Kura Kaupapa Māori o Tai Tokerau 2020

MEMO to Ministry of Education

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Kura Kaupapa Māori in Tai Tokerau –

Our raukura shouldn’t be asked to run kura in the future under the same conditions as our trailblazer kaiako- substandard buildings, insufficient positions. Career pathways in Kohanga Reo and KKM should be attractive – but the two hallmark institutions are seriously under resourced and outdated. Possibilities of new kkm in Tai Tokerau are limited by an “unknown” waiting period, building compliances.

Big money is instead provided to lazy arse kaiako in mainstream failing kura, who will get compensated for learning “kia ora” and “ka kite ” whilst the kaiako who learnt from love of Te Reo- burn out. Aroha nui.

He Tono Tautoko ki a MOE .

Noema 7, 2019

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Background – Te Kōtiu – Ngā Kura Kaupapa Māori  o Tai Tokerau . 

Tauira KKM Te Kotiu In 1991 our first KKM in Kaikohe was established led by Renata Tane.

 In 2015 Tumuaki KKM established a regional Kahui Tumuaki Kura Kaupapa Maori initially to network and support each other in a Te Aho Matua educational kaupapa Māori setting.   Although a COL application was turned down due to “geographical distance”, Te Kōtiu has continued and Tumuaki KKM meet once a term.

  2016 Rangiāwhia was closed.  KKM Tai Tokerau were reduced to 8. This action caused great concern, mindfulness and loss within the KKM and wider Maori community. 

  2018, Tututarakihi was formed as a kura peka taiao and are referred to as .5 kura until such time as they gain mana motuhake status- recommended December 2019. Another kura peka has signalled its enthusiasm to start in 2020 within Ngati Kahu.

  2019, Te Tonga o Hokianga after many years of court battle, open their new building at Koutu and change their name to Te Kura Kaupapa Māori o Hokianga.

Ehara taku toa i te toa takitahi, engari taku toa he toa takimano 

2019, Te Kōtiu represents :  

  3% of Tai Tokerau students, 1174 tamariki from y 1-13 from Wellsford to Te Hapua;  

  diverse Iwi and hapu from Ngāti Whātua ki Kaipara, Ngāti Hau, Ngāti Hine, Ngāpuhi Nui Tonu , Ngāti Kura, Te Rarawa, Ngai Takoto, Ngāti Kahu, Te Aupouri and Ngāti Kuri.  

38+ years of Te Reo Māori Movement resilience  in Tai Tokerau starting from kore in substandard Kohanga Reo and kura buildings, equipped with determination and nil putea, our sites have delivered higher standards of education in Mātauranga Māori friendly environments. We have homegrown over 150 kaiako and require relevant teacher training courses in a local setting to keep up with the demand of increasing numbers of tamariki returning home.

High Performing Schools – no-one fails- students learn the principles of Te Aho Matua. There is good expertise within KKM Tai Tokerau who can provide good advice and tautoko with other KKM. 

  Hauora: KKM are auahikore, parakore, tarutaru /pi kore and Māori friendly.

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Ngā Toa o Pū Kōrero 2019- Te Rangi Aniwaniwa, Pukemiro, Te Rāwhitiroa

Te Kōtiu – Reality  28 years later , it is still tough in KKM Tai Tokerau.

  All KKM run on passion and drive and are self -sufficient from necessity .

  •  For sustainability we need a strategic plan that prepares for continuity past the Screen Shot 2019-11-18 at 9.10.33 PMpioneers; succession, recruitment of quality kaiako and retention of staff.  
  •  Te Kōtiu support the growth of relevant kaiako Mātauranga Māori training providers – that recognise the imput and abilities  of kaiāwhina, kaiārahi and matanga reo who are willing to train on site within their kura to become quality kaiako. 
  • KKM  support Wānanga Māori to run  Reo and Tikanga programmes for whānau so the responsibility does not fall on kaiako kkm and teaching staff. 
  • KKM are kura spaces for children’s learning to be ready for Te Ao Māori in a modern setting. Tauira are not the kaumātua or kuia.  One of our tasks is to bring in youth advisors to teach tauira practical strategies to deal with stress , anxiety, disappointment and put downs in a teenage setting. 
  • Tamariki KKM are educated in substandard make do classrooms- for many years . Most Pakeha parents would not tolerate the conditions our tamariki put up with.

 Tumuaki KKM Tai Tokerau require many levels of support:

  • Responsibilities pile up and due to staffing shortage and  lack of relievers Tumuaki are often unable to attend hui, PLD and networking hui. 
  • Only 1Kawariki tohu Tumuaki KKM Tai Tokerau has ever gained a sabbatical leave or study award Ill health, stress  and anxiety amongst Tumuaki is high. Te Kōtiu recommend Tumuaki KKM Tai Tokerau are awarded 2 sabbatical positions each year to fill; and study leave every 4 years. Kaikohe KKM self funded a sabbatical hauora for their Tumuaki in2017.
  • In 6/7 wharekura, there is an absence of kaiako to deliver level 2-3 in the subjects of science, maths, information technology and phys ed.   
  • Tumuaki and staff become creative in curriculum delivery- however they do not have the support systems of  big schools where teachers are handed their teaching outlines and assessments. In kkm it can take up to 80 hours without interruption in an isolated space to write up one assessment. 
  • Some Wānanga Māori provide relevant programmes that we kkm could utilise; ie level 2-3 sports and fitness certificates; computing levels 2-3; but strict funding guidelines surrounding FTTes prevent KKM for signing up with Wānanga Māori to deliver within our kura. This is a potential win-win space for kkm and Wānanga Māori.
  • Te Kōtiu require time and space to co- design appropriate Mātauranga Māori programmes in a local setting- acknowledging contested histories in a positive manner, what is relevant in a modern setting for community wellbeing. 
  • PLD provision and Tumuaki guidance support is always needed for meeting compliance obligations and assisting in innovative practice .
  • At a national level equitable funding for Te Runanga Nui would enable them to advocate and secure programmes  on our behalf. 
  • At a local level funding Te Kōtiu will provide practical support on the ground for KKM Tumuaki that we don’t have, never have had and should have. 
  • Te Kōtiu Tira Tautoko 20-22 would enable the region to plan a plan of action for the sustainability of KKM within Tai Tokerau 2020-2040- 200 years post the signing of Te Tiriti o Waitangi. 

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Te Kura Kaupapa Māori o Te Tonga o Hokianga 

 KKM are staffed in many cases by raukura returning to Tai Tokerau who want to be responsible parents themselves. 

