The Principals (Aotearoa | New Zealand)

Episode 15: Recruiting and retaining kaiako and kaimahi

A crucial part of being a tumuaki is recruiting teachers and support staff and setting them up for their role in your school, and that's what we're talking about today. In this episode, we cover the recruitment process, your options for recruitment during a teacher shortage, incentive schemes, and helping them settle in.
 
My guests are:
Maynard Scott, National Employment Relations Advisor Te Whakarōputanga Kaitiaki Kura o Aotearoa - NZSBA
Kate Gainsford, tumuaki of Aotea College in Wellington and Chair of Secondary Principals’ Council
Merlin Callister, Workforce Supply & Leadership, MOE
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Who has the power to appoint staff in a school
Steps in the recruitment process
What you are and aren’t allowed to do in the recruitment process
Different kinds of employment agreements
The global teacher shortage and what it can mean for a school
Recruiting from overseas
Incentive programmes for teachers
Helping new staff settle in
Advice for recruiting and retaining staff.
 
Additional information
Workforce Initiative Searcher for Principals https://workforce.education.govt.nz/principals-and-schools/initiatives-schools-and-kura/workforce-initiative-searcher-principals
 
Questions
1:08 [ Maynard] Can you tell me who in a school is responsible for the recruitment of teachers and support staff? 
2:34 [Maynard] What are the steps in the recruitment process?
3:33 [Maynard] What are and aren't you allowed to do in that recruitment process? 
5:30 [Maynard] Once you've made the offer and the role has been accepted, tell me about the kinds of agreements or contracts that kaiako and kaimahi might be employed under.
6:59 [Kate] There's been a chronic shortage of teachers in recent years in New Zealand. What do you think has contributed to this situation?
7:54 [Kate] What's your experience of this in your own school? Have you had issues with recruitment yourself?
9:58 [Kate] Do you have similar challenges with recruiting support staff?
10:36 [Kate] Do you often look overseas for teachers, or what other options do you look at if you can't find people within New Zealand?
12:06 [Kate and Merlin] How can a new tumuaki find out about recruiting from overseas?
13:55 [Merlin] What different incentive programmes does the Ministry run for teachers?
16:41 [All] There was talk a while back about using LATS - people with limited authority to teach. Can you tell me a bit about what they are?
18:06 [All] What advice would you give new tumuaki about recruiting kaiako and kaimahi?
26:18 [Kate] When a new teacher does start your school, what kinds of things do you do to induct them into the school and teach them the way things work?
27:36 [All] What can tumuaki do to retain kaiako and kaimahi?

Episode 14: Behaviour management

In this episode we discuss the importance of consistency of approach when managing behaviour. We also cover behaviour management frameworks, and what you should and shouldn't do when dealing with serious incidents.
 
My guests are:
Vaughan Couillault, President NZ Secondary Principals Assn, Papatoetoe High School
Leanne Otene, President New Zealand Principals Federation, Manaia View School
Gretchen Stone, education lawyer
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Building a culture in your school that promotes good behaviour, including knowing the tamariki in your kura, and getting out in front of things before they happen.
Behaviour management plans and their importance.
Importance of consistency of approach but not consistency of consequence.
Making sure the act of applying a consequence for behaviour is done with the whānau and the child, not done to them.
Dealing with a serious incident – during and after.
Processes for statutory options like suspensions, stand downs and exclusions.
Kiwi suspensions – where they came from, why you can’t use them.
What can happen if a tumuaki doesn’t follow the correct process.
Behaviour management frameworks.
More substantial behaviour management supports that can be accessed through Ministry of Education.
 
Additional information
PB4L https://pb4l.tki.org.nz
Huakina Mai https://pb4l.tki.org.nz/Kaupapa-Maori-Huakina-Mai
Behaviour support (Ministry of Education)
https://www.education.govt.nz/school/student-support/special-education/behaviour-services-to-help-schools-and-students/behaviour-services-and-support/behaviour-support-information-for-teachers-and-schools/
 
Questions
00:54 [Leanne and Vaughan] When you first start hearing concerns about a student's behaviour, what do you do as tumuaki?
3:28 [Leanne and Vaughan] Most schools have a plan around behaviour management, is that one of the key things for a new tumuaki to get their head around?
7:01 [Leanne and Vaughan] What process should a tumuaki follow after a serious incident?
10:31 [Gretchen] The aim is to keep everyone in school as much as possible, but sometimes that becomes quite difficult. What’s the process for using stand downs, suspensions, exclusions and expulsions?
12:52 [Gretchen] In the legislation episode you mentioned the ‘Kiwi suspension’. Can you just remind us what that is and why you shouldn't do it?
14:33 [Gretchen] What could happen if a tumuaki doesn't follow proper process?
15:46 [Leanne and Vaughan] Tell me about available behaviour management programmes/frameworks. 
19:24 [All] Where can tumuaki go for guidance if they do have to do stand downs, suspensions, exclusions or expulsions?
23:58 [All] Anything else you want to add that we haven’t covered?

