Due: 31st October
Governance and reporting shapes the future of New Zealand education by the evaluation and planning done by boards in their governance role. Until 1st August 2020 that governance role, and the reporting accompanying it, functioned against the provisions of the Education Act (1989). However, that act has been replaced and incorporated into the Education and Training Act 2020, which came into effect on 1st August 2020.
The Act, an outcome of the Kōrero Mātauranga (Education Conversation) and the Tomorrow’s Schools Taskforce report, incorporates and replaces the Education Acts of 1964 and 1989, and also incorporates the Education (Pastoral Care) Amendment Act 2019, the Education (Vocational Education and Training Reform) Amendment Act 2020 and parts 7, 7A and 7B of the State Sector Act 1988.
The Act implements a range of changes intended to strengthen school governance and refocus schools on what matters most for learners and their whānau, as well as to encourage the more active involvement of students, parents, families and whānau in education decisions affecting them.
The Act revises the objectives for school boards from one primary objective to four primary objectives that ensure school governance is underpinned by Te Tiriti o Waitangi and relevant student rights. The first three new objectives took effect from August 2020, the fourth, giving effect to Te Tiriti o Waitangi took effect from 1 January 2021, so that boards had time to understand and prepare for the changes they needed to make to their school to give effect to this new objective.
Section 127 of the Act now provides that a board’s primary objectives are to ensure that:
- every student at the school is able to attain their highest possible standard in education achievement; and
- the school:
- is a physically and emotionally safe place for all students and staff; and
- gives effect to relevant student rights; and
- takes all reasonable steps to eliminate racism, stigma, bullying, and any other forms of discrimination within the school.
- the school is inclusive of, and caters for, students with differing needs; and
- the school gives effect to Te Tiriti o Waitangi including by:
- working to ensure its plans, policies and local curriculum reflect local tikanga Māori, mātauranga Māori and te ao Māori,
- taking all reasonable steps to make instruction available in tikanga Māori and te reo Māori,
- achieving equitable outcomes for Māori students.
(An early iteration of these concepts was captured in the work of the Te Kotahitanga and Kia Eke Panuku initiatives out of Waikato University (now Poutama Pounamu), around a central pedagogy):
School boards will need to work with their communities to ensure their plans policies and local curriculum reflect local tikanga Māori, mātauranga Māori and te ao Māori. Ministry staff will be able to provide advice on how to initiate these conversations.
Culturally Responsive and Relational Pedagogy
Educators create contexts for learning within which:
– relationships of care and connectedness are fundamental (whanaungatanga)
– power is shared and learners have the right to equity and self determination (mahi tahi, kotahitanga)
– culture counts, learners’ understandings form the basis of their identity and learning (whakapapa)
– sense-making is dialogic, interactive and ongoing (ako)
– decision-making and practice is responsive to relevant evidence (wānanga)
– our common vision and interdependent roles and responsibilities focus on the potential of learners – Māori students achieving and enjoying educational success as Māori – (kaupapa)
Module 13 Resources (optional):
Please explore the resources most relevant to you.
Background to the Education and Training Act:
Education and Training Act 2020 – Administrative Changes
https://www.education.govt.nz/our-work/legislation/education-and-training-act-2020/
The Education and Training Act 2020: Information for Boards
Education and Training Act 2020: Improving planning and reporting
The Education and Training Act 2020: Te Tiriti o Waitangi
Supports and tools to help engagement with Te Tiriti of Waitangi:
- Rapua Te Ara Tika | the Local Curriculum Design Tool, which helps communities to build a shared marau ā-kura and local curriculum across the education pathway; https://curriculumtool.education.govt.nz/
- Tātaiako cultural competencies for teachers of Māori learners which help teachers personalize learning for, and with, Māori learners; https://teachingcouncil.nz/resource-centre/tataiako-cultural-competencies-for-teachers-of-maori-learners/
- Professional Learning and Development on cultural capability, local curriculum design, and assessment for learning in English medium; https://pld.education.govt.nz/
- Te Hurihanganui to help participating schools and communities build effective partnerships to support learner outcomes.
https://www.education.govt.nz/our-work/overall-strategies-and-policies/te-hurihanganui/
- Poutama Pounamu – Ako, critical contexts for change https://poutamapounamu.org.nz/assets/resources/site/PP-A5-leaflet-Ako-Critical-Contexts-for-Change.pdf
Module 13 Provocation/Task:
Building on the reality that all school boards will have some aspects of good practice in place already to meet objective four, this korero is an opportunity to share those with each other:
Choose a question and share your response in less than 150 words:
– In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
– In what ways does your current reporting reflect engagement with local tikanga Māori, mātauranga Māori and te ao Māori?
– What value does your school place on board documents being bilingual?
– What adjustments do board policies need to be culturally appropriate in delivering equitable outcomes for Māori?
12 Responses
When entering our College, you will immediately notice the Whare, a focal point for cultural gatherings at our front gate. The College has also recently changed its house names more culturally sensitive, reflecting local iwi values.
