Maru Whakatipua - Maori Medium Education Report

FINAL REPORT Prepared by Robyn Rauna & Amohaere Houkamau for Nga Iwi o Te Tairawhiti Prepared for the Ministry of Education 27 August 2018

Te Aitanga a Mahaki

Ngai Tamanuhiri

Ngati Porou

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Rongowhakaata

Te Aitanga a Hauiti

HE MIHI Tena tatau i nga tini ahuatanga o te wa.

Haruru kau ana te hinganga o nga kaihautu o to tatau waka, nga puna matauranga o Te Tairawhiti, te hunga e whai tatau te rite, koutou haere, haere, haere atu ra.

Kua tae ki te wa e hika ma, kua roa tatau e noho nama nei ki te reo me ona matauranga katoa, te matauranga nana o tatau tipuna i whakapakeke.

Kia matara e hika ma, me tahuri ake tatau ki te utu i enei nama.

WHAKAMARAMA MO TE INGOA The name of the conference ‘Maru Whakatipua’ was inspired by Ngarimu Parata and is described below; The name “Maru” in HM Ngatas Dictionary is “Safeguard” or “Secure” all things that are desired and required in terms of what a particular group is trying to achieve.

The word “Whakatipua” means “to grow or to make into a genius and/or a prodigy”.

Maru Whakatipua is referenced in verse 5 of Rangiuia’s Lament, when describing the descent lines from Ruaumoko, to Ruakapanga, to Rongowhakaata and down to Kahukuraiti.

Maru ana nga whare korero o Te Tairawhiti Maru ana nga kaihoe o nga waka matauranga o nga iwi o Te Tairawhiti Maru Whakatipua

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PART I: MILESTONE SUMMARY REPORT 1. Did you achieve the outcomes stated in the contract?

Yes. Refer to narrative of the report 2. Briefly outline the milestones that were achieved with this project:

Milestone

Milestone 1

Milestone

Completion Date

[As per contract reporting schedule] Signing of the contract

Milestone 2

Submission of Iwi implementation plan to meet expected outcomes and any perceived risks in achieving the implementation plan Milestone 3 Final Project Report, that includes but is not limited to, an update on progress regarding the implementation plan, with a particular focus on the key outcomes

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Original

Actual

16 March 2018

All 5 Iwi contracts signed and completed All 5 Iwi submitted their implementation plans by 30 May 2018

4 May 2018

1st June 2018

The Maru Whakatipua collective sought an agreement from MoE to extend the timeframe to 31 August.

PART II: NARRATIVE ON OUTCOMES 3. Iwi establish wananga for Iwi members and education providers to highlight the value of MME and promote MME as a career pathway All Iwi undertook to promote and highlight the demand, value and benefits of MME in a range of iwi wananga conducted throughout the past five months across the Tairawhiti rohe, including Iwi Reo Wananga, Iwi Matauranga Wananga and Iwi Kapahaka Wananga. Tairawhiti iwi collectivised their efforts and resources to co-convene, the Maru Whakatipua Conference held at Te Tini o Porou on Friday 10 August 2018. Eighty-seven people registered their interest in attending the Conference via our on-line survey and just under one hundred attended. The Conference was live-streamed and local iwi radio stations, Radio Ngati Porou and Turanga FM conducted live broadcasts, attracting an on-line audience of 2,000 plus.

The Conference was organised into two complementary sessions; Session 1 - 10.00am -12.00pm, targetted Wharekura, Kura Kaupapa, Kura Reo Rua, Kohanga Reo and Puna Reo, Principals, Senior Teachers of Maori, Kaiako, Kaiarahi Reo, Tertiary Providers, BOT Chairs and Trustee’s Session 2 – 1.00pm -3.00pm targetted recent MME graduates, trainee MME teachers and Kaiako and people interested in undertaking MME training.

The Conference was opened by the Hon Hekia Parata, previous Minister of Education, who was instrumental in establishing the MME platform. Each session comprised introductory and report back plenary sessions and workshops on set themes. In the introductory session, the Maru Whakatipua collective provided an overview of the project and an overview of the key findings from the survey.

The findings from the workshops in Sessions 1 & 2 were recorded and form part of the body of evidence along with the survey findings, to inform the next stage in the Maru Whakatipua work program.

Key outcomes from the Conference 1. Maru Whakatipua collective have agreed to continue to work together in pursuit of achieving the key outcomes from the Conference 2. Agreement to establish a Tairawhiti MME Training Course based in Tairawhiti and a National MME Qualification 3. Confirmation of core components of a Tairawhiti MME curriculum that are relevant to Tairawhiti MME provision

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4. Identification of potential tertiary provider partners, both local and national, 5. Agreement to establish a shared Tairawhiti Pataka korero that serves as a central point for the production and distribution of Tairawhiti MME educational resources 6. Agreement to complete a business case for the implementation of a sustainable MME scholarships pipeline, which will leverage co-investment from iwi, the MoE, local public and private sector businesses and organisations 7. Agreement to undertake a feasibility on establishing a MME Trainee support platform for the proactive recruitment, induction, mentoring and placement of MME Trainees coming through the Maru Whakatipua MME pipeline.

Please find attached; 1. Appendix 1 - Copy of the Maru Whakatipua Conference Promo Page 17 2. Appendix 2a - Copy of the Invitation Page 18 3. Appendix 2b - Copy of the Maru Whakatipua Conference Program Page 20 4. Appendix 3 - Copy of the Maru Whakatipua Conference Overview Presentation including workshop topics. Page 21 – 28

4. Iwi identify potential MME training providers Maru Whakatipua identified potential MME training providers through feedback from our survey and Conference workshops. Potential MME training providers included; Local Providers; EIT and Turanga Ararau Regional/National Providers; Te Wananga o Raukawa, Te Wananga o Aotearoa, Awanuiarangi, Massey University, Waikato University and the Canterbury University- College of Education.

The Maru Whakatipua collective has taken the position that we will partner with any tertiary provider that can add value and contribute to the establishment and maintenance of a Tairawhiti based MME training course/pathway. We have assessed, from the feedback that we received, the strengths, weaknesses and gaps in current MME training provision. We want to build on the strengths, close the gaps, mitigate any existing and/or potential weaknesses and leverage all opportunities from current and future MME training provision.

Our next steps will include; convening a hui for all potential providers to advise the curriculum and core components of a Tairawhiti based MME training course and ask them to identify how they can contribute.

We will also seek a meeting with NZQA to discuss the process for establishing a national Tairawhiti MME qualification, which may require us to become a satellite of an existing provider, until such time as we can become a recognised provider in our own right or, partner with a preferred local provider/s.

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5. Each Iwi select two Iwi members to undertake formal MME training Tairawhiti Iwi have decided to focus their efforts on establishing a pipeline and capacity to sustain our ability to; select, induct, mentor and place MME Trainees. We did not want to go down the path of recruiting two Trainees without firstly having a medium to longterm plan regarding their ongoing support and continued investment in the recruitment of other iwi members who want to undertake MME training. We want to build a supply chain of qualified MME Iwi members to meet the demands of Tairawhiti Wharekura, Kura Kaupapa, Kura Reo Rua, Kohanga Reo and Puna Reo.

6. Each Iwi establishes scholarships for Iwi members to undertake formal training in MME The Maru Whakatipua collective has agreed to complete a feasibility study on the establishment of a sustainable Tairawhiti MME trainee scholarship program. This will require us to negotiate with the MoE with respect to current and future MME training scholarships, consider our own co-investment, leverage our respective relationships with local, regional and national public and private sector organisations, including local businesses, philanthropic societies and public sector entities such as Te Matawai.

We have identified that if the Tairawhiti MME training course has a duration of 3-4 years and we look at approximately 20 students per intake, we will require; Year

Scholarships required

Pre-requisite (6 months) Year 1

20 x $5,000

Amount per Scholarship $ 100,000.

20 x $5,000 (pre)

$100,000

20 x $10,000 (Yr 1)

$200,000

20 x $5,000 (pre)

$100,000

20 x $10,000 (Yr 1)

$200,000

20 x $10,000 (Yr 2)

$200,000

20 x $5,000 (pre)

$100,000

20 x $10,000 (Yr 1)

$200,000

20 x $10,000 (Yr 2)

$200,000

20 x $10,000 (Yr 3

$200,000

Year 2

Year 3

Total amount for the year $100,000

Total for 3 ½ year rotation

$300,000

$500,000

$700,000

$1.6million

The annual cost after year 3 would be $700,000.Over a ten year period we would have approx 180 new MME Teacher Trainees/ Kaiako with a potential coverage of 4,500 students and tamariki-mokopuna based on an average class size of 25. Extrapolated out over 10 years the total scholarship cost would be $5.8million. The forecast cost based on 180 Tairawhiti MME teacher trainees / Kaiako at a cost of

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$35,000 per student, working with 25 students per year with a 3 ½ year bonding commitment to Tairawhiti Kura, Kohanga, Puna works out at approximately $400.00 per student.

7. Tairawhiti Iwi establish and enact a Te Tairawhiti MME Leadership Rōpu This project is a very good example and exemplar of collaboration by Tairāwhiti Iwi. Ngāti Porou, Rongowhakaata, Ngāi Tāmanuhiri, Te Aitanga A Mahaki and Te Aitanga A Hauiti, agreed in the early stages of this project to work together on a Te Tairāwhiti Māori Medium Education strategy. The Collectives priority was to grow and build cultural, environmental and emotional capital across our rohe, off the back of the wealth of cultural capital that already existed in our rohe.

The collective has capitalised on the established infrastructure of existing iwi organisations, including; •

Iwi relationships with the Kura, Kohanga and Puna in their respective rohe

•

Alignment with Iwi Rautaki Reo, Matauranga Strategies/Plans, Education Relationships with the MoE, Providers

•

Administration and promotional support including Iwi Radio Stations.

•

Expertise of iwi personnel who have driven the development of this innovative and strategic approach to sustainable, relevant MME training provision in Tairawhiti.

Photo of the Te Tairawhiti Maori Medium Education Working Party or Leadership Roopu at the “Maru Whakatipua” Conference on 10 August 2018

L-R: Chrissy Moetara, Wayne Ngata, Herewini Te Koha, Victor Walker, Hineteariki Walker, Robyn Rauna, Huia Pihema, Amohaere Houkamau & Hine August, Absent from photo but not from the conference; Rapaea Parata, Leeanne Manual, Trina Pohatu-McQueen and Mona Smith.

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8. Iwi produce resources that highlight the value of MME e.g. online videos and posters profiling successful MME graduates The following table provides an outline of the various promotional resources, tools and platforms that the respective Tairawhiti iwi produced to promote MME and highlight its value to iwi across Tairawhiti Iwi

Video

Ngati Porou

Completion by 30 Sept 2018

Poster(s)

Radio/ TV ads and/or promo’s

Rongowhakaata

Other promotional paraphenalia e.g. clothing Annual Porou Ariki wananga and support reo quality assurance for Maru Whakatipua (formerly MME) Web promotions, Iwi publications - Pipiwharauroa

Ngai Tamanuhiri Te Aitanga A Mahaki Education Strategy

Te Aitanga a Mahaki Te Aitanga A Hauiti

A sample of one of the promotional products produced by each of the iwi is attached in the supplmentary section of this report We also agreed to the creation of a Facebook page which we uploaded our promotional material on called “Maru Whakatipua”. This was also the platform that we used to livestream our conference/wananga - https://www.facebook.com/TairawhitiMaoriMedium The link to Hekia Parata’s korero can be found on: https://www.facebook.com/TairawhitiMaoriMedium/videos/672276849801331/

9. Iwi establishes reo wananga to highlight the value of learning in and through Te Reo Maori The following wananga and iwi events were conducted by Iwi to highlight the value of Māori Medium Education during the past 5 months: Iwi Ngati Porou

Reo Wananga Porou Ariki reo wananga (annual)

Ngai Tamanuhiri

1 Iwi Reo Wananga o Karanga

Rongowhakaata

3 Iwi Reo Wananga

Matauranga Wananga Wananga whakamaumahara kia Ta Apirana Ngata (annual)

5 Tikanga focused wananga

Kapahaka Wananga Hikurangi Pariha x 3

Iwi events

1 Kapahaka Wananga

Ngāi Tāmanuhiri Whakarau Events Tamanuhiri Kapa Haka, Tamararo

7 Kapahaka Wananga

Rongowhakaata Whakarau Event Rongowhakaata Treaty Commemorations Taikura Matariki Rising, Tamararo

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Kawanga o Te Marae o Tikapa Tamararo Ati Pihopa Whakahou Whakarau Hui Taumata

Te Aitanga a Mahaki

2 Iwi Reo Wananga

Iwi Education Strategy consulted with marae

Te Aitanga a Hauiti

Porou Ariki reo wananga (annual)

Wananga whakamaumahara kia Ta Apirana Ngata (annual)

2 Waihirere Wananga 2 Te Whanau A Kai Wananga

Tamararo Whakarau Event

Tamararo

10. Promotion and completion of a Survey To get a better overview and understanding of the issues affecting Māori Medium Education we collectively agreed to scope these issues through the use of an online Survey. To incentivise participation in the Survey each Iwi put 2 x $100 vouchers up for a draw encouraging their people to complete the Survey. The draws were done ‘live’ on Facebook on the Maru Whakatipua Facebook page.