Episode 13: Managing difficult students and difficult parents

A 2024 ERO report put the spotlight on rising levels of violence and disruption in schools. It’s a trend being seen around the world, and it’s become worse in New Zealand in the last couple of years. Most people stepping into the tumuaki role will have seen poor behaviour in their own classrooms, but what powers do tumuaki have that teachers don’t, and what can tumuaki do to try to mitigate bad behaviour in their schools?
 
My guests this week are:
Vaughan Couillault, President NZ Secondary Principals Assn, Papatoetoe High School
Leanne Otene, President New Zealand Principals Federation, Manaia View School
Gretchen Stone, education lawyer
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Increasing acuteness of behaviour, especially in very young children; increasing levels of defiance in older children that is reflected in some parents.
Building a good relationship with parents as a preventative measure to deal with possible future issues.
Gretchen has traditionally run sessions on things like managing difficult students and difficult teachers, and has now added sessions on dealing with difficult parents because this has become an issue for principals.
The impact of covid lockdowns on student behaviour.
What tumuaki can do when it comes to managing student behaviour.
Stand-down and suspension guidelines.
Difficult parents vs very difficult parents, and the different ways you can deal with them.
 
Additional information
New Zealand Principals Federation https://nzpf.ac.nz
Secondary Principals Association of New Zealand https://www.spanz.school.nz
ERO report – Time to Focus: Behaviour in our Classrooms https://evidence.ero.govt.nz/documents/time-to-focus-behaviour-in-our-classrooms-summary
Stand-downs, suspensions, exclusions and expulsions guidelines https://www.education.govt.nz/school/managing-and-supporting-students/student-behaviour-help-and-guidance/stand-downs-suspensions-exclusions-and-expulsions-guidelines/
 
Questions
Eleisha 1:42 [Vaughan and Leanne] Were either of you surprised by the findings of that report earlier this year around behaviour in schools?
Eleisha 4:33 [Vaughan and Leanne] What kinds of behaviour have you each seen in your kura that has surprised you in the last few years? 
Eleisha 7:35 [All] Do you think parent disengagement is contributing to that behaviour, or do you think there are other reasons why it's become increasingly bad over the last few years?
Eleisha 9:43 [Vaughan and Leanne] Do you think Covid has contributed to it in a big way? Or do you think that it's been snowballing over the last few years?
Eleisha 12:00 [Gretchen] People stepping into the tumuaki role have been teachers themselves so they will have seen poor behaviour in their own classrooms. But what powers do tumuaki have that teachers don't?
Eleisha 13:06 [All] What’s the best way for new tumuaki to get their heads around rules around stand down, suspension, exclusion and expulsion rules and regulations?
Eleisha 17:32 [Gretchen] What advice do you give in your sessions for new tumuaki about dealing with parents? 

Episode 12: EOTC lessons learned

Today we’re continuing to talk about the health and safety responsibilities of tumuaki for people at your school. Today we're focusing on education outside the classroom – EOTC – more about the planning that's required, the risks, and what can happen when things go wrong. We’ll hear from Murray Burton, principal of Elim Christian College at the time of the 2008 Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip.
 
My guests this week are:
Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in Auckland
Fiona McDonald, Chief Executive of Education Outdoors New Zealand
Murray Burton, principal of Elim Christian College in Auckland.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
The three tiers of EOTC planning – all about the EOTC guidelines, EOTC safety management plans, and the toolkit of EOTC forms which support the approval process (links below)
Risk mitigation – what to think about before any outing
The Mangatepopo canyoning tragedy, in which six students and a teacher lost their lives on a school trip, and what happened in the aftermath for tumuaki Murray Burton
Handling the media after a tragedy
Inherent risk in any school trips, and the importance of communicating risk – and the mitigations you’re putting in place - to parents
Lessons learned.
 
