Producing Rangatira in the future
through an innovative educational organisation using a kaupapa Māori approach to release the potential of Māori learners and their whānau
Whakataukī
"Ko Heretaunga Haukunui, Ararau, Hāro te Kāhu, Takoto Noa Heretaunga"
Heretaunga of life-giving dew, of a hundred pathways, the beauty of which can only be seen through the eyes of the hawk, left to us, the humble servants.
“Ko Heretaunga Haukunui, Ararau, Hāro te Kāhu, Takoto Noa” is a centuries old tribal whakataukī (proverb) that is central to the kaupapa of Inspire in Education.
It has many layers from which to identify and describe the tāngata whenua (people of the land), acknowledging Māori and their spiritual connection and birthplace of Heretaunga, the environment, and their relationship to each other, and as such is the framework for Inspire in Education Charitable Trusts kaupapa.
“Ko Heretaunga Haukunui, Ararau, Hāro te Kāhu, Takoto Noa” is a centuries old tribal whakataukī (proverb) that is central to the kaupapa of Inspire in Education.
It has many layers from which to identify and describe the tāngata whenua (people of the land), acknowledging Māori and their spiritual connection and birthplace of Heretaunga, the environment, and their relationship to each other, and as such is the framework for Inspire in Education Charitable Trusts kaupapa.
Inspire In Education
Inspire In Education Limited is a Charitable Trust CC54393. IIE was founded in March 2017, by Conrad Waitoa,
Ngāti Porou, Ngāti Kahungunu, Ngāi Tahu.
Our mahi is servicing the needs of Māori learners by creating pathways for young people (aged 10-15) who are in education through a range of professional learning and development services to assist schools with Māori cultural competence standards and Māori curriculum design.
Inspire In Education (IIE) is our response to the need to build up a generation of confident, capable and engaged rangatahi Māori in education throughout Aotearoa, New Zealand. IIE, works alongside schools and training institutions to provide a wrap-around service for young people.
Our role is to complement the student support and pastoral care provisions within schools, as well as helping young people address barriers to achieve their goals that are outside the scope of schools by captivating, inspiring and building skills with who are showing early signs of disconnecting with education.
The students are immersed in a range of design experiences and challenges that allow them to expand their minds about education. We teach and facilitate life skills, health and physical, outdoor education and connect tamariki to their whakapapa | Connect tamariki to place | Connect them to their dreams and aspirations.
Ko wai koe? (Who are you?)
No wai koe? (Where do you come from?)
E haere ana koe ki hea? (Where are you heading?)
As a small, flexible team, we also have the ability to tailor individual student curricula that reflect the personal interests of students, for example, music, art, or cooking. They're involved in tangible projects that have real impact for the student, their school, whānau and their community.
Inspire In Education Students are students transitioning from Primary to Intermediate then onto High School. We generally work with students in Year 6 to Year 11 as Māori students, not all, but some come with fears and anxieties. Those fears and anxieties weaken the mauri and reduce a student’s capacity to engage and learn.
Inspire In Education Leaders is our youth internship programme that provides opportunities for students to develop their skills, experiences and connections through contributing to the IIE kaupapa.
Inspire In Education Mentors connect business and sports professionals with the students, local people giving back to their community. Interested in working with our students – mentoring, collaborating and learning?
Inspire In Education Professional Development provides professional development workshops in Schools around the country. We provide training for school board of trustees, school management, teachers and trainee teachers. We also facilitate workshops for large corporate groups, small and medium sized businesses and professional sports teams.
All of our training is practical and action based, using creative and experiential learning tools and activities
Our strategic objectives is:
- To have Māori participate and succeed at all levels of learning.
- Support the delivery of Māori language culture & identity in the classroom among Communities of Learning
- Provide schools with evidence-based advice to lift Māori student achievement
- Assist with wraparound services for students at risk of underachievement
- Fostering successful partnerships with parents, whānau, hapū, iwi, communities, and businesses focused on educational success for Māori
Our aspirations are:
- Assisting with communities of learning and facilitating teacher capability in Māori language, culture & identity
- Providing effective research & policy advice so that schools can access the most up to date information on what works for Māori students
- All students achieving their academic potential to lead successful and productive lives as citizens
- Promoting healthy relationships between parents, whānau, hapū, iwi, communities, businesses and schools
- Transitional support to parents, whānau, schools and most importantly, the student.
- For all Māori students to feel safe and included, and able to learn as Māori.