A copy of the survey is appended to this report as Appendix 4 Page 29 – 39 We wanted to capture the issues and concerns of three groups of people in our rohe: 1. Those that are qualified to teach and/or are a Kaiako or teacher of pre-school or school aged children or secondary students 2. Those that are currently studying to become a Māori medium educator 3. Those interested in sharing their thoughts about the needs that they see & observe within Māori medium education

There were 237 survey responses collected, 134 provided full responses of which 105 were female & 29 were male. We utilisied the Survey to scope interest in our conference and (87) people indicated interest in this.

One of the key intentions with the Survey was to collect Iwi based information. At the conclusion of the Survey period reports specific to each Iwi was provided as well as an aggregated survey report.

The survey provided rich information about the three groups of people that were surveyed. A Survey Story &

Analysis is appended to this report as Appendix 5 Page 40 - 70

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PART III: LEARNINGS OF THE PROJECT 11. What difference has this project made to your Iwi entities? (Include intangible benefits where significant) This project has been an enabler for strengthening Iwi relationships within Te Tairāwhiti through bringing us together to support one another in our respective endeavours with revitalizing te reo o tena iwi o tena iwi, puta no te Tairawhiti, and advocating for better educational outcomes for our people. It has heightened our awareness of the work that we need to do for our whanau, hapu and Iwi and bolstered our resolve to always seek excellence. Maru Whakatipua has highlighted the complementarity of the skills, matauranga, reo capacity, networks and expertise that we as iwi collectively bring to the table for the benefit of all iwi members across Tairawhiti and those from other iwi that live amongst us.

Some of the many benefits derived from Maru Whakatipua are; 1.

Opportunity to develop an approach to meet the demand for qualified MME teachers who are immersed in the iwi traditions, tikanga, matauranga and reo of Tairawhiti.

2.

Complements our respective Iwi Rautaki Reo and will contribute to the achievement of stated outcomes and priorities.

3.

Innovative approach that we are promoting in respect to a customized Tairawhiti MME training provision mechanism, based in Tairawhiti will create additional employment opportunities for iwi members and significantly reduce and/or remove some of the major barriers to our iwi members participating in MME training outside of the rohe, i.e. reduces stress on whanau with a whanau member having to travel away to attend training out of the area and will reduce travel and accommodation costs.

4.

Establishment of a Tairawhiti Pataka korero will also increase employment opportunities and increase the viability of the production and supply of locally sourced educational resources in the reo of nga iwi o te Tairawhiti.

5.

Growing the quality of Kaiako and Teachers that our tamariki-mokopuna require to anchor them in their culture, reaffirm their identity, heritage, reo and tikanga.

“Our teachers are nation builders. We owe them our whole hearted support”.

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12. If you did the project again what would you do differently? (i.e. what worked and what didn’t?)

It might have been useful to have considered and shared information about our respective education and rautaki reo strategies, presupposing that all iwi had them. We could have shared what is working well as well as what hasn’t been working well, and how we can successfully connect this with the development of an Iwi MME training approach.

Having said that the original timeframe provided to us to complete this project was not conducive to undertaking this type of stock-take at the outset.

We are proud of the innovative, collective approach that we have taken, which has built a solid base for the next stage of our Maru Whakatipua work program. We believe that this approach will be a good model for other iwi and/or iwi collectives wishing to pursue MME training provision.

13. Is there anything that the Ministry of Education could have done differently?

(Include intangible benefits where significant) There are two improvements that we would seek which are; 1. Have a minimum of 8 -10 months to complete the contract, instead of the original 3 months given, which was extended to 5 months.

2. Have a better understanding of the MoE’s medium to long term intentions in respect to MME, most particularly; a. ongoing funding contributions to iwi wishing to progress this kaupapa b. the continuation of this initiative c. the alignment with MoE budget priorities in respect to scholarships and implementation of sustainable MME training provision.

Without understanding the MoE’s medium to long-term intentions we choose not to get ahead of ourselves in terms of signing people up to MME training with only a foreseeable one to two year horizon.

We are keen to have a strategic discussion with the relevant MoE Management and staff members to address the medium to long-term views/plans of the MoE and Tairawhiti iwi in respect to MME training provision

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14. Is there anything that you have learnt that would be useful for Iwi? Suggestions made by the Hon Hekia Parata at our conference were very illuminating, including: •

Our ability to exercise more autonomy in respect to the hours of the day that our kura, kohanga would open, where learning could occur, the starting age for school children at school which should be more aligned to the cognitive stage of the child and his/her developmental needs.

We should not be constrained by the conventions of today. “Ko te tamaiti te putake”

•

The establishment of a Tairawhiti Resource Pataka where Iwi could collectively share and place our Māori Medium Education resources

•

We need to set high standards and expectations of ourselves and of our children, “E Tipu e Rea mo nga ra o tou Ao”.

The four catalysts for change that we need to get right going forward are: o Focus on understanding and responding to the cognitive development needs and stages of tamariki o Each teacher being a specialist in at least one subject area o Whanau engagement and participation o Culture, identity and reo – appreciating that “Tairawhiti school” is the whole environment around them, not just the conventional School, it includes the home, the Taiao, the marae, the moana and every other learning environment that tamariki are exposed to.

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15. Where to from here – what are the next steps?

We have an agreed work program to achieve the key outcomes from the Maru Whakatipua Conference as stated in section 3 of this report. We have also agreed to look at ways in which we as Iwi can improve and/or enhance our engagement with our whanau who are supporting our children through MME and those whanau they may wish to consider MME as a viable and appropriate option for their children.

Our focus would be on continuing with our MME promotional activities and considering how we can encourage our whanau to engage in learning te reo and contributing to the improved educational outcomes of their tamariki-mokopuna. We know we need to look at key interventions that can improve, enhance and/or build reo acquisition and proficiency, and, the quality of the educational outcomes that our tamariki mokopuna are achieving. One event we will once again be collaborating on is the Tairawhiti te reo hikoi that will be held on 14 September 2018, in Turanga, celebrating and promoting to tatau reo.

We will be looking at the development of Tairawhiti based MME training provision that exposes, inducts and informs MME educators about who we are, our places, our stories, histories, korero tuku iho, reo and what we as Iwi stand for.

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16. List and attach any major outputs from the project. Examples could include: • Publications (booklets, posters, flyers, links to websites/Facebook pages) • Kiriata (videos) Publications are listed below: •

A Maru Whakatipua Survey Analysis Report

•

Rongowhakaata Maru Whakatipua Promotional Posters

•

Rongowhakaata Maru Whakatipua Radio Promotion

•

Te Aitanga a Mahaki MME Promotional Facebook Banners

•

Te Aitanga a Mahaki MME Promotional Poster

•

Ngai Tamanuhiri MME Promotional Social Media Banners

•

Ngai Tamanuhiri MME Promotional Posters (in all sizes)

•

Ngai Tamanuhiri MME Promotional Postcards

Kiriata or videos can be found on: •

Ngāi Tāmanuhiri - https://www.facebook.com/Ngai.Tamanuhiri/videos/668209876897025/

•

Rongowhakaata - https://www.facebook.com/groups/243221359037179/

Facebook Pages: https://www.facebook.com/TairawhitiMaoriMedium - Maru Whakatipua https://www.facebook.com/Ngai.Tamanuhiri/ - Ngai Tamanuhiri https://www.facebook.com/groups/243221359037179/ - Rongowhakaata https://www.facebook.com/groups/mahaki/ - Te Aitanga A Mahaki https://www.facebook.com/groups/596246817155274/ - Te Aitanga A Hauiti Centre of Excellence Trust

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Supplementary Section

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APPENDIX 1

TAIRAWHITI MAORI MEDIUM EDUCATION CONFERENCE

MARU WHAKATIPUA

FRIDAY 10 AUGUST 2018

Te Tini o Porou Cnr Huxley Rd & Tyndall Rd GISBORNE

RSVP before 5pm, Friday 3rd August, 2018 Rapaea Parata on (06) 876 9960 | rparata@tronp.org.nz

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APPENDIX 2a

TAIRAWHITI MAORI MEDIUM EDUCATION CONFERENCE

MARU WHAKATIPUA Tena tatau i nga tini ahuatanga o te wa, Tena koutou nga Tumuaki/ Poari whakahaere/ Kaiako Matua/ Kaitiaki Reo o Te Tairawhiti Nga Iwi o Te Tairawhiti in conjunction with the Ministry of Education are convening a Wananga to assist us design and develop a ‘customised’ Tairawhiti Maori Medium Education (TMME) Teacher Training pathway inclusive of; 1. locally based training provision 2. purpose built, iwi led recruitment, induction, mentoring and placement platform for Tairawhiti MME Trainees 3. alignment and contribution to nga Rautaki Reo a Iwi 4. available support from iwi.

This initiative is a direct response to the 2017 Tairawhiti Rangai Kahui Ako a Iwi Education Plan, which highlighted Maori Medium Education Kaiako capability and MME training and education provider capability as critical to the viability and sustainability of Maori Medium Education across Te Tairawhiti.

To assist us with the design and planning of this TTME Teacher Training pathway we invite you as the Board Chair, Principal, Senior Maori Teacher and/or Kaiako to attend

DATE: Friday 10 August, 2018 TIME: 10.00pm– 12.00pm VENUE: Te Tini o Porou, Conference Centre, Cnr of Tyndall and Huxley Road, Gisborne The Hon Hekia Parata, a previous Minister of Education will be our keynote speaker. The working party welcome Hekia’s input because, as Minister of Education, she was instrumental in the drive for the sustainability and revitalisation of MME and pathways for training MME Kaiako.

You are invited to join us for lunch, from 12.00pm and 1.00pm along with Graduates and/or students who have expressed an interest in MME training. Some of these graduates may be currently employed by you. The TMME working party would be grateful if you could encourage the MME graduates working at your Kura, School, Kohanga and Puna to attend the afternoon Wananga. Our working party believes attendance at the Wananga should be considered part of their professional development. The purpose of the afternoon Wananga session, which will run from 1.00pm to 3.00pm, is to gain insights from the perspective of recent recipients of MME Kaiako training, to inform the design of our TMME and training pathway.

For more information about Maru Whakatipua please contact Rapaea Parata on (06) 876 9960 | rparata@tronp.org.nz RSVP before 5pm, Friday 3rd August 2018 No reira e nga Kaihoe o nga waka reo o tena iwi, o tena iwi o Te Tairawhiti, Nau mai haere mai ki Maru Whakatipua Na matau nga Tiamana, me nga Kaiwhakahaere o nga Iwi o Te Tairawhiti me nga Mangai o Te Tari Matauranga

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TAIRAWHITI MAORI MEDIUM EDUCATION CONFERENCE

MARU WHAKATIPUA Tena tatau i nga tini ahuatanga o te wa, Tena koutou nga Tauira/Kaiako Reo o Te Tairawhiti Nga Iwi o Te Tairawhiti in conjunction with the Ministry of Education are convening a Wananga to assist us to design and develop a ‘customised’ Tairawhiti Maori Medium Education (TMME)Teacher Training pathway inclusive of; 1. locally based training provision 2. purpose built, iwi led recruitment, induction, mentoring and placement platform for Tairawhiti MME Trainees 3. alignment and contribution to nga Rautaki Reo a Iwi 4. available support from iwi This initiative is a direct response to the 2017 Tairawhiti Rangai Kahui Ako a Iwi Education Plan, which highlighted Maori Medium Education Kaiako capability and MME training and education provider capability as critical to the viability and sustainability of Maori Medium Education across Te Tairawhiti.

To assist us with the design and planning of this TTME Teacher Training pathway we invite you as a former or current MME Kaiako/ Teacher Training Graduate to attend Maru Whakatipua.

DATE: Friday 10 August, 2018 TIME: 1.00pm– 3.00pm VENUE: Te Tini o Porou, Conference Centre, Cnr of Tyndall and Huxley Road, Gisborne The Hon Hekia Parata, a previous Minister of Education will be our keynote speaker. The working party welcome Hekia’s input because, as Minister of Education, she was instrumental in the drive for the sustainability and revitalisation of MME and pathways for training MME Kaiako.

