In Week 5, I had the privilege of attending the Manaiakalani cluster tour to Taranaki. The purpose of the school visits is to connect and learn from schools and educators, to see how they are using community and other resources in their curriculum. It is also an opportunity for us to connect with other educators within the Manaiakalani wider cluster and share resources as we are all on this digital learning journey together. It is an opportunity to learn and be inspired from other educators and their realities in education. In this post I am going to reflect on the trip and the learnings that I have gained throughout my time in Taranaki. I will be using the reflection questions in this from the debrief session that we shared in our cluster meeting following the visit, in this post for my own personal reflection.
Day 1: AWHI
(embrace) Embracing Taranaki
When we landed in Taranaki, we spent time with a member from Puketapu Hapu who shared the narrative behind the new design and art component in the New Plymouth Taranaki Airport. The cultural narrative and dimension is a integral part of the make up of the new airport furthermore it is an important part of the history of Taranaki. The artwork is designed by famed Puketapu artist Rangi Kipa. The artwork is based on the Te Ātiawa legend of whatu kura, a celestial being. The name of this celestial being is Tamarau-te-heketanga-a-rangi "who came down from the heavens when he saw a woman called Rongoueroa bathing in the Waiongana River" (www.teaonews.co.nz).
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| Learning about the history behind the art @ Taranaki Airport. |
The name Tamarau-te-heketanga-a-rangi is featured across the airport, the accompanying art helps to relay the story behind the legend. I really enjoyed learning about the story of Te Ātiawa and the connection between the legend and mana whenua (people of the land). As educators, the importance of local curriculum and what it means for us as teachers, for our students and for the learning means that we need to understand the mana whenua in our own school setting. As I am on my own journey learning about my local iwi and their history in Glen Innes as well as discovering and learning about my own connections and roots in Samoa, I welcomed this time. It helped to give me an understanding of Taranaki.
Day 2: WHAKAMANAWA (to encourage, inspire, instill confidence, give confidence to, reassure, stimulate, support, rely on)
In Day 2 of the tour, we visited Waitara High School. Founded in 1947, Waitara High School is a co-educational school that is located in the town of Waitara, North Taranaki.
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| @ Waitara High School with Deputy Principal Hillary |
What connections did you make?
There is a beautiful, calm and warm spirit in the school. The connection that I made with this school was the clear expectations and boundaries around pastoral care. The pastoral and student support team have a system in place that has the students at the heart of the matter. As a Dean, I saw this and it resonated with me immediately. I connected with the school's journey with local curriculum, it is visible throughout the school. The history behind the local iwi and the history of the school's life is visible throughout the school buildings. From the entrance to the hallway where there are photos of the alumni, all of the head students etc - the local curriculum beyond the stories of hapu, but also to the people who are a part of the school's fabric. I loved that their past student's successes whether in education, sport and beyond is celebrated and part of their local curriculum.
What inspired or challenged your thinking?
They have been really innovative with their timetable. How they have scheduled the learning and prioritized student and staff well-being is impressive. I was most inspired by this because it helped me to think outside of the box - beyond what I know and that I am comfortable with. This was a point of discussion for my colleagues and I when we debriefed.
Was there something that was simply a great idea?
There are initiatives that they have put in place for student well-being and I was really interested in the initiatives and ideas that they have set in place for this. I look forward to sharing this with the rest of the pastoral team back at school. I also loved the foundation classes that they have in place for their Junior School (Year 9 + Year 10). The foundation class is created for all Year 9 and Year 10 students - it is a class that is led by one of their Primary School trained teachers - where they teach across the curriculum. There is a particular focus on the pastoral side and less of a focus on academic learning. The foundation class is a soft launch for the Junior school, to transition into college. We have been thinking of ways to improve our transition process. I really like what they have done in this particular space. My heart is full! I really enjoyed the visit to Waitara High School and the connections that I have made with SLT. I look forward to nurturing these connections in the future.
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| Outside Waitara High School |
Day 3: PONO(to be true, valid, honest, genuine, sincere)
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| @ Spotswood College Day 3 |
On Day 3 of the tour, we visited Spotswood College. Founded in 1960 ,Spotswood College is a co-educational school that is located in the town of Spotswood in New Plymouth
What connections did you make?