Additional information
EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines
EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/
 
Questions
1:00 [to Fiona] In the last episode, you talked about the checklists for schools when they're planning trips outside the classroom, and you mentioned the EOTC guidelines and what they cover. Can you tell me a little bit more about what they cover and how they apply in practical terms when schools are taking students offsite? 
2:41 [to Fiona] Is the planning before the trip the most important thing for mitigating risk on trips off school grounds?
4:15 [to Murray] You mentioned that a number of years ago there was a tragedy for Elim on a school trip. Can you tell me about that please?
7:07 [to Murray] Who was held responsible for that?
8:00 [to Murray] In the aftermath of a tragic accident like that, what kinds of things did you have to do as tumuaki – what was the process?
16:01[to Murray] Does your planning differ now for activities like this, or would you approach any trip the same as you approached this one?
19:16 [to Murray] There was recently a similar tragedy on another school's caving trip, and you got in touch with the tumuaki there to offer your support. What advice did you offer them?
20:33 [to all] We've talked a lot about mitigating risk in this conversation. What advice would you give around the best ways for tumuaki to mitigate risk around health and safety?

Episode 11: Introduction to health and safety

The health and safety of people at your school is one of the big responsibilities shared by tumuaki and school boards. As the principal, you have the most significant health and safety role in your school, and understanding your responsibilities should be a priority when you start in your new role. This episode covers your legal obligations for health and safety, what should be covered in a school’s health and safety policy, required planning and documentation for trips outside the classroom, the dangers of teachers and parents not understanding their role on a school trip, problems with blanket consent forms, and handling violent incidents in the school.
 
My guests this week are:
Patrick Walsh, qualified lawyer and tumuaki of Sacred Heart College in Auckland
Fiona McDonald, Chief Executive of Education Outdoors New Zealand
Murray Burton, principal of Elim Christian College in Auckland.
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
The health and safety obligations of a principal, and their purpose
Thresholds for prosecution, and who can be prosecuted
Getting your head around what you need to know about health and safety
Planning and documentation required before a class/school trip
The problem of teachers or parents accompanying ākonga on a trip thinking their responsibilities can be delegated to eg. lifeguard at the pool
The need for familiarity with MOE’s EOTC guidelines, the need for an EOTC safety management plan, and the toolkit of forms you use to plan and deliver a trip (links below)
The dangers of using umbrella consent forms
Your duty of care to your tamariki, their whānau and the school community
Taking a proactive approach to potential violent incidents in the school
 
Additional information
EOTC guidelines https://eotc.tki.org.nz/EOTC-home/EOTC-Guidelines
EOTC safety management plan template and toolkit form templates https://eonz.org.nz/eotc-management/eotc-smp-template-and-tool-kit-forms/
 
Questions
2:40 [to Patrick] What are the legal obligations of a tumuaki when it comes to health and safety?
4:31 [to Patrick] If something goes wrong, who can be prosecuted?
5:56 [to Patrick] There’s a level of personal responsibility for health and safety though?
6:38 [to Patrick] How can a new tumuaki get their head around all they need to know about health and safety legislation and their responsibilities? 
7:33 [to Patrick and Murray] What should be covered by a school's health and safety policy?
9:52 [to Murray and Patrick] What kind of planning should you do before you head off the school grounds?
12:30 [to Patrick] What about parent help?
16:01 [to Patrick and Murray] If a school takes a student on a class trip without parental consent, what can the consequences be for the tumuaki and for the school? 
17:46 [to Patrick and Murray] What kinds of plans should schools have in place for violent incidents and dealing with them?
20:55 [to Patrick] What about incidents between students from your own school?

Episode 10: Working with your school board

As a new tumuaki, your relationship with your school board is one of your most important because it impacts directly on what you and the kura can achieve. In this episode we’ll talk about the board's role in the school, how tumuaki can get the most out of the relationship, and what you can do if issues arise.
 