Our Wananga will commence with lunch at 12.00pm. Joining us for lunch will be local Kura, School, Kohanga Reo and Puna Reo Principals, Senior Maori Teachers, Kaiarahi Reo and Board of Trustee members who have been invited to a morning Wananga session. They will depart after lunch and our Wananga proper will begin at 1.00pm. We have encouraged Kura, School Principals and Kohanga and Puna Leads to support your attendance at the lunch and afternoon Wananga. We have suggested to them that attendance at the Wananga should be considered part of your professional development.

For more information about Maru Whakatipua please contact: Rapaea Parata on (06) 876 9960, Email: rparata@tronp.org.nz RSVP before Friday 3 August, 2018 at 5pm No reira e nga Kaihoe o nga waka reo o tena iwi, o tena iwi o Te Tairawhiti, Nau mai haere mai ki Maru Whakatipua Na matau nga Tiamana, me nga Kaiwhakahaere o nga Iwi o Te Tairawhiti me nga Mangai o Te Tari Matauranga

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APPENDIX 2b Tairawhiti Maori Medium Education Conference

Maru Whakatipua Paraire 10 Akuhata, 2018 Te Tini o Porou, Turanga Nga whakaritenga WAHANGA 1 Audience: Nga Tumuaki, Nga Poari Whakahaere Kura/Kohanga/Puna, Kaimahi Matauranga 9.30am

Registrations open Mihi Whakatau

10.00am 10.05am

Hon Hekia Parata Te timatatanga o Te Rangai Kahui Ako

10.35am

Te Ropu Whakahaere o Maru Whakatipua

10.40am

Survey Analysis Presentation

11.00am

Mahi tahi / Workshop

11.30am

Whakarapopoto

11.50am

Ka hiki tenei wahanga

12.00pm Tina WAHANGA 2 Audience: Nga Kaiako o mua, o naianei, o nga tau kei te heke mai nei hoki 1.00pm

He korero whakamarama na te ropu whakahaere o Maru Whakatipua

1.10pm

Survey Analysis Presentation

1:30pm

Mahi tahi / Workshop

2:30pm

Whakarapopoto

3:00pm

Ka hiki te hui

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APPENDIX 3

MARU WHAKATIPUA TAIRAWHITI MAORI MEDIUM EDUCATION CONFERENCE 10TH AKUHATA, 2018

CO-SPONSORED BY; TE RUNANGANUI O NGATI POROU

RONGOWHAKAATA IWI TRUST,

NGAI TAMANUHIRI TRUST

TE AITANGA A MAHAKI TRUST,

TE AITANGA A HAUITI

MINISTRY OF EDUCATION

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BACKGROUND

• MME Kaiako capability and MME Training and educational provider suitability is critical to enhancing the quality of learning for Tairawhiti Wharekura, Kura, Kohanga Reo and Puna Reo tauira. • Approximately 9,000 students enrolled in Tairawhiti Schools with just over 1,000 in MME. If tauira who are not already enrolled in MME decided to enrol apopo, we would not have the capability and capacity of Kaiako provision to meet this demand.

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BACKGROUND CONT..

• The 2017 Tairawhiti Iwi Education Plan- TPK 2017 also recognised the following critical enablers for improved learning outcomes for tauira Maori; • Iwi engagement to support reo capability and growth, curriculum informed by iwi Rautaki Reo, histories and korero tuku iho • Engaged Whanau who are able to access support to enable them to be active participants and contributors to their childs/children’s learning.

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BACKGROUND CONT….

• Participants; • Ngati Porou

Herewini Te Koha, Rapaea Parata & Leeanne Manuel

• Rongowhakaata

Amohaere Houkamau & Chrissy Moetara

• Ngai Tamanuhiri

Robyn Rauna & Trina Pohatu-McQueen & Mona Smith

• Te Aitanga a Mahaki

Huia Pihema & Hine August

• Te Aitanga a Hauiti

Hineteariki Parata-Walker & Kelly Blackman

• Ministry of Education

Victor Walker

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NEW APPROACH

• Tairawhiti iwi have collectivised their skills, expertise, resources, models and networks to work together to; • Promote MME training opportunities to their whanau, hapu and communities and the kura and kohanga/puna within their rohe.

• Conduct a Tairawhiti wide survey which involved 237 Respondents of whom 134 completed the survey. The survey has provided rich Tairawhiti wide and iwi specific data, insights and analysis.

• Convene Maru Whakatipuna Conference for Tumuaki, Kaiako, Mema o nga Poari, Trainee Kaiako, recent MME training graduates, current MME trainees ,Senior Students or Whanau with a passion for MME.

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NEW APPROACH • Co-Design a Tairawhiti MME Training course/pathway to support the demand and specific needs of TAIRAWHITI, Tauira, Kaiako and Wharekura, Kura, Kohanga, Puna etc.

• Negotiate a training delivery platform with local and national tertiary providers, the MoE and the TEC

• Co-develop a business model for establishing sustainable MME training scholarships • Co-design a TTMME pipeline to recruit, induct, mentor and place MME Trainees in Tairawhiti Kura, Kohanga, Puna etc.

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WORKSHOPS CONFERENCE MEMBERS WILL BE ASSIGNED TO A GROUP. THERE WILL BE FIVE GRPOUPS AND EACH GROUP WILL BE GIVEN A KAUPAPA TO DISCUSS AND FEEDBACK TO PLENNARY SESSION. NGA KAUPAPA 1.

WHAT ARE THE HALLMARKS OF QUALITY MME PROVISION IN TAIRAWHITI?

2.

IF YOU WERE ABLE TO DESIGN A TAIRAWHITI MME TRAINING COURSE AND/OR PATHWAY, WHAT WOULD IT INCLUDE, WHAT WOULD BE SOME OF THE KEY FEATURES

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WORKSHOPS CONT… 3.

WHAT IS THE MOST CRITICAL CONTRIBUTION THAT YOUR IWI COULD MAKE TO IMPROVING THE QUALITY OF MME LEARNING AND TEACHING IN TAIRAWHITI

4. WHAT ARE THE CURRENT STRENGTHS AND WEAKNESSES OF MME TRAINING?

5. WHAT DO YOU THINK WE NEED TO DO TO ATTRACT MORE WHANAU TO CHOOSE MME PROVISION FOR THEIR TAMARIKI?

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APPENDIX 4 A Survey about Te Tairāwhiti Māori Medium Education Introduction Page

Tēnā koe, Our Iwi of Te Tairāwhiti - Ngāti Porou, Te Aitanga-a-Hauiti, Te Aitanga-a-Māhaki, Rongowhakaata and Ngāi Tāmanuhiri are working with the Ministry of Education (MOE) to look at ways that we can sustain Māori medium education in our rohe. Te reo Māori me ona tikanga is a priority for all of us and we want to understand the needs and experiences of our people in Māori medium education or those that are working towards acquiring qualifications that enable them to become Māori medium educators.

Your participation in this survey will help inform a Te Tairāwhiti Māori medium strategy for promoting, inducting, mentoring and retaining placements in Māori medium education.

We would like the people from the following groups to fill and complete this survey: 1. You are qualified to be or are a kaiako or teacher of pre-school or school aged children or secondary students; or 2. You are currently a student studying to become a Māori medium educator; or 3. You are passionate about Māori medium education and want to participate and share your thoughts about the needs that you see and observe within Māori medium education.

Depending on which group you represent, some of the questions may not apply to you. That’s fine. The survey will take approximately 13 mins to complete.

To incentivize people to complete the survey there is a draw for Pak n Save vouchers that survey participants will go into, however, we hope the real motivation is telling us what you think because your feedback will guide Iwi decision making and planning.

Definitions of Māori medium and Māori immersion education: Level 1 81-100% immersion

Te reo Māori is the main language used to communicate and instruct The curriculum is taught entirely in Māori Students are expected to interact freely in Māori Examples include Kohanga Reo, Kura Kaupapa Māori/Kura-ā-Iwi, Wharekura (secondary school).

Level 2 51% to 80% immersion

Te reo Māori is used mostly in the classroom, with English accepted as a temporary language.

The fluency of the teacher can vary considerably, from not very fluent to native-like fluency.

There is a reliance on the Kaiarahi Reo to increase the amount of spoken Māori It is not expected that all students will interact freely in Māori.

Level 3

1

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31-50% immersion. English is the main language of the classroom. The teacher can communicate at a basic level of Māori, but has difficulty in instructing in Māori. Māori is used as the classroom management language.

Level 4 Up to 30% immersion, English is the main language of the classroom. May be simple words, greeting, songs.

Mainstream Education Little to no Māori spoken in the classroom.

Every survey participant who completes the survey before 4pm, 6 August 2018, goes into a draw to win a $100 PaknSave grocery voucher. There are ten draws. * 1. Privacy and Use of Information Statement: This survey is voluntary. However, the survey results and analysis will be supplied to the Ministry of Education as part of an agreement that our Iwi have with the Ministry.

Name and contact details provided in the demographics section of the survey will be used to develop a database of Te Tairāwhiti Māori medium educators as well as to enable us to contact prize draw winners.

By clicking 'OK' below, indicates you agree to and understand the privacy and use information statement.

OK

A Survey about Te Tairāwhiti Māori Medium Education Participant Information

* 2. Demographics Name Date of Birth DD/MM/YYYY Address Address 2 City/Town Postal Code Country Email Address Cellphone Number

2

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* 3. What is your gender?

Female Male Other (please specify)

* 4. Which Iwi of Te Tairāwhiti do you primarily whakapapa to or associate with?

Ngāti Porou Te Aitanga-a-Hauiti Te Aitanga-a-Māhaki Rongowhakaata Ngāi Tāmanuhiri Other (please specify)

* 5. Would you like to register for a Te Tairāwhiti Māori Medium Conference that we intend holding on Friday 10 August 2018 at Te Tini o Porou, Gisborne?

Yes No

* 6. As a survey participant, which group do you belong to?

I am qualified to teach and/or I am a kaiako or teacher of pre-school or school aged children or secondary students I am currently a student studying to become a Māori medium educator I want to participate and share my thoughts about the needs that I see & observe within Māori medium education

3

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* 7. In what area or level are you currently teaching? (Tick as many as apply) Not applicable Level 1 immersion (81 - 100%) - Te Reo Māori is the main language used to communicate and instruct.

Level 2 immersion (51 - 80%) - Te Reo Māori is used mostly in the classroom, English is accepted as a temporary language.

Level 3 immersion (31 - 50% Te Reo Māori) - English is the main language in the classroom. The teacher can communicate at a basic level of Māori, but has difficulty instructing in Māori. A kaiārahi is usually the only fluent speaker in the classroom.

Level 4 (up to 30% Te Reo Māori) - English is the main language of the classroom.

Mainstream education - Little to no te reo Māori spoken.

Other

* 8. In what area or level are you hoping to teach when you complete your studies (Tick as many as apply)?

Not applicable Level 1 immersion (81 - 100%) - Te Reo Māori is the main language used to communicate and instruct.

Level 2 immersion (51 - 80%) - Te Reo Māori is used mostly in the classroom, English is accepted as a temporary language.

Level 3 immersion (31 - 50% Te Reo Māori) - English is the main language in the classroom. The teacher can communicate at a basic level of Māori, but has difficulty instructing in Māori. A kaiārahi is usually the only fluent speaker in the classroom.

Level 4 (up to 30% Te Reo Māori) - English is the main language of the classroom.

Mainstream education - Little to no te reo Māori spoken.

Other

* 9. What are your reasons for wanting to participate in this survey?

I have a passion for education & Māori pedagogy I have a passion for te reo Māori me ona tikanga I have mokopuna/tamariki who are in Māori medium education Other Other (please specify)

4

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A Survey about Te Tairāwhiti Māori Medium Education In the Sector

* 10. Are you (Tick one box) ?

A provisionally registered teacher who is working as a kaiako or teacher of pre-school or school aged children or secondary students A provisionally registered teacher who is not working as a kaiako or teacher of pre-school or school aged children or secondary students A fully registered teacher who is working as a kaiako or teacher of pre-school or school aged children or secondary students A fully registered teacher who is not working as a kaiako or teacher of pre-school or school aged children or secondary students Other (please specify)

11. While you were studying for your Māori medium education qualification did you encounter any barriers? If you did, please list them

* 12. If you are not currently teaching as a kaiako or teacher of pre-school or school aged children or secondary students in Te Tairāwhiti but are qualified to do so, which of the following are reasons for this (Tick as many as apply)?

I was not able to secure a teaching position in Te Tairāwhiti

I prefer to teach only in a total immersion environment and the positions in Te Tairawhiti are not available to me

I secured a teaching position outside of Te Tairāwhiti I have lost interest in teaching Maori medium education I had to secure employment so took up another job I took up employment in the education sector but it is in a role which is not my first and preferred choice

I have discovered a new career pathway which is more in keeping with my life goals Not applicable - I am teaching in Te Tairāwhiti

I felt isolated and unsupported in the teaching position that I had so left Other (please specify)

* 13. What kura or school do you teach at? (This is only collected to track responses.