 ” The younger generation of kkm kaiako are wanting to spend time with their own tamariki. Emails turn off at 4.00pm; after hours mahi is restricted for family time; weekends are sacred; kaiako want to connect with their own hapu/wider whānau and kaiako will be available for set kura trips and events- but not every event. It is more possible to live up to some Māori expectations rather than all the responsibilities that can be shared by the wider Māori community. I support this trend of kaiako kkm practice as my own whānau remind me how much I gave for the greater good at their expense. “ 

  Kura Kaupapa Māori Tai Tokerau are inter-connected 

and inter-dependent for our survival

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                                       Te KKM o Kaikohe- Tai Tokerau Festival 2018

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                       1400 from 38 wharekura expected at Wiki Hākinakina 2019 in  Te Hiku

Contract Proposal to Minister of Education

Nov 7, 2019:

Te Kōtiu recommend funding of He Tira Tautoko mō Te Kōtiu 2020-2022  to deliver the following outcomes to support the sustainability and improved curriculum of Kura Kaupapa Māori o Tai Tokerau.

Ngā Hua : Tai Tokerau Outcomes

te aho matuaKura Kaupapa Māori Education Pathway 2020-2040 He Rautaki 20 Tau – Consult and develop a 20 year strategic plan with other stakeholders of kura kaupapa Māori Tai Tokerau. To facilitate regional hui with Kohanga Reo , Puna Reo, ECE Reo Māori who actively send tauira to kura kaupapa Māori; Kura a Iwi, Wānanga Māori , local hauora, PTEs, ITOs, Iwi , youth and social services. 

  • How many new Kohanga Reo/ ECE Reo, Kura a Iwi,  kkm/ wharekura are expected to develop in Tai Tokerau by 2040? Identify institutional and local  obstacles to the development of new kkm .
  • What resourcing needs are required to lift and maintain a good standard of Reo and Tikanga in Tai Tokerau until 2040: staffing infrastructure, retention and skill levels, professional learning needs,  buildings, support services, whānau housing ?
  • Identify and integrate local Te Aho Matua curriculum needs to strengthen KKM Tai Tokerau;
  • Provide Mātauranga Māori research guidelines for mentoring 20 years of quality reo succession planning.

te aho matua Build Kotahitanga within KKM Tai Tokerau. 

Coordinate 2 whole inter kkm PLD Teacher only days per annum.  Te Kōtiu have committed to put aside 2 days in first 2 terms of each year. (Each kura will continue to tono for their own internal PLD needs).

  • Share good practice of Te Aho Matua curriculum, kura teina, NCEA high achievement  and robust hua ako;
  • Share assessment tools, financial planning, internal communication systems, sms programmes and systems to sustain high student  achievement in Tai Tokerau.
  • Enable Board chairpersons and members to meet twice a year to provide shared mentoring in relevant KKM hui.

te aho matuaManaakitanga – Tumuaki Support – provide or source PLD support for new and experienced Tumuaki to meet local curriculum goals, annual plans, appraisals, self reviews, personnel policies, managing conflict, prepare for sabbaticals/ study leave. 

te aho matuaWānanga- Convene hui to plan and design integrated Mātauranga Māori Te Aho Matua programmes and curriculum appropriate & relevant for Tai Tokerau tauira ie Kaitiakitanga, Waka Navigation, Te Whakaputanga- Te Tiriti o Waitangi, Post Settlement ; Ngāpuhi Nui Tonu; Māori Enterprise with social and environmental responsibility, Marae Management  Responsibilities and Toi Auaha.

te aho matuaNoho Mātauranga – Coordinate noho and delivery of learning areas for some wharekura tauira to access core subjects and enriched learning that is not available within their kura staff:

    1. wananga noho for some wharekura to access subject delivery ie level 2-3 science, maths, Tikanga a Iwi, 
    2. Source funding to host 2 x Kura Reo a year for wharekura students; one for year 9-10 tauira; one for year 11-13.  

te aho matuaHui Tahi – Convene Te Kōtiu hui once a term to confirm common annual priorities for Tai Tokerau region; for planning and updating Tumuaki, Boards and senior managers on KKM responsibilities, compliances and  dealing with difficult issues proactively. 

te aho matuaWhai Tautoko– Engage with MOE departments and other entities re new possible ventures that will assist in  supporting KKM Tumuaki, Boards , submissions, staff and whānau eg EBITE. 

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Te KKM o Whangaroa ki Te Roto o Manuwai

naringa o matariki

 Ngā Ringa o Matariki

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Te Ahuareka o Ngāti Hine 2019

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He Tira Tautoko mō Te Kōtiu 2020-2022

  te aho matua       Ngā Hua – Outcomes
1 strategy planning hui ia tau with followup with all stakeholders from Kohanga Reo- to Wānanga/ Kura Takiura, Iwi, social services & other.
2 x Kura Reo wharekura ia tau :Reo o te Kainga, Hītori o Te Kainga, Waiata, Raukura Tai TokerauY9-10: 100 tauira    Y11-13:70-80 tauira
Te Kōtiu Kaimahi  5.6 kaiako  positions +18 management units & 1 administrator.

  • 1 Kaiwhakahaere- oversees regional programme, works with Tumuaki KKM and other agencies to gain support for kkm Tai Tokerau initiatives. Provides quarterly reports and support for principal appraisals & Board Self Reviews. 1.Ftte + 3 mgt units
  • 1 Kaituitui PLD tautoko-annual plans, charter, curriculum targets and variance reports,kaiako appraisals & beginning teacher support. To coordinate & develop shared Te Aho Matua assessment tools. 1.Ftte + 3 mgt units
  • 1 maths teacher    deliver level 1-3 maths noho – 6 per term and establish online school  and homework lessons online eg Education Perfect. 1.Ftte + 3 mgt units
  • 1 science teacher deliver level 1-3 science noho- 6 per term and establish online homework programmes eg Education Perfect
  • 1 Mātauranga Māori  wharekura curriculum kaiwhakahaere- to co-design Reo Rangatira, Tikanga a Iwi, Hauora/ PE, Putaiao programmes relevent to KKM Tai Tokerau & to coordinate 2x Kura Reo pa 1.Ftte + 3 mgt units
  • .6 Strategic Planner – coordinates hui, feedback from stakeholders,  for planned education pathways for tauira from Kohanga Reo, ECE Reo Māori, bi-lingual intermediate schools  and Kura a Iwi. .6 Ftte & 3 mgt units
  • 1 admin support- to manage funding, it  and travel support $54,000
Tumuaki Sabbatical Leave  – 3x planned sabbatical leave pa . Long term- tumuaki have 8-10 weeks sabbatical with PLD
Budget – admin, travel, information technology support

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  Tau 6-8   Eke Ngaru Te Oneroa a Tohe 

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Digital app “Turikatuku” produced by Whangaroa KKM 2019

Kua kohia ēnei kōrero i ngā tau 3-4 kua hipa atu.  