The connections that I made in this tour are linked to a few things. In particular I loved that the values and kaupapa of the school is centered around Te Tiriti o Waitangi. They pride themselves as being a Te Tiriti o Waitangi led school, it is at the front and center of their school in all areas. They are on a journey to see what this looks like and feels like in their academic and digital fluency journey. I also loved how in everything that they do and how they operate as a school, underneath it is Te ao Maori and the values embedded inside of it. They work alongside the community and iwi to design and collaborate on what their school values are. Their values were gifted to them from Te Atiawa (Whakawhanaungatanga, Manaakitanga, Whakamana and Pono).
What inspired or challenged your thinking?
The journey that they have embarked in integrating the local curriculum and a curriculum that is inspired by student's passions is inspiring. They know that the education system has not worked for their students and they have designed a curriculum that disrupts the traditional education system and space of inequity. I also love how they have prioritized Te Tiriti o Waitangi in a genuine and meaningful way. Te Tiriti o Waitangi is reflected in the school's decision making structure and composition. An example of this is through partnership - they strategically wanted to source, employ and partner with Maori and Pasefika teachers as they are largely represented in the makeup of the school - 34.1% Maori and 33.7% Pasefika. The kaupapa behind this was that they wanted to provide a visible example of Maori and Pasefika excellence, that their Maori and Pasefika students can see themselves through their teachers in a professional capacity.
Was there something that was simply a great idea?
They were very honest in how they have moved away from PB4L as it is a prescriptive lens and way of setting values, restorative and support systems. They have worked closely with the local hapu to make sure that their values and inquiry practices aligned with Ngati Te Atiawa views and values. I am inspired by the innovation that this school has embarked on. They have been unapologetic in their kaupapa and have done everything to create an environment and curriculum that speaks to them, their students, community and staff. I loved how they have managed this huge shift, as it is not easy.
Day 4: HAUTUTANGA
(leadership)
On Day 4 of the tour, we visited Coastal Taranaki School. Founded in 2005, Coastal Taranaki School is a co-educational school that formed through a merger of a number of primary schools and Okato College. It is located in New Plymouth and caters to Year 0 - Year 13.
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| @ Coastal Taranaki School |
What connections did you make?
I really loved how they have walked the talk when it comes to fully immersing themselves with Manaiakalani. They have made this an integral part of their kaupapa and they have ensured that this is a priority across the school. I was particularly connected to the library space - the school has funding to use the library for both the school and as a community library. The librarian is an integral part of driving the reading, I loved how she knew all of her students and what type of texts they like. She has texts that cover all of the reading interests for all of the students in the school. The parents and elderly are also encouraged to come into the library and read with their students and also for their own enjoyment.
What inspired or challenged your thinking?
I was inspired by the texts that are available in the library. I asked her what texts her older students are drawn too and they are particularly interested in coming of age texts, graphic novels and also texts that are reflective of what our students are going through. This has made me really think about the texts that I offer in my curriculum and it has challenged me in way that I can curate reading experiences for students that is based on their passion rather than what the curriculum dictates.
Was there something that was simply a great idea?
The leadership all BEING the example for their students, staff and community. Something so simple but so powerful. I loved that the leadership team have not just expected change but they have driven the change in the school from all parts - with their learners and staff.
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| Manaiakalani Cluster with Moturoa School Principal Mr Etuale Togia |
I am very grateful for this experience. My heart is full. There has been some great learning from the Taranaki Manaiakalani Cluster tours and the connections that I have made with other kaiako has been a blessing and one that I hope to continue. I am impressed and blessed by how all of the kura that we have visited have embedded the Te Tiriti, Te Ao Maori values, cultural narrative, local curriculum and histories into the life of their schools. I am encouraged by how each kura, the staff and students are walking in their local and cultural truth. I am also encouraged in the honesty that they have shared with us in that not everything is perfect, but they are journeying through this together with their akonga. The student agency in their learning has been a highlight. I have also enjoyed seeing how each kura are building rich literacy practices in all of their classrooms. I know that all middle leaders have to model this in our own classrooms and show what is expected by actually doing it to be an example to our teams. I have returned to Auckland ready to unpack the learning and action the learning into my context.
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