- To provide an outstanding learning experience for Māori learners
- To provide a learning environment that is attractive to and supportive of Māori and facilitates their success
- For Māori learners to succeed in their programmes, and pathway onto higher qualifications where appropriate
Whānau are engaged in te aō Māori and te aō whānui to achieve their aspirations.
- Whānau are leading healthy lifestyles.
- Whānau are self-managing and empowered leaders.
- Whānau are participating fully in society.
- Whānau and families are confidently participating in Te āo Māori.
- Whānau are cohesive, resilient and nurturing
Description and Quantification of the Entity’s Outputs - How?
- Develop our understanding of barriers to potential Māori learners’ engagement in kura, school, higher learning and develop strategies to overcome the barriers
- Understand and use appropriate networks for reaching potential students
- Use Māori language and imagery in all physical and technological environments and in marketing materials and publications.
- Welcome whānau involvement in the learning process and at formal occasions.
- Ensure all programmes have guidelines for flexibility to enable Māori to live as Māori e.g. attendance and assessment requirements
- Provide a safe environment for Māori students e.g. not expecting them to step outside their student role to teach staff or other students about things Māori
- Provide opportunities for students to become stronger in their understanding of them identity, and provide a safe place to start that journey
- Consult Māori students on their needs and involve them in development of the learning environment
- Develop partnerships to enable Māori students to pathway into higher levels of learning and employment
- Provide good practice guidelines to staff to facilitate inclusive teaching and learning
- Recognise and celebrate students’ personal growth as well as academic success
- Support staff to develop the skills and knowledge required to enable them to implement this strategy
- Provide a Māori cantered approach to Māori student support that recognise and meets the needs of the whole learner
- Provide opportunities for face to face feedback for Māori students to leadership Team.
How will we know we have been successful? When;
- Māori learner retention rates are at least equal to those of non-Māori, for all levels of Qualification
- Māori participate at each level, at least reflecting the proportion of Māori in the Ngāti Kahungunu region
- Māori learner successful course completion rates are at least those of non-Māori, for all levels of qualification
- Tertiary education has numerous benefits. Māori with higher level qualifications are more likely to be employed and earn higher incomes.
- Māori learner satisfaction rates are at least as high as those of non-Māori.
- They are also more likely to live longer and have better life outcomes than Māori with only school or no qualifications.
Statements that may be born from some teachers’ perceptions, and which are sitting beneath the targets relating to improving the writing achievement of our Māori boys:
- Māori boys don’t like writing
- Māori boys find writing too hard
- Māori boys are disengaged in learning
- Māori boys misbehave and distract others
- Māori boys have a bad attitude and/or a closed mindset
- Māori boys have a poor work ethic
- Māori boys get little or no support at home
Now, it might be that some or none of these statements are true for our Māori boys. BUT, our wondering is this: How do we know? What’s the story behind your data?
Welcome to Inspire In Education. Join us, as we unpack the data and give as many of our Māori learners
"A gift to a good Start"
Inspire In Education Founder
Tuhia ki te rangi
Tuhia ki te whenua
Tuhia ki te ngākau
ō ngā tangata
Ko te mea nui
Ko te aroha
Tihei Mauri Ora
Ko Hikurangi, ko Rangitoto ngā maunga
Ko Waiapu, ko Makeretu ngā awa
Ko Horouta, ko Takitimu ngā waka
Ko Putaanga, ko Rakautatahi ngā marae
Ko Ngāti Putaanga, ko Ngāti Marau ngā hapū
Ko Ngāti Porou, ko Ngāti Kahungunu, ko Ngāi Tahu ngā iwi
I tipu ake ahau Tiki Tiki
No Ngāti Porou ahau
Kei Maungawharau ahau e noho ana
E ngākau nui ana ahau i te mahi kaiako
I te taha o tōku papa ko tēnei tōku whakapapa
Ka moe a Wi Paraire Rangihuna ia Te Wai Nepia ōku tīpuna
Ka puta ko Henare Waitoa
Ka moe a Kohai Karaka ia Peti Campbell ōku tīpuna
Ka puta ko Amiria Karaka
Ka moe a Henare Waitoa ia Amiria Karaka ōku tīpuna
Ka puta ko Togi Waitoa
I te taha o tōku mama ko tēnei tōku whakapapa
Ka moe a Rupuha Te Hianga ia Manini Parone ōku tīpuna
Ka puta ko Tunuiarangi Rupuha
Ka moe a Colin Wilkins ia Horiana Nepe Apatu ōku tīpuna
Ka puta ko Ripeka Hanita-Wilkins
Ka moe a Tunuiarangi Rupuha i a Ripeka Wilkins Hanita ōku tīpuna
Ka puta ko Mary Rupuha
Ka moe a Togi Waitoa ia Mary Rupuha ōku matua
ko mātou ko Teresa tōku tuāhine, ko Enoka tōku tuākana
Ka moe a ahau ia Verena tāku hoa rangatira
Ka puta ko Nicholas rāua ko Sophie āku tamariki
Ko Waitoa tōku ingoa whānau
Ko Conrad ahau
Nō reira Tēnā koutou, tēnā koutou tēnā rā tātou katoa
Conrad Waitoa is my name. I’ve inherited the mana and dignity of my genealogy. My mountains stand proudly as the my rivers ripple gently past. My marae have the reverences and warmth that allows me to be proud of my hapū and to stand tall amongst my iwi.