Convenor Te Kōtiu H Halkyard-Harawira 7.11.2019 xx

Tai Tokerau Aho Matua Hub

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Te Kōtiu aim to develop a resourced regional hub for its current 8.5 kura kaupapa Māori and 3 future proposed kura.

 Encouragingly, there is  positive rhetoric in recent MOE national conversations; kōrero about “rangatiratanga” and “agency. ” The actions are yet to match the realities. Despite being under staffed and under resourced, Te Kōtiu has formed its own Kāhui in the drive to forge tautoko, manākitanga , kotahitanga of purpose for each other.

    “Māori people want to exercise tino rangatiratanga – agency and  authority – over the education of Māori learners. This means there needs to be a genuine partnership approach across the education system, with leaders who believe in Māori and understand te ao Māori”.  [1]

te aho matua

“Te Aho Matua schooling is a healing journey for rebuilding positively capability and sustainability of Māori education.  But we still lack equity.  Pakeha parents would never accept the conditions of some of our current and initial sub-standard buildings.  The 30 years of personal drive by the trailblazers to revitalise the reo may wane as the work load has not lessened.  As a regional Kāhui KKM, we lack multiple layers of support.  It’s  institutional sabotage.

MOE should fund better existing Tai Tokerau KKM ventures on the ground- not new reo kaupapa initiated from above.[2]”

  Kawariki tohuProposed NCEA Changes

              70/30

He kaupapa nui te NCEA ki a tātou kura me a tātou tamariki i ēnei rā.  Kia kaua tātou e hoki ki ngā wā o mua – ki ngā whakamātautau  o School Certificate –  50% o koutou he tangata mōhio, 50% he Īwi kuare.

Te Kōtiu does not support any regressive movement to return to the racist School Certificate era, where external exams dominated schooling and defined success and failure of its entire population.

Instead Te Kōtiu want to:

  1. Wānanga and design our preferred regional curriculum priorities and needs;

  2. we strongly recommend 70% internal rolling assessments are more beneficial than the proposed 50% internals 50% externals model.

Some principals will advocate 50% external exams will reduce teacher workload- it will also hide bigger exit numbers of Māori students.

Kawariki tohu1.    NCEA More Accessible

NIL Fees – tino pai

 Record of Learning/ Achievement– that all student assessment results be logged in term by term, in case of absence, change of school or personal trauma. When a child changes schools, their credits can be left behind in school systems or former teachers memories, lost in in transition.

Improvements:

  • Kōrero ā waha– oracy should be recognised for students who can articulate their understanding of assignments/ assessments. Some students can verbally articulate and demonstrate problem solving but are unable to express themselves or transfer their responses in a written form within an exam pressure timeframe.
  • SACs are underused- Rural isolation, lack of access to support services, lengthy process. Students  options are limited when support services not available.
  • Recommend KKM host their own external exam centres– to minimalise racism in mainstream venues.

Kawariki tohu2 .  Mana Orite mō Te Mātauranga Māori

Nā ngā mātua tūpuna i tuku iho i ngā mōhioranga o te Mātauranga Māori. Mātauranga Māori are bodies of knowledge and practices handed down by our     tupuna, retained, defined, interpreted and adapted by hāpori Māori: hapu, whānau and Īwi .

Matauranga Māori can’t be standardised and differs hapu to hapu, Īwi to Īwi and must not become commodified by the State, which turns around and defines our Māoriness and knowledge.

To acknowledge equity requires inclusion, design, resourcing and equal mana within the curricula from Kohanga Reo to wharekura to Wānanga to ensure a seamless educational pathway for tamariki Māori.

Matauranga Māori subjects are designated as “brown” unit standards in many cases.

  • Field Māori is excluded from UE. UE is out of the review scope and contradicts the above title.
  • Te Aho Matua has been gazetted but not resourced for design, assessments, PLD nor inclusion.
  • Dialects and some tikanga differ – one size does not fit all.
  • Girls language should not be assessed against the same measurement as males- there are different nuances in male and female reo Māori.

As more Māori leave the cities, other than more housing, there is a need for MOE to prepare for and mandate new kura kaupapa Māori, Kura a Iwi and new models of kura Mātauranga Māori who will eventually extend their teaching level of delivery beyond year 8.  There will be a need for standalone wharekura in Tai Tokerau.

Kawariki tohu3 .   Strengthen Literacy & Numeracy

Te Kōtiu require 15 new Fttes to coordinate delivery of maths, science and digital technology within 8.5 kura.

 MOE, Iwi & Kura to address the desperate need and incentive packages for maths, science and digital technology teachers.  In the meantime – kura to access relevant online maths and science programmes to address the lack of teachers.  Our aim is to build in financial literacy from y7.

 External grader of NCEA maths and literacy.

Pātai –how often and accessible will the exam graders be and what is the turnaround time?  Will the assessments be run every term or will they be once a year? Ensure those who mark English literacy can assess Māori narratives.

Oracy –Korero ā waha– should be recognised for students who can  demonstrate and articulate their assignments/ assessments. Some students can demonstrate problem solving but are unable to transfer their responses in a written form.

Kawariki tohu 4 .   Fewer Larger Standards

Te Kōtiu recommends 70/30 model

 70 % rolling internal assessments and 30% exams – similar to university internal assessment models. 

We oppose the 50/50% pass/ fail penalty model of assessments. Teachers and students will be tethered to end of year exams to confirm their learning from February to November. Students and staff success will be measured by the antiquated end of year memory recall.

Fewer, larger standards- 4-6 credits agree.

Reduction of Teacher Student Workload  by integrating coursework. Assessments can take many forms: integrated projects, student video clips/ observations, artwork, portfolios.  performances, researched writing, korero.  Student assignments in Kaupapa Māori environment can take 2-6 months to complete- which suggests thoroughness as well as the capacity to allow students to be engaged without stress in key Mātauranga Māori events- like kapa haka, Manu Kōrero , Toi Māori exhibitions and Hākinakina.

