From Rākau to Ngākau

Cultural Responsive Pedagogy, Leadership and Policy

I came across this blog post which has some great content and things for me to consider and apply in our school culture.  Ensuring that what we write and how we say we are, is actually how we are.  

This is here for me to explore, reflect and implement within my leadership area of cultural responsiveness, but also for me as Māori.

From Rākau to Ngākau Blog

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. 

Teaching as Inquiry

Teaching As Inquiry 2018

This year we are trialling and slightly different inquiry model and aim to incorporate Learn Create Share.  Our overall inquiry is based on Writing.  My inquiry aims to look at our target group of Year 6 boys and look into feedback.  My question is to find what forms of feedback can be given and which of these has the most benefit and engagement from the boys.  
I will be using a blog that I started for Inquiry a couple of years ago to document findings.  
Te Ara Takitini Inquiry Blog

Collaborative Art

Our Whakatauki Art

In term one, we started to create an artwork based on a whakatauki.  Each child selected a piece to work on that would go together to make one final artwork.  The idea and message behind it was that we accept our individual efforts and as individuals we contribute to the greater community.  Through this activity, we have started in our creation of an environment where we accept and embrace diversity and uniqueness.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued. 

Access to Technology

Device Allocation 

One of the issues we encountered at the start of the year was the functioning and ability to use chromebooks effectively.  One of the issues was that these were not allocated to individuals so students just went to a pod and grabbed one.  These were then not put on the charge so issues arose and learning was hindered.  

The devices our school owns are getting pretty old and are well used so availability is less than is has been in previous years.  A significant number of children do not own their own devices so rely on the school's pool of aging chromebooks. 

Towards the end of term one, I came to school on a Sunday and although I didn't intend to, I ended up allocating devices to those students who don't own one.  This involved pulling the current pods apart, checking the working condition of devices, numbering and setting up chargers and pods to be in each home base area so teachers can be responsible for their home base pod and ensure they are charged.  This also stops children going to the one space within the hub to get devices.  

I organised looking at our older Acer model tablet devices to get them upgraded and available for children to use if their chromebook has any issues.  I gathered our iPads and allocated those to each homebase pod to enable and encourage inclusion of these in learning programmes.  With a number of devices able to be used, children should have uninterrupted and stress free access their learning through online tools.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. 

Appraisal

Appraisal 2018

Legacy

Legacy 

By James Kerr

It took me a while but I am really pleased and inspired after reading James Kerr's book Legacy.  Our principal passed it on to the leadership team at the beginning of the year and after many failed attempts to start, I got there and could not out it down.  

I have a new found respect and understanding of the All Blacks as a team and organisation.  Their journey and story is one that I hadn't thought too much about but now have the utmost respect for.  From sweeping the sheds to being a good ancestor, this book has given me a fresh and clearer direction and vision, not only in leadership, but in team connections and effectiveness.  I am looking forward to moving forward.

• Engage in professional learning and adaptively apply this learning in practice. 

Māori Whānau Hui 2018

Māori Whānau Hui 2018

In term one 2018, I attempted to organise and run a Māori whānau hui.  We hadn't had one since 2015 so used this as an opportunity to reflect on our journey and take account of where we have come.

For various reasons attendance was low although the initial interest was better than the actual number of whānau who attended.  This didn't bother me too much as developing relationships in any number is better than none.

I felt good that we did have some good discussion and was able to bring at least two whānau together for the future and fo relationship  building.

We went through the following slide and our names slides to share with whānau, where our names have come from and what they mean.  

We had discussion around our upcoming celebration day and hangi.  The team were ready to take the next steps in organising this.  

Next steps: The next thing for me to do is to plan and organise another hui to bring whānau together.  I need to continue to build on the momentum that has started with so many of our whānau being present, on site and engaged with our celebration day and hangi.  I need to think of ways to utilise these strengths and get more input from whānau.

• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community. 

Te Ara Takitini Waiata

Te Ara Takitini Waiata

As part of our journey with our rebuild and new names for our spaces, we needed a hub waiata.  Throughout this process I had three different sources to go to in order to have a waiata written for us.  As time went on, these options didn't pan out and although I had an idea of what I wanted, I didn't feel that I had the skill set to do it on my own.  

Time was whizzing by and eventually I had to just do what I could to get our waiata written and then taught to tamariki and kaiako.  

I had the tune of Piriponotia in mind so started with that.  I knew I wanted to include all three home bases and some part of what those names mean.  Tying it all together, I wanted us to connect with Ara Tū Whakatā.  The emphasis needed to be on Takitini and be bilingual.  

Once I had the words written, I checked in with one of our interns who was here at the time.  I ran through it with our Kapa Haka tutor and utilised his expertise on guitar.  

Our next step is to have a few parts refined and make a recording that we can use to teach future classes.  We will also use this waiata as part of our Kapa Haka repertoire and create actions to go with it.

Te Ara Takitini

On a path of shared mahi

Ngākaunui

Courageous hearts so strong they beat

Manawaroa

Growing strong, determined tamariki

Whakamanawa

Our final path, for where we are

Tēnei kura

Ki te ara whakaaro nui

Mo tatou

Te Ara Takitini

On a path of shared mahi

Ara Tū Whakatā

Where we belong and who we are

Kia puta ai

Ki te ao e Tu Takitini

Tu Takitini

Tu Takitini

• Practise and develop the use of te reo and tikanga Māori. 

Te Rōpū Whakamanawa Treaty

Te Tiriti o Te Rōpū Whakamanawa

As part of our learning about the Treaty of Waitangi, we created our own class treaty.  We wanted to include how we could take responsibility for what we do and how we treat people.  

We are still working on being able to honour our agreement and ways to cope and deal with issues that may aside when we do not abide by what our treaty says.  

• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.