My guests this week are:
Belinda Weber, chief advisor governance at Te Whakarōputanga Kaitiaki Kura o Aotearoa (NZSBA)
Jason Miles, tumuaki of Kaiapoi North School, Christchurch
Regan Orr, tumuaki of Central Normal School, Palmerston North and leadership advisor for Te Mahau.
Susan Jennison, tumuaki of Westburn Te Kura o Hereora, Christchurch
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Role and powers of a school board
Responsibilities of a school board to a principal
Responsibilities of a principal to a school board
Key relationships
What the board and a tumuaki work on together
Importance of the principal-board relationship
Kinds of issues that can arise between a board and a tumuaki
How to build relationships with your school board
What a difficult relationship between a principal and a board can mean for a school
How to improve a difficult relationship
What to do if the relationship between the principal and a school board is unworkable
What a good relationship between a board and a tumuaki can achieve
Board induction for a principal
 
Additional information
Te Whakarōputanga Kaitiaki Kura o Aotearoa New Zealand School Boards Association https://www.tewhakaroputanga.org.nz
 
Questions
2:13 [to Belinda] Can you please tell me about the role of a school board?
4:37 [to Belinda] What powers does the school board have? 
5:31 [to Belinda] What powers doesn’t the board have?
6:00 [to Belinda] What responsibilities does a school board have to a principal?
6:51 [to Jason] What responsibilities does a principal have to the school board?
7:19 [to Jason] What’s the key relationship to get right?
8:33 [to Jason] What does the tumuaki and the board work together on?
9:39 [to Jason] Can you give me an example of when things go wrong around a complaints policy?
10:28 [to Jason] Why is it so important for a principal to build a good relationship with the school board? 
11:10 [to Belinda] If the board's primary role is governance and obviously, the aim is to work in partnership with the principal in the board, but are there times when it becomes less of a partnership by necessity?
12:24 [to Belinda] What kinds of issues can arise between a school board and a tumuaki?
13:22 [to Belinda] What other scenarios do you see most often in terms of issues?
14:18 [to Susan] In your experience, when you first start as a principal or when the board changes, what's the best way to start building a relationship with that board?
17:25 [to Susan] In your experience, if a principal has a difficult relationship with a school board, what can it mean for the kura, and for you as tumuaki?
19:45 [to Susan] If a tumuaki doesn't have the best relationships with the board, what kinds of things would you advise that they do to try and improve that relationship?
20:43 [to Belinda] If a relationship between a principal and the board of a school is completely unworkable, what should a tumuaki do?
22:21 [to Regan] What can a good relationship between a principal and a board mean for a school?
23:35 [to Regan] What was your vision for your kura when you first started, and how did you take the board along for the ride with you?
26:19 [to all] How can a board be involved in onboarding a principal?

Episode 9: Rural school leadership - Navigating the unique opportunities and challenges

Today we’re talking about the unique opportunities and challenges rural principals  face leading a country school.
 
My guests are:
Andrew King, NZRASLA president, tumuaki of Oropi School - Bay of Plenty
Pete Wilkinson, principal of Northern Southland College and Southland Secondary Schools Chair
Erin Browne, tumuaki of Upokongaro School, Whanganui.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
Show notes
Episode themes:
Differences between working in or being tumuaki of a rural school versus an urban centre
The importance of rural schools in a rural community – they're the lifeblood of a rural community and school events are really important
The importance of being visible and actively engaging with the community when you first start as tumuaki – the expectation is that you are visible and present at all community events
Rural schools face some unique issues urban schools are unlikely to face, like costs and availability of contractors when things break, and the need to repair things yourself when no one else is available.
The need to be a strong advocate for your ākonga when it comes to getting learning and behaviour support, and to think creatively around resourcing because the isolation of the school may make it challenging to find someone to work 2 hours a day when they have to drive 50 kms to get there.
A big challenge is that the roll drives operational funding and staffing, and this creates challenges.
There are some great things about being a rural school principal, including the connection with the community, the fresh air and beauty of locations, and the ability to tailor the curriculum to suit the location and the children.
It’s important to connect with other rural principals for support and advice. The New Zealand Rural Schools Leadership Association (NZRSLA) can offer professional learning and development support by principals for principals.
Becoming a rural school principal gives you a great grounding for moving to a bigger school because you understand every intricacy of a school's operation.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Additional information
New Zealand Rural Schools Leadership Association (NZRSLA) https://www.nzrasla.ac.nz
 
Questions
1:18 [to Andrew] Can you tell me what differences you might notice between working in or being tumuaki for a rural school as opposed to a school in an urban centre?
 
01:59 [to Pete] Tell me how a rural kura fits into a rural community and its importance in that community.
 
3:03 [to Andrew] How do you go about building relationships when you first start as a rural tumuaki?
 
3:51 [to Erin] Should relationships be the focus for new tumuaki when they first start, or are there other things that are important to get your head around first when you first start?
 
6:11 [to Erin] You've had some interesting experiences in your time as a rural tumuaki . Tell me about that.
 