 Students/ Kura could opt for a 50/50 assessment model should they choose but it should not be a compulsory Evangelical model. 

 Pātai- will there be a future option of semester 1 & 2 exams as in university?

Kawariki tohu5 .   Simplify NCEA Structure

Little Change

NCEA levels require minimum of 20 literacy/numeracy credits +60 credits each for NCEA 1, 2, & 3.

Recognition of Mātauranga Māori subjects and Field is inherent within KKM.

Refining the standards – should be a regular practice.

Rigid colonialism is entrenched in page 18-19 NCEA Change Package 2019 Overview model programme- it lacks flexibility.   There is an expectation that Kura Kaupapa Māori must deliver 2 parallel programmes in the same 30 hours as other kura.

Ensure kura provide student access to level 1-3 achievement standards in chosen subjects.

Kawariki tohu6.    Pathways to Education & Employment

KKM  tauira are prepared for 13 years to embrace higher education at either tertiary, trades and or Īwi initiatives.

Teachers or schools should not define or limit too early which path a student is capable of.   Tauira can be encouraged to think about pathways from year 8 , but make a choice in year 10-11, which path they wish to pursue.

All students need to know both elements of academia and trades- even university graduates need to change a tyre.

Te Kōtiu KKM need :

a) time to design relevant courses and achievement standards for Wānanga module learning;

b) to produce resources and relevant meaningful assessments for a local context;

c) mobile career advisors who could facilitate possible options

d) extra staffing – maths, science, digital technology social workers, sports coordinators, Te Aho Matua PLD facilitators

e) time to Wānanga with field experts.

Kawariki tohu7.    KEEP NCEA 1

 Attaining NCEA 1 is important to Tauira Māori as an initial measure of success.

Setting the benchmark at NCEA 2, within some kura will exclude many Māori tauira who generally leave school early.

Would like to see practical work valued as achievement standards ie Kaitiakitanga, Manaaki tangata, future regional planning,  personal correspondence, short reports, CVs, computer databases, budgeting, resilience strategies, healthy relationships, self–management,   dealing with personal stress & strategies for managing conflict and dilemnas.

Kawariki tohuHei Kōrero Mutunga

Te Kōtiu – on behalf of Tai Tokerau Kāhui of 8.5 Kura Kaupapa Māori and the future development of 3 new kura kaupapa, require 15 new Fttes:

  • 1 x full time Tai Tokerau kai whakahaere to support Te Aho Matua principals to achieve high academic achievement in a Mātauranga Māori setting;
  • 1 x full time PLD coordinator to source and provide PLD programmes relevant to our 8.5 kura and Te Aho Matua curriculum.
  • 6 maths & 5 science teachers who have the ability to deliver NCEA 1-3 within 7 wharekura;
  • 2 x Mātauranga Curriculum Development and writers for 7 wharekura & 8.5 kura teina.

Te Kōtiu has shown some excellent practice within our kura.  With coordination, our collective could build our capacity by sharing good skills, templates, experiences and lesson plans.

  1. Wānanga regional summary reports about the Future of Māori Education 

outlined the preferred framework for tauira Māori.

2. Summary of  Tumuaki concall feedback re NCEA, Te Kōtiu, 1 Aug, 2019

3.  Te Aho Matua

Acknowledgements to:

  • Reo Māori badgeReno Skipper, Tumuaki o Te Kura Kaupapa Māori o Nga Ringa o Matariki- Ōruawhāro;
  • Evelyn Henare, Tumuaki; Noema Kake PN,  o Te Te Kura Kaupapa Māorio  Rāwhitiroa- Whāngarei Te Renga Paraoa;
  • Noema Paul, Tumuaki ; Karani Brown PN o Te Kura Kaupapa Māori o Taumārere;
  • Marea Timoko, Tumuaki; Moana Timoko PN o Te Kura Kaupapa Māori o Kaikohekohe;
  • Michelle Sarich rāua ko Tarati Buckley Ngā Tumuaki o Te Tonga o Hokianga;
  • Hune Subritsky, Tumuaki Kairīwhi o Te Kura Kaupapa Māori o Pukemiro, Kaitaia;
  • Irirangi Tāwhara, Tumuaki; Nazra Khan PN,  o Te Rangi Āniwaniwa, Awanui
  • Rangimarie Pomare, Pouārahi o Te Kura Kaupapa Māori o Tūtūtarakihi, Ōturu;
  • Maia Edwards,  Tumuaki Kairīwhi ; Maureen Beverland (Mema Poari) o Te Kura Kaupapa Māori o Whangaroa;
  • Jason Kora, Kaiwhakahaere Hui Māori mō NCEA; Mark Scott, Kaitakawaenga mō Ngā Kura Reo Māori o Tai Tokerau; Fiona McGrath, SAF; Richard Abel, Hira Gage,  Te Tāhūhū o Te Mātauranga Tai Tokerau;
  • Liz Marsden, Manager,  Ngāpuhi Iwi Social Services, Kaikohe;
  • Anahera Pomare, Māngai o Te Hiku ki Te Runanga Nui o Ngā Kura Kaupapa Māori;
  • Cathy Dewes, Rawiri Wright, Renee Wright, Sandy Walker, Campbell Dewes, Anahera Pomare; Trish Bevan , Ngā Mema  Whaiti o Te Runanga Nui;
  • Ngā Tauira, Ngā Raukura, Ngā Kaiako, Nga Mema Poari / Whānau Whakahaere o Nga KKM o Tai Tokerau.
  • Chery Meek, Mereana Anderson, Alan Maniapoto, Linda Rudolph, Hemi Tawake -Ngā Tumuaki o Nga Kura a Iwi o Tai Tokerau e timata ana te huarahi ki NCEA.

 

     Hei Kōrero Mutunga 

Wānanga regional summary reports about the Future of Māori Education 

outlined the preferred framework for tauira Māori.

[1] MOE – Māori Education

[2] H Halkyard-Harawira, Convenor Te Kōtiu, 1 Aug, 2019

Submission: Our Schooling Futures-Tinker or Hubcracy

 


waiora & ngarui

  • Will the new initiatives bring more funding and resources to tamariki or will it create another layer of bureaucracy?
  • What provisions are put forward for Kura Kaupapa Māori to survive in the next 30 years? 

 In many areas  Māori Education is still relegated to the “Tin Shed” mentality. Nearly three generations of Kohanga Reo and some Kura Kaupapa Māori children have been and still are raised  in sub standard buildings. Parents have taken extraordinary measures to ensure their tamariki are schooled in KKM. Will it be easier for the next generation? Doesn’t look like it.

