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1:1 Hui with Damon Ritai MAC Facilitator - June

1:1 Hui with Damon Ritai - 26 June

Te Puna Waiora o Hereora te ingoa o te kura.
Kapahaka o Te Puna Waiora o Hereora


  • Have written a whole new programme for Chch cultural festival
    • Themes - Whiria te tangata haka
    • Tira - About Breens tree of values
    • Te Reo - Summer breeze
    • Intermediates school comp Y7-8 Steve competition
    • School haka Nathan composed
  • KAIARAHI MAORI - Maori Leaders are all in kapahaka
  • Creating spaces for teachers to be reflective about their own practice, developing deeper understanding - He Papa Tikanga, collaborative approach.
  • Te Reo Maori across the school looking the best its looked, built capacity to teach this.  Utilising Nathan to teach Te Reo Maori
  • Nathan using stronger members in whanau class to build sustainability by children, flourish and grow
  • Young teacher Jess Pearce - not Maori growing capacity
Whanau hui we have the Kaiarahi Maori leaders leading the korero.  Purpose at the moment for kids in whanau class to talk about learning, update whanau, sharing, connect, most recent one was, relaxed and connecting, over time developed relationships with each other.  Building connections over time. Adults enjoy connecting from each other.
Hangi Matariki celebration came from whanau hui.  During the course of the night whanau write on sticky notes, paper laid on table, guided thinking, decision making


Board meeting this week update this is the second one, update as what is happening - Maori rep Michelle lecturer at Uni.  HAUTU - Cultural responsiveness tool. NZSTA Hautu - TOW workshop


HAUTU Board Questions
KAKAU (Accountability)
  • What evidence is there that the Māori students in your school are enjoying and achieving education success as Māori and that the needs and aspirations of your Māori community are being met?
What evidence do we have?
TINANA (Leadership)
  • What evidence is there that the Board documentation sets and models clear expectation for high levels of cultural responsiveness across the school?
  • What evidence is there that effective relationships exist within and across the school community, focused on ‘Māori enjoying and achieving education success as Māori?’
What evidence do we have?
RAPA (Representation)
  • What evidence is there that you have valued representation of parents and whānau in supporting the effective governance of the school and the success of Māori students?
  • What evidence do you have that the aspirations of your Māori community have been sought, considered and responded to in the development of your School Charter?
What evidence do we have?
KOINGA (Employer role)
  • What evidence is there that your board have clearly articulated expectations for culturally-responsive practice?
  • What evidence is there that your board has effective employment practices that strengthen Māori students’ achievement?
  • What evidence is there that your school performance management processes are aligned to a Charter that is focussed on building and strengthening Māori student achievement?
What evidence do we have?
HAUTU - Your responsibility as a Board means:


  • being accountable for the performance of your school to deliver on Māori student achievement
  • designing the future direction for the successful learning of Māori students in your school
  • that Māori parents, whānau and representatives of the school’s Māori community contribute to governance, planning and decision-making
  • that your school is a good employer by expecting staff to teach and support Māori students to achieve education success as Māori.


Nikki (Inquiry)- Developing a hauora well being of the school positive education knowledge with, hauora, tataiako, whare tapawha.  What hauora looks like in our space. Supporting our whanau and kids, representing this in one space. Connected with Wiremu Grey, counsellor at Christ’s College.  
  • Self regulating your emotions
  • What feeds my mana?  How to get yourself back?  
  • Strong cultural lens, we need to get this right first.
  • Important tool to use moving forward - Well being model.  Aligns well to values. Being brave,
  • The MODEL will be initially a way of consolidating everything that is going on in the school.  This we become our way of being, and working
  • Believed in preventative, proactive, well being model
  • If we don’t get the Hauora right for our tamariki we wont get the learning.



Next meeting 04 September 1:30pm


Korero
Ko Maugatere te maunga
Nga Tiritiri o te moana ngā pae maunga
Ko Papakohatu te awa
Ko Takitimu te waka
Ko Ngai Tahu te iwi
Ko Ngāi Tūāhuriri te hapū
Ko Maahunui II te whare tipuna
Ko Tuahiwi te marae (Korero o Rakiihia Tau)
Tihei mauri ora!
Kei konei nga ingoa Maori - Corbin.  The new hapu names for the school all referenced to


Whanau class = celebrating being Maori, optional kaupapa, roll do a bit of background work, 48 the kids ran the activities, building mana in the class, Tues and Thurs, practice the activities, building up to visit to Rapaki Marae.
Kaiarahi Maori - Maori leaders work with teachers, guiding them and event management, high profile, run assemblies
Leadership in Maori at School.
Whanau hui every term - Neihana masters on whanau engagement
  • Remove the barriers - off site
  • Kai
  • Time that suits 5:30pm
  • Gather whanau voice
  • Always a person
  • About the kids
  • Always sharing - Rapaki marae
  • Making connections between families
  • Rotate different teachers through
  • Preschool - playground
  • Whanau kid members were attending to support
We try not to have all staff there, overwhelming for whānau, didn’t want it to be.
Te Reo Maori me ona Tikanga staff
  • Te Ara Reo - level 1 - 3
  • Signed up
  • All keen to learn
  • He Papa Tikanga - TWOA
OUR CODE OUR STANDARDS
  • Tataiako
  • If the approach the standards through Tataiako you will nail it
  • Done 3 of the standards, unpacked what that means at Breens.
HAUTU
  • Board “Te Tiriti o Waitangi” workshop with
  • Co-opting Maori rep on Board








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