Individual schools will not be identified in any report)

5

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* 14. How long have you been teaching for (Tick one box)?

Less than 5 years

21 - 30 years

6 - 10 years

Over 30 years

11 - 20 years

Not applicable - I never took up teaching

* 15. If you are not currently teaching in Te Tairāwhiti but had the opportunity to take up a teaching position in Te Tairawhiti would this be of interest to you?

Not applicable - I am teaching in Te Tairāwhiti Yes No Other (please specify)

* 16. Have you accessed any of the following Professional Learning & Development (PLD) opportunities as a Māori medium educator (Tick as many boxes as apply)?

Te Reo Māori (English medium)

Tumuaki and Kaikōtuitui Leadership Assessment

Te Reo Māori (Māori medium)

Provisional Registered and Overseas Trained Teachers

Te Marautanga o Aotearoa

Gifted and Talented

Te Reo Matatini

Special Education Needs

Pāngarau

Did not access any Professional Learning & Development opportunities

Pūtaiao Not applicable Other (please specify)

* 17. I am satisfied with the job related training that has been made available to me.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

* 18. My organization is dedicated to my professional development.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

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* 19. I am inspired to meet my goals at work.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

* 20. I am determined to give my best effort at work each day.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

* 21. I get excited about going to work.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

* 22. I am satisfied that I have the opportunities to apply my talents and expertise in my role.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

* 23. Kura and schools are expected to provide a written report of student progress and achievement to whﾄ］au at least twice a year. How often have you reported to whﾄ］au this year?

Once

More than twice

Done once and plan to do again before the end of the year

Have not yet, but plan to before the end of the year

Twice

Not at all

* 24. Following on from the previous question, if not at all, what has hindered or prevented you from reporting to whﾄ］au on student progress and achievement?

* 25. I understand how my work can impact the goals and aspirations that my whﾄ］au, hapu and Iwi have for te reo me ona tikanga?

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

7

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26. What knowledge and skills do you need further support in to support you in your role?

27. Do you have any other comments you wish to share?

A Survey about Te Tairāwhiti Māori Medium Education Studying Towards A Māori Medium Qualification

* 28. At what learning or training institution are you currently enrolled at where you expect to receive your teaching qualifications?

* 29. At what stage in your study are you (Tick one box)?

I am in my first year of full time study I am in my second year of full time study I am in my third year of full time study I am studying part time and extra murally Other (please specify)

* 30. I know I will have a teaching position in Māori medium education when I return to Te Tairāwhiti.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

* 31. I am anxious about my job prospects with securing a teaching position in Te Tairāwhiti.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

8

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* 32. When I complete my study I will teach wherever there is a position available including looking outside of Te Tairāwhiti.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

* 33. I am keen to be mentored and supported into whatever teaching position I take up.

Strongly Disagree

Agree

Disagree

Strongly Agree

Neutral/Neither agree nor disagree

Not applicable

34. What advice would you share with students contemplating a career teaching in Māori medium education?

35. During your study have you encountered any barriers? If you have, please list them

* 36. Can you please comment on the support that you have had while studying - what's been particularly helpful for you?

37. If you had the opportunity to design or provide input into the development of a Tairāwhiti Māori medium education training course, what features would you like to see included in the course?

38. Do you have any other comments that you wish to share?

A Survey about Te Tairāwhiti Māori Medium Education Interested & Passionate About Māori Medium Education

9

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* 39. Can you please comment on what you see as the WEAKNESSES of a career in Māori medium education in Te Tairāwhiti?

* 40. Can you please comment on what you see as the THREATS of a career in Māori medium education in Te Tairāwhiti?

* 41. Can you please comment on what you see as the STRENGTHS of a career in Māori medium education in Te Tairāwhiti?

* 42. Can you please comment on what you see as the OPPORTUNITIES of a career in Māori medium education in Te Tairāwhiti?

* 43. Do you have any other comments you wish to share?

A Survey about Te Tairāwhiti Māori Medium Education Iwi Reo Promotion, Preservation, Acquisition & Retention

* 44. Are you aware of any reo wananga, reo programmes and reo resources that your Iwi provides?

Yes No Don't know

10

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* 45. Do you participate in any Iwi, hapu or Marae reo wananga/activities?

Yes No

* 46. If you answered 'yes' to the previous question how regularly do you participate in any Iwi, hapu or Marae reo wananga/activities?

All the time Some of the time Not at all Other (please specify)

* 47. What reo resource/support would you like to see your Iwi provide to assist with the provision of MÄ ori medium education at your kura/school/kohanga reo/puna etc.?

48. Do you have any other comments you wish to share about Iwi reo promotion, preservation, acquisition and retention?

11

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APPENDIX 5

Survey Story & Analysis A Snapshot Overview of Survey Respondents:



78.36% were female;



21.64% were male;



38.06% were of Ngati Porou (as their primary affiliation);



17.91% were of Te Aitanga A Mahaki (as their primary affiliation);



14.18% were of Rongowhakaata (as their primary affiliation);



10.45% were of Ngāi Tāmanuhiri (as their primary affiliation);



9.7% were of Te Aitanga A Hauiti (as their primary affiliation);



9.7% were of other Iwi;



70.15% are qualified to teach and/or are kaiako or teachers of pre-school or school aged childrens or secondary students;



32.84% wanted to participate in the Survey to share their thoughts about the needs that they see and observe within Māori Medium Education; and



9.7% are students studying to become Māori Medium Educators.

21.64%

78.36%

Female

Male

Pie Graph 1: Sex Breakdown

Pie Graph 2: Primary Tribal Affiliations

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Pie Graph 3: Survey Respondent Groups

Survey Results for Each of the Three Groups

In the Teaching Sector From the (80) people who identified themselves as being qualified to teach and/or were kaiako or teachers of pre-school or school aged childrens or secondary students we were able to learn that: Our Survey respondents teach at these levels: Answer Choices Level 1 Immersion (81 - 100% Te Reo M훮ori) Level 2 Immersion (51 - 80% Te Reo M훮ori) Level 3 Immersion (31 - 50% Te Reo M훮ori) Level 4 (up to 30% Te Reo M훮ori) Mainstream education - little to no reo Other

Responses 39.86% 13.29% 14.69% 12.59% 11.88% 7.69% Answered

57 19 21 18 17 11 143

With respect to teaching registration: Answer Choices Fully registered to work as a kaiako or teacher of pre-school or school aged children or secondary students Are provisionally registered to work as a kaiako or teacher of preschool or school aged children or secondary students A fully registered teacher who is NOT working as a kaiako or teacher of pre-school or school aged children or secondary students

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Responses 65%

52

21.25%

17

7.5%

6

A provisionally registered teacher who is NOT working as a kaiako or teacher of pre-school or school aged children or secondary students

6.25% Answered

They have the following range of teaching experience years: How long have you been teaching for (Tick one box)?

Answer Choices Responses Less than 5 years 25.00% 6 - 10 years 20.00% 11 - 20 years 28.75% 21 - 30 years 16.25% Over 30 years 8.75% Not applicable - I never took up teaching 1.25% Answered Teaching survey respondents were of the institutions: Adult Literacy Aotearoa Berkley Normal Middle School Cobham School, Gisborne.

E Tipu Kohanga Reo Gisborne Boys High School Gisborne Girls High School Gisborne Intermediate Hatea-a-Rangi School Ilminster Intermediate Kāiti School.

Kuranui mangatuna Manutahi School Ruatoria Manutuke Kõhanga Reo Manutuke School - Te Kura o Manutuke Mt Cook School Naenae College Nga Parae o Manutuke Ngata Memorial College Pukekohe High School Punareo Richmond School, Maraenui Napier Te Karaka Preschool Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti.

Te Kura a Rohe o Uawa me Kahukuranui Te Kura Kaupapa Māori o Mangatuna Te Kura Kaupapa Māori O Ngā Uri A Māui Te Kura Kaupapa Maori o Taumarunui

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20 16 23 13 7 1 80

5 80

Te Kura Māori o Porirua Te Kura o Matapihi Te Kura o Omarumutu, Opotiki Te Kura Reo Rua o Waikirikiri Te Kura Tuatahi o Otaki (Te Reo Rumaki o Te Korowai Whakamana) Te Pahou Marae Te Kohanga Reo Te Puna Reo o Puhi Kaiti Te Puna Whakatupu o Whare Amai Te Waiu Te Wananga o Raukawa Te Whanau Aroha Te Kohanga Reo Te Whare Wananga o Awanuiarangi Te Wharekura o Manaia Te Kura Kaupapa Māori o Horouta Wananga Te Kura Kaupapa Māori o Mangàtuna TKKM O Ngā Mokopuna - Pöneke Te Kura Kaupapa Māori o Ngā Uri a Māui Te Kura Kaupapa Māori o Ruamata Te Kura Kaupapa Māori o Te Ara Hou Te Kura Kaupapa Māori o Te Waiu O Ngati Porou Tolaga Bay Area School & Kahukuranui Tomairangi Kohanga Reo Waikato Kindergarten Association Kirikiriroa Waikirikiri Kura, Gisborne.

Waikirikiri Reo Rua. Kaiti, Gisborne.

Those NOT currently teaching but who are qualified to do so gave the following reasons for this as: Answer Choices I was not able to secure a teaching position in Te Tairāwhiti I secured a teaching position outside of Te Tairāwhiti I had to secure employment so took up another job I took up employment in the education sector but it is in a role which is not my first and preferred choice I felt isolated and unsupported in the teaching position that I had so left I prefer to teach only in a total immersion environment and the positions in Te Tairawhiti are not available to me I have lost interest in teaching Maori medium education I have discovered a new career pathway which is more in keeping with my life goals Not applicable - I am teaching in Te Tairāwhiti Other (please specify)

Responses 3.75% 3 15.00% 12 1.25% 1 2.50% 1.25%

2 1

1.25% 1.25%

1 1

6.25% 67.50%

5 54 13 80

Answered

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Some of the specific comments given by those that answered ‘other’ noted: •

I work part time - mainly with the kura’s IT systems

•

I am working in the education sector as a professional learning facilitator

•

I do not live in Te Tairāwhiti because my family and I are not finished where we are

•

I retire at the end of the year

•

Kei wahi kē au mahi ana

•

Chose to relief teach this year so I had more time with my children before they all move away

•

I am working as a facilitator in MM (PLD)

•

I am a tumuaki and no positions are currently available for me to return home.

Of the (80) Survey respondents (28) are NOT currently teaching in TE TAIRĀWHITI.. With the (28), when posed the question if they would be interested in the opportunity to take up a teaching position in Te Tairawhiti: (17)

said

Yes

(11)

said

No

Turning now to the BARRIERS that Survey respondents encountered while they were studying for their Māori Medium Education qualifications (61) of the (80) Survey respondents gave provided extensive commentary. For the purpose of brevity we have grouped comments under key bolded categories:

Views of the Training/Education Provider:     

Not exciting enough. The design and delivery of the programme.

Education provider was otg (off the ground) at times.

Lack of Matauranga Maori from tutors.

My teaching qual is not MM. No MM option in Cantebury.

Some people didn’t recognise my tohu (graduate of Te Wananga o Raukawa)

Training Content Views   

Time management Different needs for different year levels Te Reo o te Marautanga Yes. There wasn't any KKM Te Aho Matua driven education qualifications, let alone Maori Medium when I trained Not enough time for quality development. Little enthusiasm and passion from the industry to create more dynamic and precise education strategies and outcomes to

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   

address the issue of delapidated state of reo in households and community. It was like a fight upstream to counter this An expectation that I had been teaching alongside all of my colleagues and new existing systems etc.

Resource Support Yes. I lacked prior knowledge for writing essays at university The only barriers that were encountered were that everything taught at wananga was no longer being used in Kura and was no longer a standard teaching practice. Times were upgrading and the institutions were not keeping up.

Had Limited or Restricted Access: 

At the time, there were no on campus courses available in Gisborne. As I was still young, I don’t think I had the underlying experience needed to be able to proficiently study as a kaiako through online courses so I had to move further away to gain my qualification.

Heoi, in hindsight this wasn’t necessarily a bad thing but it would’ve been much easier (whānau,financial wise etc) to be closer to home.  Distance and time away from home and young children. Also, course alignment and irrelevance of course content to teaching and assessment.  Many barriers, finances would be the main one.  Cost of the degree.  Financial difficulties.  The majority of our learning was via moodle (online), I would have preferred an ‘a kanohi’ setting however the Dip T is not offered in Gisborne so had to travel away for block courses.