7:47 [to Pete] Are there other unique issues that urban schools likely don’t have to face?
 
8:40 [to Erin and Andrew] What have been your biggest learning curves?
 
10:16 [to all] I imagine there are other other challenges that are faced by rural schools and their tumuaki, including things like resources and support for akonga that may be quite difficult to access. How do you make sure that rural kids get the support that they need around learning and behavior?
 
12:56 [to all] What other challenges do rural schools and their tumuaki face, and how can you deal with those challenges?
 
16:22 [to all] Can you tell me about some of the great things about being a rural principal?
 
19:17 [to all] Is one of the benefits of being rural school tumuaki being able to tailor the curriculum to suit the rural lifestyle and rural kids?
 
20:18 [to Andrew] Can you me about the support that the New Zealand Rural Schools Leadership Association (NZRSLA) provides for rural principals and how they can connect with each other and with the association?
 
21:36 [to all] How important is it for rural principals to have support from their peers who are sharing, you know, similar experience as them? 
 
22:11 [to Pete and Erin] How do you connect with other tumuaki in your areas or other rural tumuaki?
 
23:13 Is there anything that you'd like to add that we haven't already covered?

Episode 8: Tips for building relationships with mana whenua

In this episode, we continue the conversation about building relationships with iwi, hapū and mana whenua, discussing common mistakes and how to avoid them, the importance of growing your knowledge of te ao Māori and Te Tiriti o Waitangi, and what good relationships with mana whenua can mean for a kura.
 
My guests are:
Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of Education
Melanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga.
Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
The importance of understanding Te Titiri and what happened in the past
Level of te reo needed – bare minimum is making sure all of your kaiako and kaimahi can pronounce the school name and kids’ names correctly
Common mistakes tumuaki make when engaging with mana whenua:
Expecting iwi to give without reciprocation – relationships need to work both ways
Expecting iwi to work the way you do – they work very differently
Overestimating the capacity of marae and iwi – it might not be what you think it is
Not renumerating iwi expertise appropriately or at all – if you compensate other experts for coming to your school, compensate iwi too
Not inviting local iwi to important events at the school – make sure you, as tumuaki, go down to the marae and invite them in person
Not communicating properly with iwi – send them your pānui and ask if they want to contribute to those newsletters
Not including iwi in important decisions for the kura – they want more than to do the blessing for the building when it opens, they want to be involved in the design and the flora and fauna too
Think about how you make the relationship reciprocal. Robin offered hapu the use of school workshops to build a new wharenui, or if there’s a tangi, offer the use of the school’s kitchen. Think about how the school’s resources can be used to support the whānau.
If you have their back, they’ll have yours.
Remember you don’t just enrol a child, you enrol their whole whānau and their tūpuna.
 
To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link].
 
Additional information
Te Wānanga o Aotearoa https://www.twoa.ac.nz
Pīnakitanga https://www.twoa.ac.nz/nga-akoranga-our-programmes/te-reo-maori-maori-language/te-pinakitanga-ki-te-reo-kairangi
Tuakaka-teina relationships https://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship
Te Ahu o te Reo https://www.education.govt.nz/our-work/overall-strategies-and-policies/te-ahu-o-te-reo-maori-fostering-education-in-te-reo-maori/
 
Questions
1:00 [to Robin] Is there a particular level of understanding of te ao Māori and Te Tiriti that tumuaki should have before they start trying to build a relationship? I mean, many of them will have a basic understanding, but do they need more than that?
 
2:58 [to Robin] Is there a certain level of reo that’s useful to have?
 
4:47 [to Melanie] What are some common mistakes people make when engaging with mana whenua?
 
11:20 [to Regan] How can tumuaki get rangatahi involved to make sure that relationship is meaningful and reciprocal and that it contributes to learning as well?
 
14:07 [to Melanie] What do solid relationships with iwi and hapu mean for a kura?
 
16:26 [to all] Is there anything that any of you want to add that we haven’t covered yet?

Episode 7: Connecting with iwi, hapū and mana whenua

Fostering a relationship with mana whenua that’s built on good faith and partnership is an important part of school leadership in Aotearoa, but relationships take time when you build them from a foundation. In this episode we talk about ways to begin, build, and maintain relationships with local iwi and hapū.
 
