Kia ora and welcome to Poutama Pounamu

Recently a wānanga was held at Waikari Marae for educators from across the sector with whom Poutama Pounamu has been actively engaged. Also invited were some known for the transformative change they have achieved within their schools and communities.

Dr Te Ahukaramū Charles Royal talks about the purpose of wānanga as enabling the creative mind or ‘mahara’ (conscious awareness) to emerge. Therefore, wānanga must be safe spaces where decisions and pathways can be determined through the participation and engagement of all - a space of equity, shared visions and ako, where knowledge is co-created,

It was emotional hearing what these very different people in different places were doing for their communities; running their schools beyond just tokenistic ways, but actually sharing the power – that helped me see what I can be, what I can do. - Kaiako Area School

I really valued having a space to feel validated about how we were feeling in the face of the daily challenges. The overall positivity of the wānanga lifts you up. - Head of Faculty

Networking with others that share your values and objectives, it builds confidence to articulate those unsettling things that don’t sit well with you. It's not overwhelming or daunting when you realise we are not alone in wanting change. – Deputy Principal

As soon as we began, I realised I had been looking for this opportunity to lighten up, to step out of the day to day grind and connect, to think deeply with others. There really aren’t that many opportunities to listen and learn with people from different parts of the learner's journey – to hear how they position the learner, and each other, to succeed. – Deputy Principal

It's not overwhelming or daunting when you realise we are not alone. – Deputy Principal

Marae-based wānanga are specifically planned to model cultural relationships for responsive pedagogy. The activities undertaken model the kinds of pedagogies, decision-making processes and mana ōrite-focused relationships that support an aligned and coherent moving forward.

We are all in the same line of work but everyone brings a unique perspective based on their experiences to the resources we engaged with. Listening to everyone's contribution in our groups just extends your understanding. – New Entrant Kaiako

The wānanga style of learning - with all of us sharing and contributing what was required to make sustainable change - is so heartening. All of these people, from different parts of the sector, all at different stages of the journey but all on same kaupapa, it unlocks your thinking. - Primary Principal

Wānanga offer something more. Everyone's out of their own space. It's like when you travel overseas and connect with fellow travellers – there is a power in just being together, being rid of the everyday; eating together, staying overnight together; those informal conversations about things that have sat in your head together take place in an atmosphere of familiarity and trust. - Deputy Principal

It was great to have the time to Iisten and laugh together, enjoy each other's company, and have time to talk together about future actions. It’s actually not something you have a lot of opportunity to do. - Kaiako

A highlight for everybody was the panel of school leaders who spoke of what they had learnt about weaving together a team to drive reform forward.

Really inspiring to hear how each was commited to change and how they brought others onboard. Really appreciated hearing about Māori and non-Māori walking together, including the message that even those who do not whakapapa Māori can be supported to step up and take a lead; waiting for the ‘right’ person to turn up was not an option. – ECE Kaiako

The ‘heroic’ leadership model where one leads and we follow, that is a very unsafe way to proceed. Much of what we heard and talked about was how to support others into roles whiere their talents and strengths can be realised. The wānanga is not just about advocating for kids, it’s about advocating for teachers as well. – Deputy Principal

Having a few of us from our school to hear these leaders was great, we were able to consider the implications for our space, our context together. - Kaiako

The second day of the wānanga had a strong focus on what everyone could do on their return - what could be put into practice in response to the challenge that had been so clearly laid down.

The Critical Analysis Tool we were introduced to was a really powerful way of bringing that thinking together towards a plan of action. – Deputy Principal

If the key people aren’t part of that it can be harder to take it forward, so it was important for us to be there together to begin that. – Head of Faculty

I always know the car ride home from a Poutama Pounamu wānanga will be full of conversation – you always leave wanting to take action. – Deputy Principal

Having everything available online afterwards is no small thing either. They provide not just the stimulus to provoke a conversation, but the evidence to keep it on track when others aren’t totally onboard. - Principal

The main takeaway for everyone involved was a renewal of resolve.

The wānanga makes it plain what needs to done and what effective transformative leadership looks like. Too often we hold back, thinking we only have some of the criteria for leadership, but actually what was shared with us was that good leaders are all different; what they have in common is the commitment to start leading for others, and with others. There will always be people to draw on for support and to contribute to a common vision. – Deputy Principal

Be part of the change
Poutama Pounamu will be facilitating a number of wānanga throughout the country for leaders and aspiring leaders. Click here for information about dates and locations

At the end of 2024, Professor Mere Berryman and local Poutama Pounamu facilitator, Renee Jepson, made a special visit to Tasman School to personally acknowledge the principal and staff for their commitment to the Poutama Pounamu Blended Learning (PPBL).