Will all monies used to create these Hubs benefit the kids or just add another layer of bureaucracy and yabba dabba do theorists who have noting to do with the lives of ordinary Māori and reo lovers?

Health, housing,  education and sporting opportunities cannot be dealt with in isolation. Will our Kohanga Reo buildings be upgraded, our childrens vans be repaired and kaiako wages be upgraded to above the minimum wage, the child subsidy be increased? Can we create part- time employment opportunities for the cleaning of grounds and equipment, developing learning resources and reading Nannies?

Rather than fund redundancies , we want funding to go to relevant places of Māori language learning from pre- school to wharekura . I would like to outline some ways this money can be utilised.

  • What provisions are put forward for Kura Kaupapa Māori to survive in the next 30 years?

Te Kōtiu support the recommendations already made by Dr Cathy Dewes on behalf of Te Runanga Nui o Nga Kura Kaupapa Māori regarding protection mechanisms be put in place to protect the future of KKM ie  that:

  1. KKM Aho Matua, S.155 schools be gazetted as a unique successful school type;
  2. Te Aho Matua be gazetted and resourced as an official curriculum alongside the parallel curricula of NZ Curriculum ,  Te Marautanga o Aotearoa and Te Marautanga o Te Aho Matua;
  3. TRN be adequately funded to better fulfil its statutory functions to support and strengthen KKM nationally with built in statutory resourcing provisions;
  4. That KKM regional kāhui kāhui ako be resourced locally in order to collaborate on lifting Te Reo Māori , student achievement and improved community outcomes;
  5. Te Kōtiu recommends
  6. That Te Kōtiu have its own Hub in Tai Tokerau and kaimahi to support 8KKM and one developing kura in Tai Tokerau.
  7. That TRN and Te Kōtiu tono for Te Aho Matua PLD hours and programmes relevant to the collective.
  8. That Te Kōtiu be involved in any statutory interventions within KKM Tai Tokerau and that LSMs , Commissioners and union delegates be au fait with Te Aho Matua and knowledgeable in Te Reo Māori.
  9. For staff retention purposes:
    1. That Tumuaki KKM have Te Aho Matua / Hauora PLD refresher courses every 3 years and kaiako in same school every 4 years for retention purposes;
    2. Sabbatical opportunities for Tumuaki and senior management to work in a high performing kura for one term.
    3. make Kohanga Reo, ECE Reo, KKM attractive career opportunities;
    4. That Te Aho Matua teachers be recruited by providing 3 days in school, 2 days theory models similar to Te Wananga o Raukawa, Massey TE Aho Matua teacher  training programmes.
    5. Te Reo Māori positions in wharekura of over 40 students be equivalent to 1.5 Fttes.
    6. Regular and relevant PLD for all teachers.
    7. More playgrounds and ICT resources for tamariki;
    8. Reduction of stress, paper workload, time away from whānau and extra expectations;
    9. That career staircase leadership in KKM is supported;
    10. Part time staff have same entitlements as full time staff;
    11. Encourage staff to turn their emails off at 4pm.
    12. KKM have its own social worker on site 3 days a week for 100 students answerable to the Tumuaki and Board.
    13. Creative job sharing with other small kkm.
    14. That after school staff be employed to run programmes , sports, study and kapa haka for students living in isolated areas.
    15. That only union officials who use a Māori centric approach to resolving employment disputes be permitted in kura kaupapa Māori.

General

  1. NZQA and ERO can their services be upgraded and improved rather than thrown out? Waste of money.
  2. A KKM Board should choose its own staff and Tumuaki .
  3. A KKM Board will have its own mana whenua reps.

H Halkyard-Harawira . On behalf of Te Kōtiu

badges reo

Te Hui a Tau o Nga Kura Kaupapa Māori 2019

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Tā Te Kōtiu ki Te Rūnanga Nui.  Ngā whakautu a Rawiri Wright       Noema 2018

1) He māramatanga mō te utu rēhita ki TRN, āhea me utu, he aha te pēke putea?

  • Ko tōna orokōhangana, nō te wā i whakatūria ai ngā kura tuatahi o te motu.
  • Kīhai te Kāwanatanga i tuku moni ki ngā whānau kura katoa.
  • Ko ērā i whai pūtea i tuku koha ki ērā kīhai i whai pūtea me te kī, a tōnā wā ka whai painga e te katoa.
  • Nō muri mai i whakatau ko te $1000 ka tukuna ki TRN hei āwhina i a ia i te mea kaore i whiwhi moni mai i te kāwanatanga
  • Ko ngā kura kaore anō kia whai mana, ngā kōhanga reo, ngā kura toi tangata rānei ka utua te $500 i ia tau hei mematanga.
  • Ko te wā pai ki te utu, ko te hui a tau, i mua rānei
  • Ko te pēke pūtea ko:  Te Rūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa 03-0518-0195797-00

2) He aha ētahi take nui, kia mōhio ai ngā Tumuaki KKM mō te tau hōu 2019.

  • He kaupapa whakangungu tumuaki (o te wā me ngā mea hou) ka whakamātauria hei te tau 2019 heoi, ka tokowaru noa ngā tāngata i te tau tuatahi;
  • Kia kaha te whai whakangungu pērā i ngā hōtaka middle management;
  • Kei te ngoikore haere ētahi kura – ki te kaupapa o Te Aho Matua, ki te taha ngaiotanga anō hoki.  Te nuinga o te wā, ka hāngai ērā tū āhuatanga ki te ārahitanga o te kura, arā, ki te mahi a te tumuaki me tana mahinga ngātahi, karekau rānei, ki tana Poari ki tōna whānau kura rānei.
  • He mahi nui te arotake whaiaro – ki te hiahia āwhina e tētahi kura me pēhea tā rātou whakarite, whakahaere anō hoki tēnei mea te arotake whaiaro – toro mai ki Te Tari Tautoko.
  • He pai mehemea ka whakarite hui a rohe, ā, ka whakaatu atu ki te katoa.
  • He aronga hou mō ngā mahi whakahaere aromihi me te hāngai o ngā ritenga me nga paerewa hou – me waia ngā tumuaki ki ērā aronga.

3)  Kei hea te hui a tau, a, he aha ngā rā hui?