General Teaching Comments   

Nothing we did prepared us for the world of teaching The program did not effectively prepare me for teaching.

Limited Teaching of and effective use of the New Zealand Curriculum Document and Assessment tools.

Views Relating to Te Reo me ona Tikanga  Language barrier. Maori medium classes were not always delivered in Maori.  Kāre ngā akoranga i te hāngai ki te whakaako, te ako i roto i te reo  Ko te reo pākeha te reo whakahāere, te reo matua ro kāraehe. 2. He iti rawa ngā rauemi reo māori/reo ake o Ngāti Porou. Nā tēnei raru, me whai wā ROA hei hanga ētahi kia hāngai ki ngā mahi ako. 3 Kāre he maha ngā wāhi āwhina ki te utu i ngā momo nama kia whakatutuki pai i te mahi ako Kaiako.  Yes, Maori expected to lead karakia and waiata etc. So tokenistic.  Pakeha systems clashing with Maori kaupapa Pakeha influence on Maori not enough Maori Kaiako  Ruarua noa iho nga rauemi, kei te pera tonu i enei ra. Kare he rauemi mo Te Reo Rangatira.  Inadequate teaching of te ao Māori  Disconnect with other Level 1 Te Reo speakers and Kaiako  Different dialects.

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

The mainstream curriculum, principal not wanting to implement Te Reo Maori within the classroom out of verbal agreement to other Total or bilingual schools in the area

Views relating to alternative pathways that led respondents to be in MME:   

  

Karekau toku tohu Maori engari he reo Maori toku. He tohu kohungahunga toku no the whare Wananga o Waikato.

Sorry I did not study for a Maori Medium Education qualification.

I completed my BA in Maori and did the one year Diploma for Primary Teaching at Massey University. At that time there was no equivalent one year study option to complete my teaching in Te Reo Maori.

I did not study in Maori Medium education but would like to eventually head down this path by improving my reo.

I did not study Maori Medium All of my study was English based. There was no reo Maori component whatsoever although there was a study on Te Tiriti. I sought programs to learn te reo for myself.

Of the (19) respondents that said that they hadn’t encountered any barriers while studying for their MME qualification some mentioned the following:    

I was strongly supported by my Te Kohanga Reo colleagues with regular Te Reo hui and Shared experiences.

Not while studying but once you complete degree and into an actual class there are things that we weren’t taught like how to do such as data collection etc.

Not really. Had great whanau support and studies extramurally however it was hard to get to Wananga in Otaki but worth it to network with kaiako from around the motu.

Quite the contrary. There were no barriers. It wasn't easy but it was exciting. I was fortunate enough to work with pakeke that were obsessed with MME and were the original architects of what we now call MME. For the Tairawhiti, this began with the establishment of Te Whanau Reo Maori at Waikirikiri School. It was a time of tremendous challenge to the existing paradigm and was exhilirating to be around and a part of. I want to be a part of transformation in the Tairawhiti that offers a similar experience for educators and learners alike.

Turning now to the professional learning and development opportunities that those within the sector have accessed (Question 16) the (80) noted:

Answer Choices Te Reo Māori (English medium) Te Reo Māori (Māori medium) Te Marautanga o Aotearoa Te Reo Matatini Pāngarau Pūtaiao

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Responses 21.25% 40.00% 31.25% 25.00% 27.50% 16.25%

17 32 25 20 22 13

Tumuaki and Kaikōtuitui Leadership Assessment Provisional Registered and Overseas Trained Teachers Gifted and Talented Special Education Needs Did not access any Professional Learning & Development opportunities Not applicable Other (please specify)

10.00% 7.50% 6.25% 12.50%

8 6 5 10

16.25% 18.75%

13 15 15 80

Answered Some commentary about this was provided by respondents:     

     



Taki Akina Not alot since the changes in PLD. No NCEA resources in Putaiao and Pangarau in Maori that I know of. Let alone Te Aho Matua PLD. Mana Enhancement Te Ipu Korero (na Te Ropu Haemata i whakahaere) Mehemea ka hiahia āwhina ki te whakatika, whakapakari ake au i a au, kua whai āwhina i te Tumuaki, ngā Kaiako Pakeke, he Kaimahi o to mātau Kura e matatau ana ki tāku i hiahia ai. Koina tā mātau huarahi whai āwhina.

Poutama Pounamu I am a PLD facilitator too for ECE in kaupapa Māori.eg te reo me ona tikanga, bi culturalism, Te Whatu Pōkeka etc NCEA assessment, Aratiatia (Ako Panuku), Ako Panuku Big Picture Schools, Korero-a-iwi, Karanga, Waiata, Moteatea, Haka Professional Development daily through the colleagues I teach with directly and whom share similar areas of interest, Mindlab, Reo Maori through Te Wananga o Aotearoa, Ako Panuku - various courses including raising Maori achievement, leadership, assessment, reo, Growth Coaching New Zealand are some.

Ako panuku

A specific question (Question 17) enquired into whether those within the sector were satisfied with the job related training made available:

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

Responses 7.50% 13.75% 28.75% 28.75% 15.00% 6.25% Answered

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6 11 23 23 12 5 80

Asked (Question 18) whether they thought that their organisation is dedicated to their Professional development: Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

Responses 2.50% 2.50% 18.75% 40.00% 32.50% 3.75% Answered

2 2 15 32 26 3 80

There were a set of questions that enquired into the extent to which those within the sector are generally happy about what they do. The following tables report on these.

Q:19 I am inspired to meet my goals at work.

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

Responses 1.25% 3.75% 10.00% 42.50% 40.00% 2.50% Answered

1 3 8 34 32 2 80

Q:20 I am determined to give my best effort at work each day.

Answer Choices Responses Strongly Disagree 3.75% 3 Disagree 1.25% 1 Neutral/Neither agree nor disagree 2.50% 2 Agree 36.25% 29 Strongly Agree 56.25% 45 Answered 80 Q:21 I get excited about going to work.

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree

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Responses 6.25% 0.00% 16.25% 41.25%

5 0 13 33

Strongly Agree Not applicable

36.25% 0.00% Answered

29 0 80

Q:22 I am satisfied that I have the opportunities to apply my talents and expertise in my role.

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree

Responses 3.75% 3 3.75% 3 13.75% 11 42.50% 34 36.25% 29 Answered 80

There were two questions posed on reporting on student progress and achievement.

Kura and schools are expected to provide a written report of student progress and achievement to whÄ nau at least twice a year. How often have you reported to whÄ nau this year?

Answer Choices Responses Once 12.50% 10 Done once and plan to do again before the end of the year 22.50% 18 Twice 17.50% 14 More than twice 31.25% 25 Have not yet, but plan to before the end of the year 3.75% 3 Not at all 12.50% 10 Answered 80 Commentary was provided on what has hindered or prevented those in the sector from reporting to whanau on student progress and achievement (Question 24):

Done once Whanau unavailable to korero for their own personal reasons. My lack of te reo Maori as I am still very much in the early stages of my reo journey. I rely heavily on the kaiako in my roopu to relay messages however I do not know whether that has been happening.

I report to the Ministry of Education We have two formal parent-teacher interviews and two written reports. We are currently getting to know the parent portal via our sms. WhÄ nau meetings once a month and many many informal updates. workload There is nothing that has prevented this. We have regular consultation meetings with our parents and our community.

Kei te pai haere awau

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Some parents are either too busy working late ie: Forestry and arrive home too late No hindrance, reports are made twice a year along with a Portfolio.

I am studying at this time and not at work.

Whānau access to technology and internet for communications and sharing learning experiences online.

Have reported This area is improving with time schedules and advice.

I have reported 4 times this year Written reports will be issued in week 3 of term 3. Student-Led conferencing is scheduled for week 4. A second written report will go out at the end of the year.

I have to report this year Technical know-how We report regularly to our whanau through Hui and online via Seesaw I was previously in a supervisory role in kohanga reo for 21 years. So it was a common necessity in my role to report to parents if not daily kanohi ki te kanohi it was through report writing and parent evenings Time management on parents behalf. Parents are time poor due to their work commitments I am not in a permanent position We have hui with whānau every term to discuss progress and goals Only been relief teaching Isolation Getting ALL parents in to school to see their childs growth.

Reports are due next term Time management This is not relevant in my tertiary teaching role.

Nothing one of my whānau homes is a known dealer home and therefore I couldn’t be sure I’d be safe to do a home visit.

Not part of my role We did, but in saying that, it was difficult this year as I am at a new kura, new expectations and personally I didn't think that I was well prepped enough to be able to TRULY report to my parents accurately, but that is my own fault really. I believe I could have done better...

Not working in the sector currently Lack of parent participation I report to whānau once a term.

Same 5 whānau members every month. 3 teachers, whānau member whos children left 4 years ago and a parent I’m currently on study leave.

Reporting was well accepted by whanau.

Whanau BOT attended hui at allocated time Not needed in my current role Nothing, we have a report at the end of term 2, parent-teacher interview a during term 1 and again in term 3. If a parent needs to be made aware of anything out of these times they are contacted personally.

Parents not being available, parents not knowing teacher talk etc etc Whanau not showing up to hui and parent-teacher conferences.

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I have reported once and will report again at the end of the year.

I always report on time As Iwi we posed a question at Question 25 that we are particularly interested in:

Q:25 I understand how my work can impact the goals and aspirations that my whānau, hapu and Iwi have for te reo me ona tikanga?

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree

Responses 6.25% 5 0.00% 0 10.00% 8 47.50% 38 36.25% 29 Answered 80

We enquired into the knowledge and skills that those in the sector may need further support with:

Q:26 What knowledge and skills do you need further support in to support you in your role?

Human Resources Learning never stops. I think its important that kaiako continue to upskill however for myself fun learning resources for ages 0-5 that prompt kaiako with kupu that are relevant in a Maori ece setting and home and are repetitive.

PD for digital curriculum. Best practices in IT for Maori Medium Te Korowai o te Kohanga Reo Te Aho Matua PLD Te Reo o Ngāti Pōrou me ōna tikanga PLD. Pūtaiao and Pāngarau PLD Te Reo Maori There is always a need for PD in all areas to better myself as an educator. well I have changed the whole outlook at our school from very Pakehafied to Having our school blessed by Ringatu Ministers. Employed Maori staff who have started Morning Karakia, Introductory Te Reo and Kapa Haka lessons Kura Reo wananga How to successfully teach Te Reo Māori as a second language Whakapiki toku reo.

I am currently studying to acquire knowledge and skills.

Te reo me ona tikanga Pangarau and putaiao Te Reo Māori / tikanga kawa/ Reo Māori and Māori pedagogies development and resourcing.

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As a BT, ongoing feedback on my practice as well as any tips&tricks on how to get things done easier and more efficiently PLD in Assessment, and creative ideas to implement exciting learning opportunities and programs.

Tāutu me ako ki te whakamahi i ētahi pūmanawa rorohiko hei āwhina ki te waihanga rauemi ki te whakaako tamariki.Whai māramatanga ki ngā momo mate ā hinengaro, ā wairua, ā tīnana o ētahi o ā tātau tamariki mokopuna. Pēnei i te Autism, ADHD. Tāutu me te whakamahi rautaki kia whakapakari ake i te tūhonotanga o ngā whanau ki te Kura, kia matua mōhio ngā tīpuna me ngā mātua, no rātau te Kura, he MANA o rātau i roto i te whakahāeretanga o te Kura.

Grow my reo 1. Te Kura o Manutuke has applied to the MOE for a change in status, so preparing for that which includes the design and implementation of a curriculum specific to our kura. conversational reo or formal reo pd opporutunities Pūtaiao - marautanga - pāngarau - reo matatini- rauemi Māori Technical and pedagogical expertise and a range of experiences with a range of educational contexts. This would provide a sound informed base with which to develop my own teaching practice I would like to be a support person for others edpecially in the ece sector PLD, I need to keep growing professionally IT literacy Set up a strong network To upgrade my reo.

More leadership mentoring, tumuaki mentoring Whakapiki i te reo. Te Whariki. Te Korowai. Child development More learning opportunities outside of the classroom in Te Reo would be fantastic especially at wharekura level Professional development in project learning at NCEA levels Stronger leadership Matauranga Maori, local resources, local initiatives for our rangatahi, local historic pd, Te Reo Te reo Māori me ōna tikanga support.

Whakakaha I tōku reo Time... Time to learn, time to plan properly, time to teach and time for my colleagues to really understand the importance of building relationships with their Maaori students (well ALL students, but particularly with Maaori students and their whaanau)... TIME...

Inquiry and research into other models of teaching and learning Local knowledge and whanau support Whakatipu i roto i te Ao Māori, he wāhine hākinakina, ūpoko pakaru!

Would love to have regular reo wananga for all levels.