Nō reira tēnā koutou, tēnā koutou tēnā rā tātou katoa
Tuhia ki te whenua
Tuhia ki te ngākau
ō ngā tangata
Ko te mea nui
Ko te aroha
Tihei Mauri Ora
Ko Hikurangi, ko Rangitoto ngā maunga
Ko Waiapu, ko Makeretu ngā awa
Ko Horouta, ko Takitimu ngā waka
Ko Putaanga, ko Rakautatahi ngā marae
Ko Ngāti Putaanga, ko Ngāti Marau ngā hapū
Ko Ngāti Porou, ko Ngāti Kahungunu, ko Ngāi Tahu ngā iwi
I tipu ake ahau Tiki Tiki
No Ngāti Porou ahau
Kei Maungawharau ahau e noho ana
E ngākau nui ana ahau i te mahi kaiako
I te taha o tōku papa ko tēnei tōku whakapapa
Ka moe a Wi Paraire Rangihuna ia Te Wai Nepia ōku tīpuna
Ka puta ko Henare Waitoa
Ka moe a Kohai Karaka ia Peti Campbell ōku tīpuna
Ka puta ko Amiria Karaka
Ka moe a Henare Waitoa ia Amiria Karaka ōku tīpuna
Ka puta ko Togi Waitoa
I te taha o tōku mama ko tēnei tōku whakapapa
Ka moe a Rupuha Te Hianga ia Manini Parone ōku tīpuna
Ka puta ko Tunuiarangi Rupuha
Ka moe a Colin Wilkins ia Horiana Nepe Apatu ōku tīpuna
Ka puta ko Ripeka Hanita-Wilkins
Ka moe a Tunuiarangi Rupuha i a Ripeka Wilkins Hanita ōku tīpuna
Ka puta ko Mary Rupuha
Ka moe a Togi Waitoa ia Mary Rupuha ōku matua
ko mātou ko Teresa tōku tuāhine, ko Enoka tōku tuākana
Ka moe a ahau ia Verena tāku hoa rangatira
Ka puta ko Nicholas rāua ko Sophie āku tamariki
Ko Waitoa tōku ingoa whānau
Ko Conrad ahau
Nō reira Tēnā koutou, tēnā koutou tēnā rā tātou katoa
Conrad Waitoa is my name. I’ve inherited the mana and dignity of my genealogy. My mountains stand proudly as the my rivers ripple gently past. My marae have the reverences and warmth that allows me to be proud of my hapū and to stand tall amongst my iwi.
Nō reira tēnā koutou, tēnā koutou tēnā rā tātou katoa
Every Child Deserves a Good Start in Life
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Every child is entitled to have a good start in life. It isn’t where you start in life, it's what you do with life that determines where you end up in life, and we are blessed to be living in a country that, no matter where we start, we have opportunities so long as we believe in our self, we believe in the society and the country, and we believe that we can self-improve and educate our self as we go along. And that's the key to success.
But it begins with the gift of a good start. If we don't give that gift to each and every one of our tamariki (children), if we don't invest at the earliest age, we're going to be running into difficulties. It's why we have a dropout rate of roughly 25 percent overall and almost 50 percent of our minority population living in low-income areas because they're not getting the gift of a good start.
"Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.
Is this job tough? Yes.
But it is not impossible. We can do this. We're born to make a difference. So, it's so essential that we put this culture back into our schools, whānau, communities, and students.
So how?
Through an Effective Teaching Profile for Māori students - Inspire In Education links in with the Education Councils, TĀTAIAKO
The Effective Teaching Profile consists of six elements.