Principal Rob Boomer remembers how it all started – at the start of 2024 - when he attended a Kāhui Ako meeting and had the opportunity to learn more about the PPBL.

In one of our meetings Renee explained what the Blended Learning was, and I remember coming into the staff room at morning tea and putting it out there as an idea. There was pretty much 100% buy in for undertaking it.

This led to Renee coming on board to work alongside the staff. This would include responding to the over 130 online reflections the staff collectively posted over the twelve months of engagement. Renee remembers how she felt:

It really is exciting to have what is almost the entire staff commit and be so consistent with their Blended Learning. It takes strong, dedicated leadership to bring and support staff along this learning pathway and Tasman School has proven it can be done.

Poutama Pounamu engagement with schools and early chlldhood centres activates cultural relationships for responsive pedagogy - approaches that have, as their goal, more equitable and responsive delivery, resulting in more excellent outcomes for all students, their whānau and community.

The Blended Learning is described by Professor Mere Berryman as:

• a process of coming to understand our shared histories and our place and responsibilities within these histories (Know Self)
• growing those understandings with others and identifying our agency to effect change (Grow Self)
• reaching out and including others to build sustainable learning environments that promote equity, excellence and belonging (Grow Community).

A key feature appreciated by Tasman School was its flexibility. Poutama Pounamu recognises that each learning community engaging with the programme is unique and so the framework provided focuses on bringing people together to realise a shared vision rather than a prescribed endpoint. Rob Boomer explains this was particularly important to Tasman School:

We had a lot of conversations with Renee about the best way forward, she never judged us, but she was always there for advice about how to approach challenging situations in a respectful way… to listen to others’ perspectives, to discuss not dismiss them, always encouraging us to bring everyone with us.

Having everyone involved definitely helped maintain momentum, according to teacher Hayden Squance:

We were going on the journey together and we were able to bounce ideas off each other rather than doing it in isolation. Without saying anything, we were pushing each other on. I think doing it together made a big difference to the direction we took.

Fellow teacher, Cate Cable, reflects on the decision the principal made to introduce Poutama Pounamu to the staff. She saw the Blended Learning as a response to what was already happening within the broader community:

We've noticed there's been a quite a shift in the climate here, where people are really starting to connect back to their iwi and whakapapa. What Rob did was respond to that within our school; it was an opportunity to show that’s really important to us too and a commitment to move forward together.

During their engagement with the PPBL, each of the staff created and facilitated a group of co-learners. This included members of the school’s Board of Trustees working with Rob, who remembers the experience:

There was genuine enthusiasm from within the Board who are strong believers in having tikanga and te reo in the school and immersed in what we do. They could see the value in doing it based on other work that we did with the Kāhui Ako and that meant making space in the strategic plan for the work to be a priority and it kept the Board aware of everyone's progress as well.

As other schools have found, the conversations within schools have increasingly led to building relationships and opportunities outside of the school too. Tasman School teachers Cate and Hayden describe how from tentative first steps there is now a collective impetus for change:

The iwi has been really active coming together and creating some amazing resources for our Kāhui Ako. We’ve been able to see how other schools are going and building on each other’s experiences. Our steps may look small but they are big for us and for our community, so much of this is a new conversation. - Cate Cable

Because of the Blended Learning, and the relationships we have been developing, I’ve now got a deeper understanding, which I didn't have before. I've got more knowledge and confidence to contribute to what we can do better. – Hayden Squance

Rob Boomer sees the growth in confidence in staff as leading to richer cultural experiences for everyone:

We've changed our approach to things, there's just all these cultural pieces that might never have happened or fallen by the wayside. I'm definitely stepping out of my comfort zone with kapa haka but it's so rewarding seeing a predominantly Pākehā school really embrace it.

The school’s willingness to open itself up to different perspectives has provided new opportunities for student learning and has brought the school closer to their wider community.

Teacher Ally Nicholls sees these shifts in practice as having valued outcomes for both students and their families:

These activities start to give kids a greater sense of belonging.

Our kids always felt a connection to this place, and being told why the land resonates with other people gives them the vocabulary to describe those feelings. Before they felt special, but now they can also explain how Māori feel about the land and the area, and how we all have special connections.

The kids are taking their new understandings back home and engaging their families and their perspectives are coming back to us at school as well.

