an annual Hui / Wananga / Conference that brings together all particpants in each cluster across the country.
The first of these had an incredible impact: Just a big thank you for a fantastic conference. My eyes have been opened! Now I must act. Clearly we have a big job to do but I plan to start with our connecting more closely with our whanau community - Finding out what is really important to them and ensuring what we see as important at school meets their criteria. After attending the conference I realise this needs to open, honest and truly meaningful therefore must be on an individual whanau basis.
Thank you! I now truly believe MAC will make a difference. The conference has made it clear to me that we are the people to lead and we are the people who can and will make a difference for our tamariki. I see now that my efforts have been poor. Thank you for being pushy! And making us stand up! I mean that positively. Thank you for sharing your experiences and helping create the awesome line up of passionate speakers. Continue to hold that mirror up to us and we will do our best. I have been reflecting on our very special Hui. Often after a conference you move on as you drive away to thinking about other things. Our MAC Hui was intended to open our thinking and to challenge us. It certainly achieved these goals for me. I have been reflecting on the conversations and images all weekend.
I have certainly been challenged to think in different ways all very thought provoking and have opened my thinking in different ways to opportunities and changes I can start to make at our school. What I have been challenged by is bigger than just our school. I have been given a new lens from which to view things. I am looking forward to MAC and walking alongside many principals and others to help polish and refine this lens to improve Maori achievement in Aotearoa.
Te Ara Hou (MACS) is a proactive response to the biggest crisis facing education in Aotearoa...achieving successful outcomes for all!
THE BIG PICTURE Economic uplift of the scale required to deliver the economic prosperity and quality of life we seek for all New Zealanders cannot occur without the full participation and engagement of Māori (He kai kei aku ringa The Crown-Māori Economic Growth Partnership: Strategy to 2040 - Ngāhiwi Tomoana, Māori Economic Development Chair (p. 2)
Māori will experience a transformational change in socioeconomic outcomes when Māori and Government are able to work together to create new models of compulsory schooling that better meet Māori needs. To achieve this, Government and Māori need to find a renewed balance in the provision of these services, including educational-support services. (p. 3) He kai kei aku ringa The Crown-Māori Economic Growth Partnership: Action Plan 2012-2017
The aspirations and capabilities of whānau are key to realising the economic potential of Māori as this is where the human capability of today and tomorrow is sourced. (p. 5)
Ka Hikitia Accelerating Success 2013 2017 The principles: The Treaty of Waitangi Māori potential approach Ako a two way teaching and learning process Identity, language and culture Productive partnerships
Critical Factors: Improvements in these two areas will make the biggest difference to Māori students achievement: Quality provision, leadership, teaching and learning supported by effective governance; Strong engagement and contribution from parents, families and whānau, hapū, iwi, Māori organisations, communities and business (Ministry of Education 2013: Ka Hikitia Accelerating Success 2013 2017, p.)
Engagement at this stage is linked to a wide range of issues that schools can influence, including having a school culture that values and is responsive to the culture of the students, and finding curriculum choices and teaching methods that fire their students excitement and interest. Schools that have raised the engagement and achievement of their students have found ways to do this. Efforts to improve student engagement can have a particular benefit for Māori students, who are over-represented in disengagement statistics
Macs is critical to the much needed change because: It is Māori led: - It is about cross-cultural relationships and engagement to empower and guide cultural responsiveness and cultural change in schools it is about becoming personally and institutionally bicultural There is currently no professional development programme available nationally for principal development let alone with a focus on Māori education
It is based on the work of Paolo Friere who asks us as educators to dare to think differently, to dare to act differently, to dare to dream differently: We must dare to learn how to dare in order to say no to the bureaucratization of the mind to which we are exposed everyday. We must dare so that we can continue to do so even when it is so much more materially advantageous to stop daring. (1998a, p. 3)
Tikanga Māori: Building Cultural Consciousness into Professional Development: Māori working with non-māori to effect structural changes because: People learn best about matters Māori within a Māori context Wananga, Tikanga, Uara (Hunt & MacFarlane 2011 p. 62)
MACS where to from here Research, document, theorise, engage in debate and fight for what we believe is making a difference...by principals for principals, Māori working with non-māori Get MOE funding and support to enable MACS in every region of the country..with National Coordination and regional wananga for all schools and their staff Establish a cluster of the willing prepared to be challenged and supported...identify leadership / facilitation and demand it happens in your area
Courage, care and commitment Mauri Ora!