  • Ka tū te Hui a Tau a TRN ki Te Waipounamu, Waihōpai (Invercargill), ki Te Wharekura o Arowhenua mai te 11 – 13 o Paengawhāwhā 2019, nau mai haere mai rā!
  • Reo Māori badge

Tomorrow’s Schools – Submission

cathy dewes

Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa 

 

Tomorrow’s Schools Taskforce: 

Bali Haque, Chair, Barbara Ala’alatoa, Mere Berryman, John O’Neill, Cathy Wylie

7 September 2018

Tena koe e te rangatira e Bali.

Otira, koutou katoa o te komiti kua kopoungia e te Minita, hei mana e wānanga nui ana mō Ngā Kura o Āpōpō, i runga i nga maumaharatanga ki te tini o ngā mate kua whetūrangitia, kei te mihi ake ki a koutou me tēnei kaupapa nui whakaharahara kua waihotia mai hei pīkau mā tātou.

Please find attached the written submission of Te Rūnanga Nui o Ngā Kura Kaupapa

Maori. We trust that you will give due consideration to our entreaty and look forward to a  favorable recommendation to the Minister.

Aroha nā

Cathy Dewes

Tumuaki

1 Executive Summary

1.1. TRN is the kaitiaki of Te Aho Matua. Te Aho Matua, the guiding principles of KKM was established in 1989 for the purpose of advising the Tomorrow’s Schools Picot Task Force. TRN is also the national collective of KKM (Aho Matua).

1.2. KKM (Aho Matua) is unique in that it is the only complete educational pathway, by Māori for Māori, from preschool to post-compulsory education that can be delivered in the indigenous language of Aotearoa New Zealand, te reo Māori.

1.3. Our curriculum advocates an adherence to mātauranga Māori (Māori knowledge), promotes a Māori world view first and serves to rekindle, revive, and revitalise Māori spirituality, belief and holistic well-being. The curriculum focusses on Māori epistemology, ethos and pedagogy.

1.4. KKM (Aho Matua) has not been able to grow to its full potential. Dislocated policy provisions and restrictive regulations continue to primarily support the monocultural,racially biased, Eurocentric education system of New Zealand. Ministry of Education officials constantly try to assert mana Karauna (State authority) over an education system they know little to nothing about.

1.5. KKM (Te Aho Matua) have an indigenous right in accordance with the Treaty of Waitangi and Te Tiriti o Waitangi to have a parallel pathway for development. This indigenous right is in accordance with the partnership and active protection principles of the Treaty and Te Tiriti.

1.6. Protection mechanisms must be put in place to protect the future wellbeing of KKM (Te Aho Matua).

1.7. Recommendations

1.8. That the Tomorrow’s School Review taskforce;

1.8.1. Agrees that protection mechanisms be put in place to protect the future of KKM (in any future school system) by recommending to the Government that;

  • a parallel pathway for the ongoing development of KKM (Aho Matua) is appropriate and can be implemented,
  • they gazette KKM (Aho Matua, S.155 schools) as a unique school type
  • TRN be adequately funded to better fulfil its statutory functions to support and strengthen KKM with built in statutory resourcing provisions,
  • Te Marautanga o Te Aho Matua be gazetted as the primary curriculum for KKM (Te Aho Matua).

2.1. KKM (Aho Matua) has not been able to grow to its full potential due, in part, to inept, disparate and dislocated policy provisions and restrictive regulations that continue to support the monocultural, racially biased, Eurocentric education system of New Zealand.

2.2. Add to that, Ministry of Education employees constantly trying to assert mana Karauna (State authority) over an education system (kura boards, whānau, principals and teachers) they know little to nothing about, then Māori assertions of ‘casual racism’ of the institution of State that is education get louder and stronger.

2.3. Some specific examples include KKM (Aho Matua);

2.3.1. being reduced to being known only as a “kura” with no special mana or recognition,

2.3.2. working together to develop a curriculum, launch the curriculum with the Minister of Māori Education and then to find that it has no mana,

2.3.3. being told that they can only implement the NZ Curriculum or Te Marautanga o Aotearoa,

2.3.4. Being directed by ignorant Ministry of Education officials to accept the enrolment of any child even if they were not enrolled in a kōhanga reo and or have no fluency in Te Reo Māori,

2.3.5. Not having any significant increase in funding for transport since it was implemented 25 years ago,

2.3.6. Not being permitted to establish themselves as a KKM regional kāhui ako because the director believes that they can only improve their performance if they cluster with other mainstream state schools,

2.3.7. Being provided with School Trustees Association Board of Trustees training only on a regular basis, which is presented in a Pākehā biased point of view,

2.3.8. Having no provision for the training of specialist teachers in Wharekura teaching NCEA,

2.3.9. Having no professional learning development (“PLD”) programmes, other than the Tari Tautoko contract which promotes and encourages the use the Te Aho Matua Curriculum and Te Aho Matua and other KKM Te Aho Matua PLD priorities,

2.3.10. Being frustrated by Unions and NZSTA who are not prepared to use a Māori approach to resolving employment disputes, even though that provision is provided in the collective employment agreements,

2.3.11. Being discriminated against, because the Ministry of Education only consults with “preferred” providers of services who have limited or no knowledge of Te Aho Matua and experience working in a KKM (Aho Matua),

2.3.12. This list can go on and on.

3. Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (“TRN”)

3.1. In 1993, TRN was established by whānau of KKM at Kaiwhaiki marae, near Whanganui and in 1995, it became an incorporated society.

3.2. TRN is acknowledged as the Kaitiaki (keepers, protectors, care-takers, guardians) of the kaupapa of KKM and Te Aho Matua as set out in the Education Act 1989. (TeRūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa, 1998).

3.3. A Tauākī Kawa (protocol) exists between the Ministry of Education and TRN. Despite meetings, this year, with the Ministry of Education officials by TRNrepresentatives, the Tauākī Kawa has not been renewed.

3.4. Resourcing for TRN can be cut at any time by the Ministry of Education. The Ministry of Education has performed poorly to progress the work programme that was signed, three years and three months ago.

  1. Te Aho Matua o ngā Kura Kaupapa Māori  te aho matua

4.1. In 1985, Hoani Waititi Marae established the first KKM.

4.2. The founding staff were; Dr. Pita Sharples (Director and Chairman of Hoani Waititi Marae), and Dr. Kāterina Te Heikōkō Mataira and Ms Te Aroha Paenga (Co-Principals).

4.3. In 1989, a working party was established by proponents of KKM to encourage government to consider KKM as a legitimate schooling choice in Aotearoa-New Zealand.