Cate Cable adds that she sees greater interaction with family and whānau as being an unplanned but a very positive outcome from the increase in community-based activity:

We had a lot of feedback from whānau, post-Covid, about being kept away from school and feeling disconnected and so, by offering these opportunities, we were able to re-engage and re-establish those relationships.

Formally completing the Blended Learning is not the end of the journey. Tasman School staff are committed to further realising the opportunities they have only just begun to explore:

We've already started having conversations about 2025, planning how we want to elevate what we‘re doing and provide a richer experience and greater engagement for everyone.

For more information on Blended Learning, contact poutamapounamu@waikato.ac.nz

See also:

• this Education Counts feature Giving Effect to Te Tiriti o Waitangi – One schools journey on Poutama Pounamu Blended Learning
• And this account of the first Wānanga from a cohort of Early Childhood Educators

At the end of 2021, Te Hurihanganui, a Ministry of Education school reform initiative, was introduced to iwi, school and Early Learning leaders in Kaitaia.

Amongst the identified range of priorities, it was acknowledged that demand outstripped the supply of qualified teachers in the Far North and the need for access to localised quality teacher education was identified. The potential of people who were already living and working in the community was seen as a solution.

"Iwi and school leaders told us,’ said Professor Mere Berryman, 'that they wanted fully trained and registered teachers who had knowledge and experiences of Te Hiku, which generally meant these people would come from this region. School leaders also identified that in their schools they had experienced Teacher Aides and LATs who they thought would make excellent teachers."

Ngāi Takoto, working with Te Rarawa, set the criteria for potential participants.

They wanted to value and recognise knowledge of kaupapa Māori, the prior work experiences and local knowledge of these people, their skills and learning, and their contribution to their local community.

At the start of 2023, 18 students were welcomed into the Bachelor of Teaching degree hosted by Ngāi Takoto at Mahimaru Marae.

This University of Waikato degree has been taught through marae-based wānanga, combining distance learning with wrap-around support from local iwi and school communities. The response was so positive that a second cohort started in 2024.

Each wānanga was held over weekends or in the school holidays at Mahimaru or Waimanoni Marae. Each wānanga was supported by iwi and whānau members. Ongoing learning with University staff and pastoral care from local iwi ensured students were cared for as well as equipped with effective teaching and learning methods, especially as they relate to Māori learners.

Experiences
To be considered for this two-year programme, potential students needed to submit a portfolio of evidence and attestations. In their portfolio they outlined their work experiences, why they wanted to become a teacher, and their commitment and support to work and study during holidays, evenings and weekends over the next two years.

Anahera Olsen, a Teacher Aide of five years at Kaitāia College, had always wanted to become a qualified teacher. She was part of a different online course in 2020 to pursue her teaching degree in primary education but withdrew because she didn’t have sufficient support, particularly while her tamariki were young.

“When I heard about the degree programme coming to Te Hiku, I was so grateful. I have loved every moment of my study” she said.

The series of wānanga allowed her to meet and collaborate with other future teachers and hear different perspectives.

“Being on this programme, you not only get to sit and take in kanohi ki te kanohi (face to face) with the University lecturers’ knowledge, but you also build relationships with the other students in our community."

Wiremu Wilson-Diamond, a course student, says he was thrilled he could pursue his love for teaching at Kaitāia College without having to leave behind his daughters and community.

“The opportunity the University has given our community is priceless and addresses the inequity of living up north to access services and quality education,” Wiremu said.

This article first appeared in the magazine of Te Whakarōputanga Kaitiaki Kura o Aotearoa (formerly NZSTA).

The amended Education and Training Act 2020, under section 179, requires School Boards to give effect to Te Tiriti ō Waitangi by:

• working to ensure that their plans, policies and local curriculum reflect local tikanga, mātauranga Māori and te ao Māori 

• taking all reasonable steps to make instruction available in tikanga and te reo Māori, and 

• achieving equitable outcomes for Māori students. 

Although it has been over three years since the amendment, questions are still raised as to what this might mean in practice for a school. In part this might be connected to the related political and societal unrest evident across the country.

The words ‘give effect to’ signal that our actions require more than an acknowledgement or intention. We are obliged to ask:

• What would this look like?
• Is what we are doing achieving equitable outcomes for tamariki and rangatahi Māori?
• If the answer is 'no', how will we ensure we meet these responsibilities? 

Perspectives from the hui

A range of schools in the Lower Hutt region recently completed their second hui in the series of three.