Staff engage in ongoing PLD for Te Reo and Tikanga Māori, enhancing their understanding and integration of Māori culture in daily practices. Karakia, waiata, and pōwhiri are part of assemblies and staff meetings, embedding these traditions in school life. Restorative practices and Taikako principles help build strong relationships with Māori students and their whānau, emphasising partnership and respect.
The curriculum includes localised histories, developed with iwi, and targeted programs support Māori success. An iwi representative on the Board further ensures that governance aligns with Te Tiriti principles, embedding partnership and representation at all levels.
At our school, visitors can immediately see that Te Tiriti o Waitangi is central to our culture and governance. When significant manuhiri (guests) arrive, we conduct a mihi whakatau or pōwhiri, during which our iwi and community leaders recite our whakapapa moana, whakapapa whenua, and whakapapa tangata, sharing our deep connections to the sea, land, and people. This process honours those welcomed to our shores and highlights our local identity. Every classroom and learning space is named after our ancestors or significant peroson who made an impact on our iwi and community.
Our practices reflect Hauititanga specifically and Ngāti Poroutanga generally, representing the two central iwi of our school. Staff, students, and whānau are united by the mantra “dual heritage, shared future”—a phrase symbolising the partnership of Tangata Whenua and Tangata Tiriti. This ethos connects back to Te Whakatatare o te Rangi and Hinematioro, who, in 1769, peacefully welcomed Captain James Cook and Tupaia to Ūawa. This legacy of partnership and mutual respect continues in our localised curriculum, fostering meaningful, culturally grounded relationships for future generations.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
A visitor would see that Te Tiriti is central to everything we do at our school. A visitor would feel the manaakitanga we always share with our visitors. All our buildings have names of important Tipuna from our area and we have both English immersion and Te Reo Immersion classes. They would see that our Te Tiriti policy in SchoolDocs has been completely re written to reflect the vaules we hold as Te Aitanga a Hauiti, not just the generic document. They would see many of our documents are written in English and Te Reo Maori, and our staff converse freely in either language. All our English immersion classes engage in at least 3hrs of Te Reo Maori a week and all our localized curriculum reflects what is important to iwi. All our strategic goals align with Te Tiriti. We have just had ERO last week and it was very pleasing that they agreed this was an area we excell in.
A visitor to our school would see that Te Tiriti o Waitangi is integral to our school’s culture and/or governance – visual symbols throughout the school, such as bilingual signage, Māori artwork, and whakataukī. Classrooms showcase student projects focused on culture, history, and Te Tiriti, reinforcing our commitment. Our lessons and activities reflect Te Ao Māori, with an emphasis on local stories, historical contexts, and te reo Māori. Daily routines incorporate tikanga, such as starting the day with karakia and gathering for regular waiata, learning te reo Māori through kapa haka, creating a culturally grounded environment. Our teaching and learning approach integrates the Mana Model, framing student success and well-being through a uniquely Aotearoa Māori worldview. Our school also runs annual events including Puanga/Matariki, whānau hui, ngā takaro events, and, intergrates te toi.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
A visitor would see welcoming signage in Te Reo and the full name of our kura in Te Reo. In consultation with Iwi and Kaumatua, we have recently installed a waharoa and artwork reflecting our local stories and curriculum.
All staff have ongoing professional learning in Te Reo me ona tikanga, and visitors are greeted in Te Reo. Karakia and whakatauki are used at hui.
Our Strategic Plan is evident in all areas of the school, where students have turangawaiwai, whaka mahi, and whaka tupu ranga, underpinned by our values of whanaungatanga, manaakitanga, and Manwa Reka.
New students and whānau receive a full orientation, including whanaungatanga, to form strong partnerships and relationships. We are a PB4L restorative practice school.
Pōhiri and mihi whakatau are held to welcome esteemed visitors and new members of our school community. To start the week, there is a whole-school waiata, and all classes have a daily taumata which includes tikanaga, karakia, and waiata. Visual pepeha and art are seen throughout the school. We have been gifted a school waiata reflecting student and whānau voice. All students participate in Kapa haka and can join an optional roupu. Students from Year 4 have the option to join Reorua, our bilingual unit.
Community events, whānau hui, reporting, local curriculum, authentic contexts, and assessment for learning provide opportunities for student and whānau agency, voice, and power-sharing.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
Visitors to Dargaville High School would see Te Tiriti O Waitangi is central to school culture by our Whare that stands proud at the front of school, welcoming guests. Formal Powhiri for new students, staff and esteemed guests, as well as, smaller whakatau for others. In our school office area we have Moari Art work done by our students on display. Every morning and afternoon our students say karakia over the loud speaker for the whole school to hear. Over the last few years of doing this the students have getting used to it and now during this time our students stop what they are doing to listen and say the karakia as well.
Nga Uri O Tane is our Kaupapa Moari class, where they learn Te Reo Māori, Tikanga Māori, Kapa Haka, Toi Māori, Kaupapa Waka, Mau Rākau, Kaitakitanga o te Taiao and Manaaki Tangata. Kapa haka is offered to all students and is led by our Nga Uri O Tane students.