4.4. The members of that working group were; Dr. Pita Sharples, Cathy Dewes, the late Tuki Nepe, the late Dr. Kāterina Te Heikōkō Mataira, Dr Graham Smith, his wife Linda Smith, Toni Waho, Pem Bird and Rāhera Shortland. These pioneers of KKM wrote the foundation document which was named Te Aho Matua by the kuia of the group Dr. Kāterina Te Heikōkō Mataira.

4.5. The primary purpose for writing Te Aho Matua o ngā KKM was to set the parameters for KKM and to provide a firm philosophical base grounded in Māori knowledge.

4.6. KKM provide a holistic Māori spiritual and cultural educational environment. Māori values and beliefs are essential features. These features are described in Te Aho Matua o ngā Kura Kaupapa Māori (Te Aho Matua).

4.7. Te Aho Matua articulates the fundamental differences of KKM and ordinary state schools.

4.8. Te Aho Matua is a set of guidelines showing how a KKM and its whānau can together advance the learning of every child in their school. (Te Rūnanga Nui o ngā Kura Kaupapa Māori o Aotearoa, 1998).

4.9. An important principle in KKM (Aho Matua) is the shared functioning of the group.When responsibility and decision making is shared, power is shared and the cohesion of the group is guaranteed. TRN continues to advocate that the Board of Trustees for KKM include all members of the whānau. (Sharples, me ētahi atu, 1989).

4.10. On 22 February 2008, Te Aho Matua and its English explanation by Dr Kāterina Te Heikōkō Mataira was gazetted by the Minister of Education, Hon. Parekura Horomia. (Horomia, 2008)

  1. 66 Kura Kaupapa Māori Reo Māori badge

5.1. There are currently sixty two KKM (Aho Matua), forty four of which have secondary (wharekura) units of students. In addition, there are four new whānau who are yet to be formally established as a KKM (Aho Matua).

5.2. Most KKM (Aho Matua) are from year one to year fourteen.

5.3. Many have established pre-school centres either on the same site or on an adjacent site.

  1. Curriculum

6.1. The basis of the KKM curriculum is Te Marautanga o Te Aho Matua, developed with State assistance. TRN is still waiting for the Minister of Education to gazette the KKM Curriculum.

6.2. Te Marautanga o Te Aho Matua continues to be developed as kura continue to share units of learning with TRN and each other. KKM (Aho Matua) is also about ensuring young people take their place in the country and the world as 21st century, global, technology savvy students so learning to read, write, think and talk in (at least) two languages, to add, subtract, multiply and divide (among other things) are equally important – but they are not everything.

6.3. Adhering to Te Marautanga o Te Aho Matua is not at the expense of the national curriculum. Curricula, as a body of knowledge, is not simply about subject content but relates also to how people put their teachings and learning in to practice in the myriad situations they may find themselves. Knowledge therefore must be accompanied with judgement, heart, soul and common sense – this is part of theKKM Aho Matua way.

6.4. If there is no state agreement to Te Marautanga o Te Aho Matua being gazetted,not simply as a supporting document but as an official curriculum document in its own right, the selected body of knowledge of another culture will remain the only “valid” body of knowledge for Māori.

6.5. The national curriculum, including that translated in to Māori, talks of seven essential learning areas. In the Māori world view there are many more than seven essential learning areas. Not the least which is character building and instilling faith, belief and a commitment to not only building but transforming strong, vibrant, Māoricommunities.

  1. Quality of KKM Delivery

7.1. The quality of the current KKM provision is evidenced in what is now a decade’s worth of NCEA results from KKM Aho Matua secondary units, Wharekura. While NCEA is not the assessment system of choice, it remains the only national indicator of academic success at present.

7.2. For the past six years at least, twelve of the top fourteen performing Māori medium schools in the country have been KKM Aho Matua.

7.3. In its 2010 interim report on the state of the Māori language, the Waitangi Tribunal said as regrettable as the state of the Māori language was at that point, had it not been for the efforts of the Kōhanga Reo and KKM movements from the mid-1980sto the present, the wellbeing of te reo Māori would have been far worse.

  1. Community Transformation

8.1. Strong Māori communities can ensure Māori continue to work and grow out of deficit thinking paradigms that stunt development and hinder the realisation of full potential.

8.2. Strong communities also help ensure Māori no longer occupy the larger proportion of all negative social indicators of wellbeing, employment, incarceration, disease, mental illness, homelessness, premature death, suicide and domestic violence –the fruits of colonisation.

8.3. There is strong anecdotal evidence that KKM are contributing significantly topositive community transformation in areas such as Kaeo (Te KKM o Whangaroa), Kaikohe  (Te KKM o Kaikohe),   Kaitaia(Te KKM o Te Rangi Āniwaniwa), Moerewa (Te KKM o Taumārere), Rotorua (Te KKM o Ruamata), Ruatoria (Te KKM o Te Waiū o Ngāti Porou), Hicks Bay (Te KKM o Kawakawa mai Tawhiti) and many more.

9. Parallel Pathway

9.1. The majority of Māori students remain in the mainstream state system. TRN acknowledges that that system needs to continue to be supported and improved in order to provide better services for Māori learners and their families.

9.2. But that support should not be at the expense of continuing to grow and develop the KKM Aho Matua option as it continues to show its success for Māori learners, year after year. This is the opportunity for parallel development.

9.3. Parallel development of the KKM option will make KKM available to greater numbers of learners – but that growth must continue to be community driven from the ground up.

9.4. This submission advocates a pathway for parallel development of the KKM (Aho Matua) education option that continues to add value to all other education provisions of Aotearoa New Zealand.

9.5. Clear, unambiguous and specific regulations be established to allow KKM (Aho Matua) to flourish and which includes a range of services, advice, guidance and professional development in any future schooling system.

9.6. KKM (Te Aho Matua) have an indigenous right in accordance with the Treaty of Waitangi to have parallel pathway. This indigenous right is in accordance with the partnership and active protection principles of the Treaty of Waitangi, Te Tiriti o Waitangi.

  1. Recommendations

10.1. That the Tomorrow’s School Review taskforce;

10.1.1. Agrees that protection mechanisms be put in place to protect the future of KKM (in any future school system) by recommending to the Government that;

  • a parallel pathway for the ongoing development of KKM Aho Matua (KAM) be implemented,
  • they reinstate KKM (Aho Matua) as a S.155 unique schooling type,
  • TRN be adequately funded to better fulfil its statutory functions to support and strengthen KKM with built in statutory resourcing provisions
  • Te Marautanga o Te Aho Matua be gazetted as the primary curriculum for KKM (Te Aho Matua).