George Collins, from St Bernard’s, wasn’t sure what to expect when he attended the first hui: 

‘I wondered how much I could learn in the two hours, but so much was covered; it was not a lecture but a process to unwrap the issues, I found that helpful. We will be taking this to the next board meeting.’

Kelson School board member Rochelle Mackintosh says the hui have been informative but raised awareness of the need to know more:

‘We are all at different stages of understanding and I’m not sure everyone has the same understanding of terms like kawanatanga, rangatiratanga and ōritetanga. These terms are at the heart of what we are working towards.’

Teresa Ritchie, Presiding Member at Avalon Intermediate School, says her board has attended other hui related to Te Tiriti but these were different because they specifically related to Te Tiriti in the educational context:

‘It was very powerful to learn how the education system has fostered inequality for so long. This gave us some tangible things to think about, including asking ourselves are we truly valuing and investing in what we do, and by investing I don’t just mean money, I mean doing it right. Moving from tokenism to meaningful’

Rochelle Mackintosh said what stood out for her was the impact ‘giving effect’ to Te Tiriti means for board and school decision-making:

‘Too often it relates only to activities, for example kapahaka or celebrating Matariki, but what does it mean for input into all aspects of board decisions? The legislation is quite vague, for example ‘taking all reasonable steps’ who decides what’s reasonable?’

Professor Mere Berryman, Director of Poutama Pounamu, agrees:

‘Raising people’s awareness of their responsibilities is just the first step in a process of critically evaluating what we are currently doing. To understand if there is more to do means looking beyond our good intentions and asking how our school structures, our pedagogy and processes, are landing for our Māori students and their whānau. What does the culture of our school feel like for all of our learners?’

Sose Annandale, acting Principal at Avalon Intermediate, accompanied two of her board members to the meeting:

‘Boards are lacking this information, and this workshop was practical and well-paced, with a range of different activities. It was also useful to hear from the other schools about what they were doing.’

Vaioleti Lui, a board member from Sacred heart College, acknowledges the obligation to ensure Māori and Pacific students are thriving in the school system:  

‘It was wonderful to meet with other board members. I think these sessions should be compulsory for all boards to be honest’

Several attendees, while appreciative of the opportunity to learn from one another, questioned whether everyone who needed to be part of the conversation was participating. As one board member put it:

‘Sometimes it’s the people you don’t need to see who are turning up to evenings like this.’

Mere Berryman says just by attending, board members have shown a willingness to address the challenge of inequity. However, she is under no illusions about the challenges involved in taking the conversation back to the community:  

‘There are many people who simply don’t want to look at this, and in some ways the current political landscape is enabling them to look the other way. What I do know is that nothing will change for our children without this conversation, and these conversations don’t take place unless we are deliberate and consistent in putting our evidence on the table.

We have learnt from schools and communities who have had the courage to work with their own evidence to give effect to Te Tiriti. They have made a difference for their Māori students and whānau and in so doing they have made a difference…for everyone’

To find out more about the series of Board Hui and to join the conversation for equity, contact: poutamapounamu@waikato.ac.nz

The last week of the school holidays saw over ninety kaiako who were immersed in the Blended Learning process come together online to connect, learn and share experiences. Exploring the kaupapa of resistance, they considered what actions they might take to resist practices within education culture and structures that contribute to inequity of outcomes.

"Some refer to colonialism as in the past and having finished, but for many it is very much felt and lived today."
- Kaiwhakaako

The online format allowed Kaiwhakaako, who are currently engaging locally with small groups of colleagues, to collaborate both regionally and nationally, literally from Kaitaia to the Bluff.

The invitation to all Kaiwhakaako was to weave together their thinking with that of others – be it a paired activity, or a small group or the whole cohort. The opportunity to share concepts through waiata, video, visual art, photography and poetry alongside the critical theory provided a myriad of gateways through which every participant could find an entrance.

It is through these analytical, engaging and often challenging shared explorations of resistance - and what it is we are resisting – that the transformative power of Wānanga 2 comes into its own.

"Evidence that this kaupapa makes a positive impact for everybody is what we must continually lead with."
- Kaiwhakaako

"Resistance requires me to be vulnerable and to lead by example. This affirms the space that we create as Kaiwhakaako as one that is challenging but open to learning."
- Kaiwhakaako

The wānanga provides ample space for each Kaiwhakaako to explore transformative praxis and the links between what ‘we’ as an education system are built upon and what ‘we’ must deconstruct.

­"We are only strong when we work together and have each other’s best interests at heart."
- Kaiwhakaako

Agency requires personal decisions to change and then draw in other people.