Next year we are changing the names of the school houses to reflect our community and these will be given Maori names. As a staff we have regular PD on Te Tiriti O Waitangi, pronunciation and gaining confidence to speak Te Reo in our classes.
Apologies, I just realised that I posted this on one of the other groups pages. Aroha Mai!!
While our kura’s current reporting demonstrates some progress in reflecting engagement with local tikanga Māori, mātauranga Māori, and te ao Māori, it is still a work in progress. We have incorporated Māori perspectives into our school’s strategic docs and implementation plans. Additionally, we continue to collect data on Māori student achievement and engagement, which helps us identify areas for improvement. However, we recognize that there is still room to deepen our understanding and integration of Māori knowledge and practices into our reporting processes. We are committed to ongoing learning and collaboration with local iwi and hapū (Te Atiawa and Ngati Kohanga Moa) to ensure that our reporting accurately reflects our school’s commitment to equity and cultural responsiveness.
A visitor to our school would see Te Tiriti o Waitangi reflected through visual pepeha across the school, formal pōwhiri for new staff, students, and special guests, and daily whakataukī. Kapa Haka is offered to all students, with bilingual behaviour expectations visible throughout. Whakataukī and karakia are shared at meetings, and teachers receive professional development in te reo and tikanga Māori every two years. Our growing bilingual unit, Te Whakatupuranga, has a waiting list, and all classrooms incorporate te reo and tikanga Māori. The health curriculum is guided by Te Whare Tapa Whā, and school-wide greetings are in te reo. Events like Matariki are celebrated, and regular hui foster strong whānau engagement. Students proudly express their culture and language, reflecting the school’s commitment to honouring Te Tiriti.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
Visitors to our kura arrive at a mural telling the pūrakau of Hau, our namesake and warrior who named many of the places along the western coast of the lower North Island. Students across the school are able to share this story with visitors and new students and this gives them a strong sense of connection to our local rohe. Our school values are displayed around the school in both English and reo Māori, and reo Māori is in increasing use across the school as many of our kaiako have undertaken PLD to upskill themselves this year. This means our tamariki are also increasing their knowledge of and use of reo, both in the classroom and in other areas of the school.
Our Strategic Plan has Te Tiriti of Waitangi as one of our main goals, with clear implementation goals.
We have an iwi representative on our school board and this is part of our constitution.
We are explicitly teaching and developing the understanding of Te Tiriti o Waitangi across the school.
We have developed a kapa haka ropu in our senior school and visited our local marae for the first time in many years.
We are also exploring different ways we can engage with our Māori whānau, through whānaui hui or reporting student progress in different ways.
– In what ways does your current reporting reflect engagement with local tikanga Māori, mātauranga Māori and te ao Māori? We as a school have strived to ensure that our reporting processes deliver equitable and positive outcomes for all learners. This is reflected within our strategic plan. But how do our learners do? We have found that in comparison our Maori learners hold their own and the differences between Maori and Non Maori are small. We have in the past had a lot of student voice around planning, especially within our senior students. While the AO’s were guided by curriculum the content reflected the students choice as to how they represented their learning. This allowed for students to present topics that were important to them and their values from home. This was then shared/reported back to whanau and other students through ‘sharefests’ where students could discuss their projects if they chose to or let their projects speak for themselves. We still have a more formal reporting process which is currently in the process of change itself due to a change in our SMS system. This has now opened an opportunity for our community to provide feedback and even inform of our this reporting process should look. Hopefully I am on the right track with this.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture? Te reo Māori is valued and promoted in school management and in teaching and learning. We plan and deliver the NZ histories curriculum where we acknowledge the culture and identities which aligns with the treaty principle of Partnership by recognising the importance of Māori perspectives in shaping NZ’s history. We monitor progress and equity for Māori students, we work towards addressing disparities and closing the gap. We have a pōwhiri each term to welcome any new students and their whanau to our school. We start the morning routine with 20 minutes in daily te reo which is a non negotiable across our school. We say karakia in the morning, before we eat and at the end of the day. We do weekly kapa haka and have a programme called te puna ahu reo which is with our local iwi ngāti tahu ngāti whaoa in which their local stories are shared with our tamariki in school and the knowledge of the local area is passed on. We recently had a waharoa put up in our entrance to our school and this has been a really long process for our school. In staff meetings we spend 30 minutes each meeting with Te Reo PLD. We recently read Niho Taniwha and are now working through Māori made easy. Our school reflects te tiriti by doing all of the above seamlessly and as a norm.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance? A visitor would immediately notice the welcoming pōwhiri and whakatau for esteemed guest and new staff, which reflect our commitment to Te Ao Māori and Tikanga. Our teachers are actively engaged in te reo Māori professional development to enhance cultural understanding and responsiveness. Additionally, our hauora approach is seen through our whānau and staff days, which occur once per term and runs for a whole week, focusing on well-being and nurturing connections among the school whanau community. These practices demonstrate our alignment with the principles of Te Tiriti, ensuring equitable and culturally responsive education for all.