 

Ko ngā hiahia o Te Kōtiu..

Sept 2018

1)     Ka tautoko a Te Kōtiu i Te Runanga Nui hei māngai tūturu o ngā kura kaupapa Māori o te motu; hei kaitiaki hoki o Te Aho Matua. E tautoko kaha ana mātou kia tū mārika ai he tari tūtūru hei āwhina a mātou kura kaupapa

Tuakiri
Tapu Ihi. Iho Matua. Mana Wehi. Pumanawa. Whatu Manawa. Ngakau. Puna Waihanga. Hinengaro. Mauri Life force, existence. Iho Matua umbilical cord, connection to our atua, ahua, tipuna, our whakapapa. Tapu Wehi Energies we seek. Mana Ihi Energies we store. Pumanawa Potential, talents, clarifying pathway. Puna Waihanga Passion, desires, creativity. Ngakau Love, strength, commitment. Whatu Manawa Deep recesses of your soul. Hinengaro Thoughts, mind, physical & spiritual tools, communication. NGA IWI Whanau, Hapu, Social Networks, TE AO The world we put our children in, the world who socialises with you and your tamariki, the world we surround us with, OUR WORLD WE LEAD OURSELVES INTO, WE’RE MAKING HISTORY.’’ PUNA WAIORA Everything we do is nurturing with love. Overall Tuakiri o te tangata. Te Puna Wairua 1989 Katarina Mataira.

Māori . Kia tohatoha putea mō he Toihau, he hekeretari, me ngā kaimahi hei pakari te marautanga o Te Aho Matua hei rauemi pai, mō mātou ngā kura kaupapa Māori.

  • Etahi hiahia o Te Kōtiu

  • kia āwhina Te Kōtiu hei whakarite i ngā kaupapa whakangūngū mō te katoa o ngā kkm o Tai Tokerau; a: kia tūtuki ngā hiahia rerekē hoki o ia kkm..
    • kia mahi tahi ngā kaiako me ngā Tumuaki ;
    • kia tautoko ngā mahi kounga i roto i ngā kura;
    • Kia whakapakari te marautanga o Te Aho Matua, me whakawātea kaiako te mahi rauemi hei āwhina ētahi atu kaiako kkm;
    • Mā te whakangūngū , e tautoko te Tāhūhū i ngā Tumuaki me ngā kaiako hōu mō ngā tau e rua.
  • kia hāngai he rautaki reo 10-30 tau mō te oranga o ngā kkm i roto o Tai Tokerau.
    • Kia tautoko he hui taumata o Tai Tokerau i waenga ngā kura kaupapa, kohanga reo, puna reo, kura a Iwi, kura reo , reo Irirangi Māori, kia whakatakoto he rautaki reo 30 tau whai oranga ai, mō ngā rōpū katoa e mahi reo ana.
    • Kia tuku mai ngā pepa mātautau karahipi mō te reo rangatira ki tētahi matanga reo o Tai Tokerau, kia whakangāpuhi te reo o roto, mō a mātou tamariki o te hau kainga. He reo tauhōu te mātautau karahipi reo rangatira i tēnei tau
    • He noho wānanga te maha o nga mahi kura, nō reira e tika ana kia manahia aua haora mahi hei haora kura.
    • Kia tautoko i ngā kura peka e tupu ana i roto i Te Tai Tokerau, i te mea he maha o ngā whanaunga e hoki mai ana ki te hau kainga, kua kī ngā kkm.
    • Ngā Tohu Ako ( Study Awards) mō ngā Tumuaki me nga Kaiako – kia whakawātea ngā Tumuaki ia whā tau , ngā kaiako ia 5 tau , kia mahi ngā Tohu Ako – kia ū tonu aua matauranga i roto i ngā kkm.
  • Kia whakanui ngā mahi o ngā kura i roto i Te Tai Tokerau e hāpai ana ngā kaupapa Matauranga Māori- ara, kapa haka, kura reo, wānanga reo mō ngā kaiako,
  • kia utu kotahi kaimahi tautoko whānau mā ia kkm; hei tautoko i ngā whānau pohara, ngā whānau taka i te hē, ngā whānau hē manawa, whānau kawe ana pouritanga me ērā atu mea. Heoi ano,  He timatanga tēnei.

2) Kia whakatinanahia Te Aho Matua . Although Te Aho Matua has been formally recognised as a curriculum for Kura Kaupapa Māori, a Te Aho Matua working group has not been resourced to develop a robust curriculum framework, positive indicators and assessment tools.

3)    In 2014, Te Kōtiu formed its own regional kāhui Tumuaki in order to share good practice and support for the 8 remaining kura in Tai Tokerau: Whangaroa, Te Rangi Aniwaniwa, Pukemiro, Te Tonga o Hokianga, Kaikohekohe, Taumārere, Te Rāwhitiroa, and NgāringaoMatariki.

3)    Hei Tautoko i Te Kōtiu – a two year commitment . In the absence of COL support for Tumuaki KKM, Te Kōtiu has advocated for support for our kura kaupapa.

  1. The provision of 1.6 Fttes: .1.2 for 2 kaitautoko (each will have 4 kura) .4–  to be allocated for resourcing specialists to hui with Tumuaki & staff ( Finance, Curriculum, Management, IT support, Strategic planning, appraisals, conflict management).
  2. 300 hours PLD each year for Te Kōtiu –
    1.      Hui ngātahi,  hui whakangūngū mō ngā kaiako KKM
    2.      Hui Aho Matua mō te whānau
    3.      Hui Kura Reo o Tai Tokerau
    4.      NCEA Best practice and Integration of Subjects.
    5.      Share assessment tools and relevant apps for classroom teaching, whānau reporting.

3)     Inter kura events- convenors for 4 inter-kura Tai Tokerau events per year aimed at year 1-13.

4) 1 social worker for each kura Teachers are being taken out of the classroom to deal with behaviour issues, poharatanga,  whānau change and trauma.

5) .4 release for Senco in kura over 80 students We expect a teacher to teach a full load of class responsibilities, then added to this is formulating individual education plans for whānau and agencies who never turn up on the same day- which then falls back on the teacher or the kura.

6) Study award leave for kkm teachers every 4 years- for principals every 5 years  as a retention strategy.

7) Off site classrooms –new kkm to deal with growing numbers of whānau returning to Tai Tokerau who wish to place their children in kkm, but kura premises are now full .