My guests this week are:
Robin Fabish, former tumuaki of Tamatea High School in Napier, currently working as a leadership advisor for Te Tāhuhu o te Mātauranga, the Ministry of Education
Melanie Taite-Pitama, former tumuaki and currently acting director of the Greater Wellington region for Te Tāhuhu o te Mātauranga.
Regan Orr, Regan, principal of Central Normal School in Palmerston North, currently seconded to Te Tāhuhu o te Mātauranga as a leadership advisor for Taranaki, Whanganui and Manawatu.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Understanding that building trusting, genuine, and reciprocal relationships with mana whenua is both a moral and a legal obligation
Why it’s important to find out what tangata whenua want from kura in their area
Building good relationships with mana whenua is like building a friendship – you need to get to know each other
The importance of learning who the hapū are at the marae, who runs those marae, the names and the whakapapa, the history and the cultural narrative of the area and how to find that out - this is really important to getting off on the right foot.
Where to start if your kura doesn’t have an existing relationship/a good relationship with mana whenua
Importance of budgeting to acknowledge the contribution that mana whenua make to your school.
 
To learn more about this topic, see Section 2 of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules [link].
 
Additional information
Māori Achievement Collaborative https://www.mac.ac.nz
Waitangi Tribunal website https://www.waitangitribunal.govt.nz
 
Questions
2:30 [to Robin] Why is it important for kura and their tumuaki to build a relationship with mana whenua?
 
4:06 [to Robin] What are some of the things that mana whenua might want from a relationship with a kura. What might they want a kura to be doing?
 
6:28 [to Regan] As a Pakeha principal, how did you go about building connections when you first moved into the tumuaki role?
 
8:13 [to Regan] How did you bring your staff along for that journey?
 
8:41 [to Melanie] Melanie what does a good relationship between a tumuaki and mana whenua look like?
 
12:23 [to Melanie] How do you find information about your local iwi and hapu?
 
14:22 [to Robin] If the kura doesn't have an existing relationship, or a good relationship maybe with local iwi and hapū or whānau, where does a new tumuaki start?
 
16:51[to Regan] What should tumuaki should get their heads around before they start trying to build a relationship?
 
18:54 What should tumuaki keep in mind when asking mana whenua to help with things in a kura?

Episode 6: Strategies for connecting and communicating with whānau

Forging partnerships with whānau can make a big difference to the outcomes for ākonga in your school. Today we’re talking about relationships with whānau, including the best ways to engage and connect with families and caregivers who are reluctant to get involved.
 
My guests this week are:
Ngaire Ashmore, tumuaki of Auckland Girls’ Grammar School
John Prestidge, principal of Motueka High School
Ngahina Transom, tumuaki of Frimley School in Hastings
Stephen Eames, principal of Raroa Normal Intermediate School in Wellington.
 
This podcast was produced for the Ministry of Education as part of Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals.
 
You can learn more about this topic by accessing Te Ara Tīmatanga mō ngā Tumuaki - The Beginning Pathway for Principals e-learning modules on the Education LMS: https://training.education.govt.nz
 
Show notes
Episode themes:
Partnering with whānau helps your ākonga to be successful at school, which is a common goal for you all. Showing you care is a great way to create trust.
Remember that for some whānau, school may be a scary place where they themselves didn’t have good experiences – especially the principal’s office. Having people within your kura who can act as connectors (eg. attendance officers, other teachers) can work well, especially when you’re new to a school and haven’t had a chance to build your own relationships with families and caregivers.
Some parents and caregivers may not be able to travel to school, so offering different ways to connect can work well, including for learning conversations – offer online options as well as in-person meetings.
Sometimes something as simple as renaming an activity can turn it from something daunting into something fun, eg changing the name of ‘learning conferences’ to ‘learning celebrations’
Kai can be a good way to get people in a room together. Thinking of creative ways to attract people to the kura is great eg. offering entry into a draw for kai vouchers for people who come along to learning conferences.
Remember that whānau have a lot going on outside of school, so taking the time to get to know a family and how you can support them to support their tamariki is important.
Don’t make assumption about why someone isn’t engaging with the school.
Use lots of communication channels to connect with whānau and caregivers. Different channels work for different people – emails, text, social media, school apps and portals, face-to-face, phone calls.
Keep your messaging consistent across all channels so there’s no chance of confusion.
 
Questions
1:11 [to Ngaire] how have you built your relationships with parents and caregivers?
3:37 [to all] How do you approach relationships with families that are more difficult to make time with?
11:08 [to all] Which communication channels have you found to be most effective?
16:27 [to all] What advice would you give to new tumuaki about engaging with whānau and community?