More te ao Māori PD High end Te Reo wānanga. Mahi/Kōrero ā Atua. Brain development, Traditional child rearing practices. Tuakiri wananga.

Always keep developing āhuatanga ako. Student workbooks like math and science have would be good.

NCEA Te Reo Rangatira, learning anguage as a second language, toast master course etc

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Continued PLD for Te Reo o te kaiako!

Mita o te reo.

Whanau consultation time with whanau to raise the immersion level at our school More pld in all curriculum areas as a tertiary provider of students that are wanting to become teachers in the future. Keeping up to date with what is happening in the education world I have decided to study towards a specialised degree and so anything to do with pūtaiao, especially pūtaiao i roto i te reo would be awesome.

I need to be able to converse in Te Reo confidently and be supported by those around me Further PD in NCEA.PD in PE - Health - Hauora.

Technical and IT When asked if those within the sector had any other comments to share there was broad, rich and varied insights:

Taki Akina te Reo. Kia kaha tatou ki te korero Maori, ki te ako i te reo Maori hoki hei hapahapai i nga peka a-Maori ki a ratou e hiahiatia ana.

See above for kaiako KKM. Te Aho Matua qualification for Teacher training in Ngati Pōrou.

Nga manaakitanga Interested to supporting innovative practices in Tairāwhiti Māori Medium including entrepreneurship, digital fluency and global connectedness in a way which reflects and utilises our uniqueness as Māori and peoples of Te Tairāwhiti.

He nui ngā wero kei mua i a tātau kia ora ai te repo me ōna tikanga, kia ora hoki tātau i roto i te ao hou Nga mihi nui mo tēnei Kaupapa. Mā tenei āhuatanga ka puta ngā punua Kaiako ki te whakaako ngā tāonga mo apōpō, ā, ko te tikanga ka tipu, ka rea ā tātau tamariki mokopuna ki tā te hiahia o te whanau, hapu, iwi, whenua, ao.

E tika ana me titiro ki te hunga na ratou i para te huarahi kia tae mai ai matou ki tenei wa. Me taku mohio hoki kaore nei te nuinga o nga rangatahi whakaako i te rongo i te tautoko kia eke ta ratou mahi ki te taumata. Ehara i konei taua ahuatanga. I refuse to believe no konei taua ahuatanga not instilling passion through young teachers to passionately teach our children.

No ao ke tena ahuatanga ahakoa kei konei e tangata whenua haere ana. Anei te wero ki taku reanga. Ma te upoko pakaru ki te mahi ki te whai oranga ka ea a tatou wawata. Tini whetu ki te rangi tini wawata ki te whenua.

In the 70's and early 80's a swell to te Reo Māori took place then stagnated. I am pleased to see this taking off again. My experience tells me that tis is the most successful way of improving Māori success.

Kia kaha te Tairawhiti. Been away so long but still very passionate about home, histories te reo etc. would love to be involved in any home projects. Ngā mihi ki a koutou katoa.

Look forward to hui Nga mihi ki a koutou e arahi ana i tenei kaupapa i roto i te rohe nei.

We need more wharekura kaiako in this rohe Mauriora! Look forward to seeing the körero from this :) Thank you for the opportunity to be part of this

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Not sure if the survey was appropriate for me to take as I am not in the akomanga anymore but want to encourage other kaiako to take the survey so needed to know what was involved. Awesome to know this work is going on.

Good luck with developing the MME Strategy and I look forward to being a part of the transformation in the Tairawhiti.

Just keen to learn as much as possible around Te Reo, Tikanga Maori, Kaupapa Maori and whakapapa o Te Tairawhiti me Aotearoa for the benefit of our children and also as it is something myself and our team enjoy learning about and sharing too.

Māori teaching and Pākehā systems dont fit. It’s too limiting. Creating Māori pedagogical practices would be a great advancement.

Ministry needs to talk to each other and talk with teachers at ground level - supporting resources, assessment resources for new NCEA Standards I see gains and benefits for all educators to be offered a 1 year term on full scholarship to upskill, perhaps every 5-10 years. (It would be great if this was made compulsory for all educators too)!

Very interested.

More funding at a hapu Level to develop our hapu reo strategy.Wananga time with the kura so we collaborate to put our vision in to practice That we need more PLD delivered in te reo Māori ahakoa te kaupapa. Instead we are having to go to mainstream training and then interpret it how we find fit Currently working full time at a mainstream school and studying partime for my BA in Te Reo (Te Paritutanga) which can be at times daunting and exhausting, I think we need to have better initiatives set up in Te Tairawhiti to help with the workload -why do courses have to have so many different elements to make up a paper when all we want to do is learn how to korero.

Studying Towards a Māori Medium Qualification There was a small group of (7) that completed this part of the Survey.

Q:28 At what learning or training institution are you currently enrolled at where you expect to receive your teaching qualifications?

Te Kohanga Reo National Trust.

Te Wānanga o Raukawa Te Wānanga O Raukawa University of Auckland Te Wananga o Raukawa Te Wananga o Tāmaki (University of Auckland) Te Rito Maioha Early Childhood Q:29 At what stage in your study are you (Tick one box)?

Answer Choices Responses

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I am in my first year of full time study I am in my second year of full time study I am in my third year of full time study I am studying part time and extra murally Other (please specify)

42.86% 42.86% 0.00% 14.29%

3 3 0 1 1 7

Answered Q:30 I know I will have a teaching position in M훮ori medium education when I return to Te Tair훮whiti.

Answer Choices Responses Strongly Disagree 0.00% Disagree 14.29% Neutral/Neither agree nor disagree 28.57% Agree 28.57% Strongly Agree 28.57% Not applicable 0.00% Answered

0 1 2 2 2 0 7

Q:31 I am anxious about my job prospects with securing a teaching position in Te Tair훮whiti.

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

Responses 0.00% 14.29% 57.14% 0.00% 28.57% 0.00% Answered

Q:32 When I complete my study I will teach wherever there is a position available including looking outside of Te Tair훮whiti.

Answer Choices Strongly Disagree Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

Responses 14.29% 28.57% 14.29% 14.29% 28.57% 0.00% Answered

1 2 1 1 2 0 7

Q:33 I am keen to be mentored and supported into whatever teaching position I take up.

Answer Choices Strongly Disagree

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Responses 0.00%

0

0 1 4 0 2 0 7

Disagree Neutral/Neither agree nor disagree Agree Strongly Agree Not applicable

0.00% 0.00% 42.86% 57.14% 0.00% Answered

0 0 3 4 0 7

Those studying towards a career teaching in Māori medium education offered the following advice to fellow students of MME that they wanted to share (Question 34):       

Your passion for your reo will guide you and the strong support for your whanau will give you strength. Don’t be afraid to ask for help.

To do it specially if you are male as kids these days need positive young role models that have a passion and a drive to put the children first no matter what.

Mainstream needs Maori Medium Educators too.

Arohahitia I nga taha e rua – te kounga o te reo Maori ano hoki.

I want Te Reo Maori to be normal in everyday conversation, weather it’s inside the class room or outside. It’s our language and it needs be treated as a treasure.

He kaupapa pai tēnei ki te whakahihiri i ō mātou tamariki ki te whai i te huarahi mātauranga kia tutuki, kia whai hua i ngā wāheke.

To prosper our Te Reo Maori language and share to all those who want to learn.

On the subject of whether they had encountered any barriers (Question 35) they commented:      

Managing your time to study and sticking to it and, for me, having the equipment helps. ie: laptop, internet to research.

Getting my head around planning and tif folders Not being of the right iwi/hapu Te nui rawa o te utu ki te noho kei Tāmaki. He uaua te mahi tā te ākonga, tā te Māmā hoki i taua wā tonu.

Yes the barriers I have encountered is not knowing enough reo, to get my point across without referring back to English Mostly time management and whanau commitments.

Comments were provided on the support that students of MME had while studying (Question 36) which they had found helpful:  The support is great. Studying as a group, especially when you're on the same kaupapa.

Helps heaps.  No support other then teacher support  Te Wānanga O Raukawa, Family  TeachNZ karahipi/scholarship. Ngā kaiāwhina me ngā pouako i te whare wānanga.  The support has been through elders and students who have the Reo  The TeachNZ ‘Career Changer’ scholarship Whānau and Friends  Currently working with Te Kohanga Reo and my mum.

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In Question 37 we invited commentary from students studying to tell us what features they would like to see included in a Tairāwhiti Māori Medium education course. Students noted:  As I replied in #20, making sure you have the right equipment right at the beginning and internet.  More Reo Maori  More field based focused work, interaction with Tamariki  He hōtaka rumakanga. E wātea ana ngā raukura ki te whai mahi i te huarahi rīroa, reo rua, rumaki anō hoki.  Learning more about how our tipuna survived without modern technology.  How to plan effective Daily Plans, Sequence Plans etc. Time Management  Adhere to Tairawhiti dialect / mita At Question 38 we left the opportunity open for survey respondents to comment on any other matters and two points were made:  

Wish you all the best with this journey. Hope it starts to fruit and continue.

Simplify the kupu of today as it’s really hard to understand kupu used today.

Those Interested & Passionate about Māori Medium Education There was a group of (44) that completed this part of the Survey.

On what people thought were the WEAKNESSES of a career in Māori medium education (Question 39) in Te Tairāwhiti people said:     

 

  

Lack of Maori resources There isn’t enough options for Maori Medium education here in Te Tairawhiti I believe the careers for teaching Maori medium education in Te Tairāwhiti is growing.

Lack of support from whanau of tamariki in Maori education and lack of enthusiastic Maori educators.

One weakness is the small amount of pay on offer for Maori medium education, as opposed to what can be on offer if using your reo skills in other industries, for example, the media industry, or government departments in the public sector. The reo is a fairly competitive skill in the job market these days, and if the educators are not incentivised enough, they will simply take their skills and apply them to another market.

Willing Participants Growing competition from other sectors/industries for te reo/tikanga skills - talent is not going into education careers. Lack of support and resourcing within the education system for MME. Not enough innovation happening in MME space (i.e. STEAM ed although issue across the education sector), financial literacy, entrepreneurship, civics education. MME needs to move away from being brown versions of mainstream schooling Professional development Kura whakapakari reo for kaiako across all levels of education We are not passionate about being maori Undervalued as a worker. Organisations not managed appropriately

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

  

   

    

As I am not a Maori medium educator I cannot speculate on any weaknesses, however as a once bilingual student (90s) my greatest challenge was not being able to understand the basics of English grammar. Which effectively lead to many hurdles to overcome, as I progressed forward. I would like to hope more emphasis is placed on this, and that both languages if taught together can be given the right amount of consistency, so that students who are learning one language are not left behind in the other.

Ticking the ministry of Ed boxes is a weakness because most of the time it doesn’t allow real space for the students to learn in multiple styles of learning Insufficient teaching positions in L1 and L2 The lack of resourcing and support in place for Maori medium education. For me there are not enough kura kaupapa in our rohe. The Puna in Gisborne has a waiting list which tells me that more puna are needed. I think we have kaiako capacity and capability but we do not have the high level support of Government and boards of trustees that are prepared to move to fully embracing Maori medium education.

From what I am aware there is only one Maori provider locally who is doing teaching degrees in Maori medium. Lack of teacher turn over and more can be done.

Curriculum and facility. Western pedagogy delivered in Māori medium There are no weaknesses, only gains and enlightenment.

Mehemea ka mahi koe ki ro kohanga iti noa iho te utu, nga tohu a te kohanga kare he mana waho i te kohanga. Kare ngà màtua e pirangi te whai i te reo ka mutu wa ràtou tamariki ka timata i te kura mainstream ke.

Not enough educators Balancing the reo with tikanga practices in mainstream schooling programme and teaching of real iwi histories Not enough kura kaupapa me nga wharekura Not enough good Māori medium resources Resources, structural support

On what people thought were the THREATS of a career in Māori medium education (Question 40) in Te Tairāwhiti people said:  Lack of qualified and passionate teachers at high school level  Limited resources, competition from mainstream views  It needs greater support from our council.  Lack of policies within kura and organisations.  If Māori medium education in Te Tairāwhiti is perceived as not being as successful as mainstream medium education, then children may be pulled out of the Māori medium sector, threatening the livelihood of an educator, and stunting the growth of the education provider. Educating the public on the positive benefits of Maori medium education is one way to combat this.  Access criteria  Government control and oppression of MME. Participation in MME is stagnant or declining - sustainability threats. Pay, competition for skills, lack of sector respect and support, poor policy and funding models (e.g. MITA), lack of cohesiveness across language revitalisation sector. Big technological disruption threats to education coming (both opportunities and threats)  Pay parity and overseas governmnets offering our teachers more money.  Career pathways that pakeha are creating

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

        

 

Potential to be seen as a scapegoat for all that ails Maori education. That is, the burden of retaining Te Reo Maori me ona tikanga rests on the minority of staff in kura, whereas the majority of Maori students attend mainstream schools Ministry of Education, the learning and teaching criteria is limited Change of government policies reducing /cutting MME budgets Losing skilled and experienced teachers and kaiako of our own Iwi to kura that are well resourced and who may not necessarily be advancing the exclusive aspirations of our Iwi Threats are having people relocate to a stronger economy and more opportunities Lack of knowledge Lack of quality reo and tikanga People's inability to see what a wonderful gift our language is and being able to pass that on to the future generations.