Kotahitanga
Whakapiringatanga
Manaakitanga
Whanaungatanga
Te Kotahitanga professional development programmes that:
1. Project Overview
The project aims to assist and encourage years groups 6, 7, 8, 9 Māori students transition from Primary to Intermediate then onto High School by engaging in a structured and supportive environment at school with a focus reading, writing, math, cultural awareness, exercise, and sports.
The target group is Māori students transitioning from Primary (Year 6), To Intermediate (Years 7, 8) and High School (Year 9, 10)
Key resources:
Mentoring & Pastoral Care:
Develop:
Using Māori contexts:
Whanaungatanga:
Manaakitanga:
Kaitiaakitanga:
Mātaiako:
Overall Teacher Judgments:
This might include the kaiako (teacher):
When all of this information is brought together, it gives a clear picture of the areas where the student is progressing well and areas where more work is needed. The kura (school) provide whānau with two written reports each year to let you know how your tamariki (child) is doing in relation to Ngā Whanaketanga Rumaki Māori.
These reports should help whānau understand:
Inspire in Education will provide the support, mentors, outside organisations and continued professional development with schools in relation to Māori.
But it begins with the gift of a good start. If we don't give that gift to each and every one of our tamariki (children), if we don't invest at the earliest age, we're going to be running into difficulties. It's why we have a dropout rate of roughly 25 percent overall and almost 50 percent of our minority population living in low-income areas because they're not getting the gift of a good start.
"Teaching and learning should bring joy. How powerful would our world be if we had kids who were not afraid to take risks, who were not afraid to think, and who had a champion? Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.
Is this job tough? Yes.
But it is not impossible. We can do this. We're born to make a difference. So, it's so essential that we put this culture back into our schools, whānau, communities, and students.
So how?
Through an Effective Teaching Profile for Māori students - Inspire In Education links in with the Education Councils, TĀTAIAKO
The Effective Teaching Profile consists of six elements.
- Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.
- Wānanga – teachers are able to engage in effective teaching interactions with Māori students as Māori
- Manaakitanga – teachers care for their students as culturally located human beings above all else.
- Mana Motuhake – teachers care about the performance of their students.
- Ngā Whakapiringatanga – teachers are able to create a secure, well-managed learning environment.
- Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.
Kotahitanga
- Monitor Māori student achievement data and use this information to modify teaching practices, sharing this information with students and whānau so that they are fully involved in the learning journey.
- Target: To have more Māori learners, engaged and focused on achieving National Standards in Reading, Writing and Mathematics by the end of Year 8.
Whakapiringatanga
- Creating future-focused learning environments. Exploring the types of learner and teacher practices, and environments that promote learning and also develop skills of collaboration, resilience, and citizenship.
Manaakitanga
- Aim for all students to learn in an inclusive environment that celebrates and responds to cultures from across the globe.
Whanaungatanga
- We believe that effective home-school partnerships are a key ingredient in student learning and that our local community provides many rich opportunities for students to learn in authentic situations alongside the people within the community.
Te Kotahitanga professional development programmes that:
- supports teachers to improve all Māori students' learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
- Enables school leaders, and the wider school community, to focus on changing school structures and organisations to more effectively support teachers in this endeavour.
1. Project Overview
The project aims to assist and encourage years groups 6, 7, 8, 9 Māori students transition from Primary to Intermediate then onto High School by engaging in a structured and supportive environment at school with a focus reading, writing, math, cultural awareness, exercise, and sports.
The target group is Māori students transitioning from Primary (Year 6), To Intermediate (Years 7, 8) and High School (Year 9, 10)
Key resources:
- Tātaiako – see above Effective Teaching Profile consists of six elements.
