2. The role of Ka Hikitia - Managing for Success Ka Hikitia - Managing for Success recognises successful past and current work in education and uses the latest evidence to identify ways to improve Maori educational outcomes based on these successes. It identifies: areas to focus on based on what we have learnt about what works how to best achieve change a range of goals and actions that will achieve what we want targets and measures to keep us on track and measure our success

3. Measuring Success

4. Focus Areas Foundation Years Young People Engaged in Learning Maori Language Education Organisational Success  Leadership  Accountability for Outcomes  Confident People  Using and Acting on Evidence

6. Year 7 and 8: Foundation Years and Young People Engaged in Learning (Focus areas one and two) Strong early literacy and numeracy foundations Improved whanau-school partnerships focused on presence, engagement, and achievement Effective teaching and learning, particularly in Years 9 and 10 for Maori Students Effective evidence-based professional development and accountable leadership Increased student involvement in and responsibility for decision-making about future education pathways

7. Investing in strengths… opportunities and potential Shifting the focus from addressing problems and disparities to expanding on successes

8. What are the implications for my school and my professional practice?

9. …ako…. collaboration, working together, searching for solutions and better ways using collective knowledge…

10. Helping our Maori tamariki succeed 1. What do you think are some of the things that Maori parents find difficult to help their children succeed? 2. What evidence of the wider school community’s Maori culture can you identify that enriches the learning at your school? 3. What do you think happens in Maori homes to help their children in your classroom? 4. What do you think Maori parents may identify as further things they would like to see happen at school to help their children succeed? 5. How can you best check out your assumptions?

11. Helping Our Maori Tamariki Succeed How are we focusing on the Maori Potential Approach in education at our school? What are we already doing in our school to recognize, celebrate and capitalise on these areas? Why is this so important for Maori students?

12. Group Activity A In pairs or threes, reflect on the 3 areas above in blue : write down as many things you can think of that we already do to recognize these in your Column 1 write three more things for each of the 3 areas that we could do in your Column 2, to recognize these things. Now join with another group (4-5 people) to: synthesize both Column 1 lists together to create a super list of great things already happening for Maori students at our school Negotiate the 5 most important things from both Column 2 lists to produce a school-developed list of actions to implement a further realization of this section of the Maori Potential Approach in Education.

13. In pairs or threes, reflect on the 3 areas above in blue and : write down as many things you can think of that we already do to recognize these in your Column 1 write three more things for each of the 3 areas that we could do in your Column 2, to recognize these things. Now join with another group (4-5 people): synthesize both Column 1 lists together to create a super list of great things already happening for Maori students at our school Negotiate the 5 most important things from both Column 2 lists to produce a school-developed list of actions to implement a further realization of this section of the Maori Potential Approach in Education. Group Activity B

14. Implementing the Maori Potential Approach using the Intercultural Principles Framework The following slides will provide the six Principles of Intercultural Communicative Language Teaching and Learning (Newton & Yates 2009 MOE NZ). One teacher-generated example of what each principle might look like is also included. Combining the lists you have created collaboratively in Activities A and B, have a go at placing the actions from the Column 2s into this framework onto the provided, large master copy of the Intercultural Principles. This may assist teaching practice of further development of Ka Hikitia for the classroom context.

15. Principles of Intercultural Communicative Language Teaching and Learning (Newton & Yates 2009? MOE NZ)