Ko ngà matua ano, kare ratou e pirangi te whai i te reo Māori, The loss of te REO, language and history The system and school curriculum of mainstream schools, expectations Government interventions irrespective of what party is in power. Maori should be able to teach Maori, and others who are interested, without intervention and with equal funding.

Too many good educators leaving the Tairāwhiti Financial, staff and workforce development

On what people thought were the STRENGTHS of a career in Māori medium education (Question 41) in Te Tairāwhiti people said:  Very passionate and go above and beyond what is expected  The support of our local iwi hapu whanau and friends is a huge strength for this pathway here in Te Tairāwhiti, being predominatly a Maori based community  Maori telling Maori stories from a Maori perspective  There is a growing passion to bring back important teachings in Tikanga Maori as well as its language. Also history of Te Reo is being taught in schools around Tairāwhiti now through heritage trails.  The chance to share and inspire learners  Development of people skills - Maori medium educators are typical well skilled in multiple areas - Working with Māori children and being a part of their continued growth would be a rewarding part of the job  Competent confident participants  By and large still holding true to our tikanga, reo, kawa, identity, values, whakapapa, stories etc. MME is a pillar institution of the Māori renaissance effort - many like me are direct beneficiaries of the MME system. World renown indigenous education model - yet NZ treats it like a second rate model. But timing is right for sector reform - now on to 2-3 generation of MME graduates - time to change it up and step out of the shadow of mainstream education.  Location, mentorship from local leaders in education. Small town, smaller schools perhaps??  Kia tu tangata tatou - "He tangata, he tangata"  Learn to be resilient and innovative in a poorly managed realm with inadequate resources  Normalising the Reo, encourage future generations to want to learn and speak our native language. We are in an age of multilingualism that can only be a strength.

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    

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Wananga, indigenous process, environment, whanau.

Teachers in MME especially L1 will always be passionate about the retention and reinvigoration of te reo Maori It can be hugely fulfilling and gratifying. It directly contributes to the aspirations of whanau, hapu & Iwi. An education that truly 'feeds' all parts and aspects of our children is an education that we must treasure and look after.

More Māori teachers will increase Te Reo me ona tikanga. Children learn more about their culture of who they are where they are from. A holistic approach will see better outcomes for our people Sense of identity - firm roots that are transmitted Knowing who you are and where you come from and where you are going. Our language is part of our DNA and should be celebrated in any way, shape or form.

Hauiti are lucky enough to have matatau speakers who sacrifice their precious time to support tauira across all areas of learning.

More educator's Promoting awareness and understanding of te reo and embracing tikanga practices in and out of classrooms will heal, grow and strengthen children and their families over time Nga iwi katoa o Te Tairāwhiti Whanau - Maori pedagogy is still there Iwi and collective strengths

On what people thought were the OPPORTUNITIES of a career in Māori medium education (Question 42) in Te Tairāwhiti people said:  We have a lot of very passionate people out there who are willing and able to share their knowledge  To inspire our Youth onto future pathways of higher learning , Maori Medium learning, to be a part of something that has the potential to do awesome things here in Te Tairāwhiti  Correcting our stories, strengthening our tamariki and broadening their perspectives  We have a few more total immersion Maori schools in Te Tairāwhiti that provides more opportunities for a career in Maori medium education.  I don't know what the opportunities are.  Education by Māori for Māori  Taking the old with the new. Too much of the focus is trying to get to par with mainstream according to a non-Māori version of what success looks like i.e. NCEA. Throw that strategy out. Need to ground our tamariki/rangatahi with strong cultural connection and identity, values, language etc. But need to design an education model that sets them up for success in the modern world - science, technology, arts, maths, engineering, business development, finance, civics education, design. More technologically enabled learning - connect our kids with the smartest people on the planet. Breed a generation of Maui entrepreneurs and innovators - who care deeply about their Māori people. That's the opportunity and role for MME  Collaboration of pathways for a child from Pre - school to wananga Leading iwi for a revised model of Kura reo - for adults  Being able to manage, develop and control our own assets

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Making a difference for NZ above and beyond what is happening at individual levels in schools I came from Australia my daughters high school offered Te Reo Maori classes, that right there proves how valuable an asset our language is.

Creating more awareness around respectful cultural ethics in Aotearoa and the world. policy-makers in Education re te reo, overseas travel promoting te reo Maori and Maori culture, kapa haka I see great opportunities for many of our skilled people to develop resources for our children and mokopuna that draw and extract from our history. We need more Maori medium educational institutions in Te Tairawhiti!

Your doing a STEPP / SWOT analysis :) There are many opportunities "hei ahi ka" . Translaters and news presenters Growth for our tamariki Growth for our people Rewarding working for own The opportunity to stand on your own marae and tell people who you are and how you relate to the whenua, marae and tipuna.

Leadership and learning and finding strategies to increase whanau participation Spreading te REO all over Aotearoa Sharing te reo me ona tikanga practices will give people a new understanding and respect for themselves and others Hanga etahi kura hou.

Design and development opportunities for Māori medium education Employment, diversity

At Question 43 we left the opportunity open for survey respondents interested and passionate about Māori Medium Education to comment on any other matters: 

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Ko te pai o te mahita kia whakawhitiwhiti i te reo tetahi mea whakahirahira māku. Ko tona pakari ki te whakahihiko i ngā moemoea a te tamaiti tetahi mea whakahirahira ki au. Pena he iti te utu mō te mahita, he āwangawanga nōku he iti hoki tā te mahita minamina kia pupuri tonu i tā rātou mahi, i tā rātou turanga, ā nāwai rā ka wehewehe.

He aha ia e whakapau kaha ai mo te kongakonga noa iho? Maku e kii atu, rapua tetahi ara e whakamomona ake ai ta rātou wāreti, mā tērā e rikarika ake te hiahia kia ū tonu ki te kaupapa.

Looking forward to the hui - hoping some progressive thinkers turn up.

Can you guys invite some other tertiary/training provider tutors around Te Tairawhiti, so that we can have that level represented in this awesome project. IF we did we would be looking at the whole picture of education with TRM, not only a primary and secondary, pea. The Iwi should also work with the MOE to support these initiatives When kura kaupapa started in the 70s the struggle was to establish a new type of school into a mainstream system. The enemy was the state. Now those schools are only an application away, the enemy is now ourselves, our apathy and our lack of understanding of how to manage ourselves into a much stronger position to make the best of the opportunities afforded by total immersion language learning.

May we continue to share our fullest of ourselves to create and nurture more healthy relationships and the existing relationships we have today with not only the people we engage with or land, earth, water, air , fire... all elements but most importantly the relationship we have with ourselves.

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My interest is in MME in regards to adult education. There are insufficient teachers to teach te reo to adult iwi members seeking te reo particularly from same tribe I feel very proud and humbled to be a part of a project where the Iwi of Te Tairawhiti are working collaboratively on something that can strengthen and foster our love and passion for te reo maori and its relevance for our children and mokopuna Māori medium education should be taken back to the marae. Children should be serviced wherever they can have the best educational experiences for their chosen pathways and should not be necessarily confined to one teaching institution. Widen their educational scope so they have plenty more options to choose from.

I was born in an era where Te Reo was not celebrated and in fact was not encouraged because you would not be able to get a 'decent job' if you spoke Maori. Such short sightedness of our Government of that time. Luckily things are a little better now with the resurgence of Te Reo, I wish there had been Kohanga when I was a baby.

Te reo me ona tikanga are a living breathing gift to be shared and passed on to keep all safe strong and well whether physically mentally or spiritually - it adds life to those who embrace it The way ahead for Maori is through Maori medium education. Statistics have shown that this is what's best for us. Mainstream education in the main has failed us.

With te reo Māori aspirations, Iwi posed a series of questions to all three groups that were surveyed to gauge their comments on “Iwi Reo Promotion, Preservation, Acquisition & Retention”. This part of the report considers these comments.

Question 44: Are you aware of any reo wananga, reo programmes and reo resources that your Iwi provides?

80.00% 60.00% 40.00%

Responses

20.00% 0.00% Yes

No

Don't know

Answer Choices

Responses 71.56% 19.27% 9.17%

Yes No Don't know Answered

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Question 45: Do you participate in any Iwi, hapu or Marae reo wananga/activities?

70.00% 60.00% 50.00% 40.00% Responses

30.00% 20.00% 10.00% 0.00% Yes

No

Answer Choices

Responses 66.06% 33.94% Answered

Yes No

72 37 109

Question 46; If you answered 'yes' to the previous question how regularly do you participate in any Iwi, hapu or Marae reo wananga/activities?

60.00% 50.00% 40.00% 30.00% Responses

20.00% 10.00% 0.00% All the time

Some of the time

Not at all

Answer Choices All the time Some of the time Not at all Other (please specify)

Responses 14.68% 55.96% 29.36% Answered

16 61 32 13 109

At Question 47 we enquired in the reo resource/support that survey respondents would like to see their Iwi provide to assist with the provision of MÄ ori medium education at their kura/kohanga reo/puna etc. and we received extensive feedback. More than (100) responses or more: 

Reo wananga for interested whanau

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History of Tipuna, purakau, waiata, pakiwaitara Easy access to information about our marae and our people Fun kemu for inside and outside. Learning all the things our tipuna did in their time, their pedagogies and weaving into our practice, so that it becomes normalized Unsure what options are. iPads or Chromebooks for every student Taki Akina He Rautaki Hapahapai i te Reo Maori Whakatauki, Kiwaha, Nga Tipuna, Whakapapa. te reo support In our school's case it would be prudent, a fantastic dream, for us to work together to build these provisions for a collected Iwi Strategic Curriculum.

Kaiako PLD in Te Reo o Ngāti Pōrou. Te Aho Matua PLD. Pāngarau and Pūtaiao PLD for NCEA in Māori.

More Te Ataarangi classes in Kaiti Putea More support for the teachers of Te Reo Maori Qualified people presenting their services I Roto I Te two. ie: sports co ordinators in Kohanga Reo. Wananga whaikorero, waiata , moteatea, haka, purakau, whakaari, ipapa, hangarau 2 hours a week a fluent te reo teacher could come into school for te reo on the same basis as religous instructions.

Run structured Te Reo Māori wānanga maybe 3 times a year. Run them for students, teachers and whānau local stories that our tamariki can relate to. access to our kaumatua stories. Maori literacy re reading and understanding our landscape More RTLB Workers.

Material of kiwaha and whakatauki Put some money up or resources in place to start a debate competition in te reo between the different education providers.

Local stories Land wars. Te Kooti, Whakarau etc. Mahi kai resources. People resources, having access to key people from all corners of Te Tairawhiti to share their expertise with our tamariki.

Artists, Weavers, Carvers, Orators, Writers etc Kupu waiata/moteatea/ haka. Korero hitori, korero I wanna I nga iwi o te kainga me Maniapoto Kura reo Resources in Ngāti Porou Reo including financial literacy resources and hangarau matihiko resources. PLD sessions which invite the whole community to attend to find new solutions to education.

More support around intergenerational language transmission. Hard because many of our pakeke are not fluent and many of the younger ones are reluctant to step into those kinds of "kaumatua" roles. Keep lobbying for compulsory te reo Maori years 0-10, with a long run way policy that gives the sector time to build capacity. More innovative thinking required here though, again technology can be our friend if we invest more in this space - e.g. gaming, ed-tech Whakarite wānanga reo mo ngā kaiako, tauira pakeke. Whakakao rauemi kōrero, tuhituhi,

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hītori, whakapapa Unsure at the moment as I am not currently teaching there.

Resources; books, relative themed posters, curriculum aligned resources and digital applications. A Coast wide organisation and co-ordination of Sports and Events, and support to develop programs within schools.

Unsure, we would have to have a hui Unsure, we would have to have a hui Grammatical layout of Te Reo Maori as in Taku Toku and all that To support other services provided by our Runanga Kura reo reo wananga, id rather do wananga in my own rohe then travel away.

Te Reo classes for parents who do not speak Maori or have very little understanding of Te Reo Maori but have enrolled their tamariki in Te Whanau Reo Maori o Manutuke.