- Ka Hikitia – see below Kaupapa Māori in education
- Te Whare Tapa Wha Kaupapa Māori in education – has links to the Ministry of Educations Ka Hikitia
- Whanaungatanga (building relationships)
- Manaakitanga (caring for each other)
- Kaitiaakitanga (looking after our planet and people)
- Wānanga (process of learning)
- Ako (reciprocal learning)
- Tuakana-Teina (supporting our younger generation)
- Tangata Whenuatanga (place-based)
Mentoring & Pastoral Care:
- Provide and support tamariki and rangatahi Māori with their education
- Create safe spaces that allow them to be who they are meant to be
- Nurture and guide Māori unique potential
- Power of personal storytelling
Develop:
- Contentedness | High trust relationships | Positive attitudes | Understanding their strengths | Dreams, and aspirations of the child
Using Māori contexts:
- Tikanga Māori: Karakia | mihi, pepeha | whakataukī | tauparapara | waiata |stories | whakapapa
Whanaungatanga:
- Sharing personal stories | Enhancing relationships between students, teachers, whānau and the wider community | Bringing in role models to inspire tamariki | Learning about the children’s learning styles, treasures, and talents | Creating fun spaces for children to get to know each other | Share who we are with them
Manaakitanga:
- Caring for each other and our environments | Creating opportunities for children to serve others in their community/school | Understanding and implementing Te Whare Tapa Whā
Kaitiaakitanga:
- Taiao |Environment: Using the contexts of the taiao to understand who we are | Looking after our environments (growing trees from seed and then planting them in the community) | Connecting our kids to the awa, maunga, moana (kaitiaki projects like planting awa) | Using key whakataukī that help learn about our connection to the environment | Responsibility we have to our taiao
Mātaiako:
- knowing where the tauira (student) is at so that plans can be made for the next steps in their learning.
- Mātaiako involves: gathering information about the student’s progress and achievement in National Standards | understanding what that information says about where the student is at and then | using that information to improve teaching and learning for the student.
Overall Teacher Judgments:
- Creating the jigsaw puzzle to get an overall picture - Mātaiako will help the tauira (student’s) kaiako (teacher) make overall teacher judgments about the students learning progress.
- An overall teacher judgment is a bit like a jigsaw puzzle. The student’s kaiako will gather pieces of information about how the student has been doing and will put those pieces together to create an overall picture of the student’s progress and achievement.
- Just like a jigsaw, the picture has to be made up of a number of different pieces, as no single piece of information will give you a true picture of how well the student is doing. Putting the jigsaw pieces together - Information about the student’s progress can and should be gathered in a range of different ways.
This might include the kaiako (teacher):
- watching and listening to how the student works and plays at kura
- getting the student to assess their own work or other students’ work
- giving the student a range of activities to do
- talking with the student to find out what they know, understand and can do
- gathering results from formal assessments and using assessment tools
When all of this information is brought together, it gives a clear picture of the areas where the student is progressing well and areas where more work is needed. The kura (school) provide whānau with two written reports each year to let you know how your tamariki (child) is doing in relation to Ngā Whanaketanga Rumaki Māori.
These reports should help whānau understand:
- the areas where their child is doing well
- the areas where more work is needed
- what kind of help their child may need with their learning
- what the next steps are to help their child progress in their learning.
Inspire in Education will provide the support, mentors, outside organisations and continued professional development with schools in relation to Māori.
Logo Design Team
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Our Inspire In Education logo, was proudly designed by 5 gifted Māori tauira (learners) from Havelock North Intermediate School in Hawkes Bay, Aotearoa.
Our superstars are pictured below, to Mātua Conrad Waitoa right are Sophie (Year 7), Tyler, Jason, Tiaho, Dayton all in Year 8.
Founder, Mātua Conrad Waitoa, wanted the rangatahi to create and to be part of the design process. After a kōrero explaining the kaupapa of Inspire In Education, the students were set the task of creating and then presenting their ideas to the rōpū (group).
With the guidance and support from Jamie Twigg and his experienced team at 543 Design, based in Napier, Hawkes Bay, we were able to take the best of the free hand, computer generated logo designs and narrow down to 3 possible. Before finalising, we sought advice from our kaumātua Tom Mulligan, Papa, Togi Waitoa and Nanny Mary Waitoa
The Koru represents Inspire In Educations growth and new beginnings and sit behind the Taonga.
The Taonga represents the tauira (students) and whānau (family). This represents the fostering and support of strong relationships and well-being.
Our superstars are pictured below, to Mātua Conrad Waitoa right are Sophie (Year 7), Tyler, Jason, Tiaho, Dayton all in Year 8.
Founder, Mātua Conrad Waitoa, wanted the rangatahi to create and to be part of the design process. After a kōrero explaining the kaupapa of Inspire In Education, the students were set the task of creating and then presenting their ideas to the rōpū (group).
With the guidance and support from Jamie Twigg and his experienced team at 543 Design, based in Napier, Hawkes Bay, we were able to take the best of the free hand, computer generated logo designs and narrow down to 3 possible. Before finalising, we sought advice from our kaumātua Tom Mulligan, Papa, Togi Waitoa and Nanny Mary Waitoa
The Koru represents Inspire In Educations growth and new beginnings and sit behind the Taonga.
The Taonga represents the tauira (students) and whānau (family). This represents the fostering and support of strong relationships and well-being.