This could be extended to parents of preschoolers as well. just a better presence and opportunities that working whanau can access Management training! Suitable review systems (ERO is useless), Governance training Te reo ake o NP More reo Māori resources Rauemi whakaako, Puna rauemi, Rautaki rauemi, Rautaki kaiako rangatahi mo Ngāti Porou, mahi tuhonohono ki nga marae, wananga whakamohiohio kaiako rangatahi.

Local knowledge Te reo o ngati porou teaching or studying outside Te Tairawhiti kia pupuri to tatou reo o te kainga Unsure, I cannot make much marae events due to work commitments. I can only make marae hui when well planned Positive opportunities to nurture the biggest potential of each individual we work with support for tutors for weekly evening classes for parents and whanau, Te Ataarangi classes for all levels, bring classes to the iwi, hold more reo wananga I work in a different rohe so iwi specific may not apply fully - but I think they would be hugely beneficial for Te Tairāwhiti and kaiako/whānau outside of the Tairāwhiti Te Reo me ona tikanga Degree programmes.

Resources pertaining to our iwi Waiata recordings and explainations Stories of our iwi, our tipuna Maps of our lands with ingoa tuturu Marae books with names, photos and stories etc of tipuna , whakairo etc Our own kura ā-Iwi Korero hitori- wahi tapu, purakau, korero mo te taiao i te reo mo nga reanga katoa o te kura me nga wheako e whakatinatina ana i nga korero kia ora ai nga korero me nga tikanga i roto i nga tamariki mokopuna. Ehara i te mea me whakaputaina he rauemi reo engari kia whakarite ahuatanga e tautoko ana i nga akoranga. Hei tauira: the horouta walk run by uncle jody, daminn and paora was so awesome. An interactive approach to history korero with a walk along the water - miharo Tautokohia te whānau, ngā mātua kia whakapakari te reo Māori i te kāinga.

Provide local knowledge and stories run wananga with our kaiako to teach these as we don't have many kaiako from rongowhakaata

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I would like to see our Katanga reo e.g Derek Lardelli having a Maori leadership school to grow leaders out of our whanau hapu iwi More kiriata, pukapuka about local Iwi stories Reo a iwi online Pukapuka Rauemi / Ngohe Te Reo classes for beginners Nga tangata hei whakakaha i te reo ake o Ngatiporou ki roto i te kura me te hapori hoki.

Kura reo Online support Digital learning Ko ngā kōrero tuku iho mō te takiwā/hapū/iwi. Kia māmā te nanao atu me te whakamahi.

Kura reo Wānanga tikanga/hītori/whakapapa Wānanga ahau whenua Resources that tell the stories of the iwi at all levels We are fortunate enough to have well educated mentors within our Iwi, so the language is encouraged at all times. But I would like to break out of my own shyness to be able to korero a lot more. digital rauemi human resource hangahanga A teacher of Te Reo Maori Kīwaha whakataukī whakatauākī kupu whakarite karakia o te kāinga nga korero tukuiho nga rawa hei whakapakari te reo o nga whanau me nga kaiako age appropriate wananga all over the Tairawhiti where kids can see, hear, feel, explore their turangawaewae, and that of others.

More books, games, apps, resources Rauemi e kawe ake i te reo-a-iwi. A tuhi, a oro, a matihiko, aha ake rā, aha ake rā Anything that would make my previous answer a possibility. Also, would love to be able to learn about all of the Tairawhiti Iwi aspirations for tamariki as the tamariki within our kura are from all over - we have started visiting different Tairawahiti marae this year and we are all loving the connections formed - developing a greater appreciation for our home. We hope to keep buidling on this for terms 3 and 4 and moving into 2019 too.

One of our main goals for this year and beyond is to get our tamariki to visit each maunga, awa, marae etc and get our whanau to help share in the knowledge from each area - having wananga with the tohunga from each area run sessions with kaiako would be amazing too. On a recent trip to Muriwai we had uncle Nuna Wyllie and Matua Tapunga come and share their knowledge with the tamariki and kaiako and this was invaluable. Engaging learning for everyone and we are also loving the opportunity to work with Te Runanga o Turanganui a Kiwa as well and have Koka Te Aroha and Matua Wiremu in every Monday avo to work with twenty target group students. Would love to attend regular wananga with different guest speakers from each of the main areas of Te Tairawhiti then we could further share that knowledge with our tamariki and their whanau who do not have access.

Wananga Mahi/Kōrero ā Atua, Māramataka Kaupapa Taiao Māori pedagogical practices. Reo Māori workbooks (like science and math) Not the iwi they're pòhara as it is We need someone to sort through our archives, recordings, footage of our pakeke to makes resources for all our kura Taki akina, Puaki te reo i te kainga, Hapai i te reo.

More expertise visit schools.

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Localised resources to support and share local stories Reo o te kainga, stronger input in to the curriculum, access to kaikorero, storytellers, marae based ako etc. Kaumatua and whanau input at all levels of the kura from classroom to management.

Extra Kaiarahi I te Reo, kaiawhina hoki.

Reo classes and chances for students to participate. In Gisborne and in Uawa. Make it relevant to kura etc More reo resorces that pertain to our iwi Too many to post up Make it known to the everyone when there are wananga not to the collective. Make the purakau and kōrero ō nehe available to everyone.

Costs are way to high-some type of financial assistance without a huge loan Course tailored to course content, safe and appropriate spaces to work,warm,clean and made available all the time Anything is better then nothing Development of resources to use based on local stories. (Digital and hardcopies) I am not sure what is needed there as i work in another area.

Resource - collecting hisories stories of local iwi areas - documenting - publishing I don't know Assist more tamariki to be teachers in Te Tairawhiti by creating teaching courses in Maori medium Te Tairawhiti run by Te Tairawhiti so they don't have to leave home.

Rauemi that pertain to the hitori of our iwi is always useful in mahi whakaako Reo Wānanga, Reid Maori classes for parents/caregivers Any language resources would be good Reo ā-iwi classes that i’m able to attend as i’ve missed due to clashes Range of Hangarau Matahiko rauemi, people rauemi and any other rauemi illustrating, supporting hītori, kōrero etc of the hapū and iwi of the tamariki of the kura Putea

Finally at Question 48 we invited survey respondents to openly share their comments about Iwi reo promotion, preservation, acquisition and retention. They had mentioned the following: 

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Ngati Porou vocabulary, the use and annunciation of these words and phrases. Wananga that support teachers so that the correct phrases are communicated to up and coming students.

Insufficient time to do this question justice.

This is so critically important for our kura, to be involved in the design, and implementation - and to have Te Iwi Reo promotion, preservation, acquisition and retention as a compulsory requirement or standard, in our school's Curriculum within our School's Designated Character Status!

Te Aho Matua PLD for Kaiako KKM. Te Reo o Ngāti Pōrou for Kaiako KKM in Ngāti Pōrou.

Language classes e.g Te Ataarangi for parents of tamariki at KKM. Kōrero Māori i ngā wā katoa, i ngā wāhi katoa.

Kia kaha Tony. Ahakoa e uaua te mahi, e ae kii toku tino uncle Eria..."Ma Te wa".

We need a campaign to encourage and support and inspire our men and women in our papori the values and concepts of Te Ao Māori in addition to language acquisition,

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language revitalisation and tikanga such as identifying what does manaakitanga, tiekitanga, wairuatanga,rangatiratanga, whanaungatanga ,kotahitanga look like, sound like, feel like, taste like. Our whanau are turned off by a lot of waha and no kaha. Scared to fail and make a mistake especially around teaching and learning of the Reo. In mainstream having networks that are willing to come and share all this with the children especially if we know that the Principal is of a diffent ethnicity to Maori.

Sometimes they are lacking because we have Board members that accept what they are told.We shoud have a Maori medium manager that goes thru all the schools to check and update and give their recommendations similar to ERO. There are currently some exciting initiatives happening within Mahaki re wananga but I feel there is still some disconnect why our whanau are still not engaging of what is being offered.....my question is why? and what else can we do?

Would be good if heritage trails can be considered as part of the curriculum for Te Aitanga Mahaki.

Lets make it accessible.

Online As innovators and entrepreneurs, we can develop our own solutions and approaches to education. Developing a community database of persons to draw on with particular skill sets could be a starting place. Considering appraoches offered by te ao hurihuri including technology, global connectedness with other indigenous persons and innovation while maintaining our identity as Te Tairāwhiti Māori are some of my aspirations to Iwi reo promotion, preservation, acquisition and retention.

Kia kaha ra e te iwi - iwi have a big job to play in this space. Keep building whānau capacity and champions. Don't be too hard on ourselves that it isn't perfect all the time, but keep striving to make it better. Personally think we need to be open and sharing with our language and culture for it to survive and thrive - he reo no tenei whenua, he reo mo te katoa.

Me whakatū he rōpū, koia nei te kawenga kia whakaaturia te wāriu.

Kia whai whakaaro rautaki ki te whakapakari ake i te reo i roto i ngā kāinga.

I like to look at hapu level too. Very minimal communication if at all of what is available through Iwi organisation. Very minimal communication if at all of what is available through Iwi organisation Those of us who were active in this in the 70s had to do the hard yards and sacrifice and strive to pioneer Te Reo Maori language immersion in the state system. Its a new ball game today whereby everything is handed out on a plate. This creates a sense of entitlement, and a lesser indication of value. Today's parents should be alarmed that they are not getting value for money where their child's education is concerned. But they haven't got a clue. After 40 years of immersion education and tens of millions of dollars how can it be that there are statistically less fluent Te Reo Maori speakers? It ain't working.

Kia nui ake te whakatairanga o ngā wānanga whakapakari, whakawhanake mātauranga mā te reo I do enjoy hearing the dialect of the rohe, and hope this does not change. It is an appropriate way of identifying which iwi a person affiliates to.

Target the young. Fun, appealing, relevant, cool resources are key. Little focus on gathering data. Maximum focus on passionate and enthusiastic output. Give young

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teachers the reigns to implement effective change with guidance I hope to see NZ become truly bilingual but not a bastardised form of English or Māori Ahakoa kei wāhi kē au e mahi ana, ko taku manawa ko taku iwi, ko Ngati porou. Nō reira ko taku hiahia kia whanui atu nga rauemi o Te Tairawhiti ki a tatou e noho ki rohe kē.

Mauri ora ki a koutou!

Provide more of everything, increased efforts to preserve our reo Would love to see more promotion of wānanga or how we can contribute to such kaupapa - I live outside of the Te Tairāwhiti but would still like to participate or contribute.

Healthy eating, healthy living, Healthy Whānau. Whānau Ora I've found that fun activities for beginning learners promotes better acquisition and retention of Te Reo Maori Whakatongia nga pumanawa tangata ki roto i nga tamariki. Long term sustainable investment with direct benefits for the iwi. Thats where the future is, in the tamariki so looking after them, their talents, their interests and their families should be paramount to iwi health and wellbeing We need to be vigilant and steadfast in our plans moving forward A more mainstream promotion of wananga. Dont get the panui till its too late....

Uru mai ki roto i te kura ki te awhi ki te tautoko i nga kaiako kia pakari te reo me nga tikanga ki roto i te kura.

Keen to see the strat plan and how those of us outside the takiwā can contribute and benefit. Also look at how we can use tech to aid in hooking in our whānau.

Kia kaha raa whaanau!!! You have a HUGE job ahead - kia kaha ki te uu ki te kaupapa me whakanui too taatou reo me oona tikanga... Me whakauu kei roto i ngaa ngakau o taatou tamariki - me te ao katoa...

Anything that can be done to encourage Te Reo to be spoken, appreciated and valued should be done. ka nui tena mo tenei wa. Kia kaha koutou.

Keen to do whatever we can at our kura to help facilitate this. Awesome!

More Te Reo kiriata that a relevant to our tamariki and relevant to kaupapa taiao, kōrero atua/tipuna All parents sending their tamariki to Māori immersion must be learning and speaking reo at home too. Language strategy must be community wide. Everyone needs to be on the same page.

School has become the place responsible for teaching our children te reo. We need an iwi strategy Need more local signage, funding to support that Me mahi More promotion on social media. More inviting.

Make the kaupapa inviting to all. I always find that only the elite are invited or those who have a connection to these people and or whānau.

To retain those of us who learnt he reo and want to teach the reo to children,there need to be incentives to teach here on the coast, there’s no jobs made available, no housing,the wages need to reflect the time you have spent learning and teaching, there’s many barriers to teaching in the coast

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Learning te reo and tikanga in a practical setting of everyday things alongside iwi through wananga and incorporating art from the natural world into these teachings are beneficial for the preservation and retention of them among our people far and wide We need to teach the language of our Marae all our Marae have a language that is specific to that particular Marae we will lose that language if we do not gather it up and put it in a language package I missed the wananga Ngai Tamanuhiri ran, I wish I had understood the value in the wananga I know now!

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