Key Kaupapa, Competencies, Objectives & Outcomes

Our Strategic Objectives: 

  1.  To have Māori participate and succeed at all levels of learning. 
  2. Support the delivery of Māori language, culture & identity in the classroom among Communities of Learning .
  3. Provide schools with evidence-based advice to lift Māori student achievement.  
  4.   Assist with wraparound services for students at risk of underachievement. 
  5.   Fostering successful partnerships with parents, whānau, hapū, iwi, communities, and businesses focused on  educational success for Māori.

Our Aspirations

                 
  1. Assisting with communities of learning and facilitating teacher capability in Māori language, culture & identity  
  2. Providing effective research & policy advice so that schools can access the most up to date information on what works  for Māori students  
  3.  All students achieving their academic potential to lead successful and productive lives as citizens 
  4.  Promoting healthy relationships between parents, whānau, hapu, iwi, communities, businesses and schools 
  5.  Transitional support to parents, whānau, schools and most importantly, the student. 
  6.  For all Māori students to feel safe and included, and able to learn as Māori. 
  7.  To provide an outstanding learning experience for Māori learners 
  8. To provide a learning environment that is attractive to and supportive of Māori and facilitates their success 
  9. For Māori learners to succeed in their programmes, and pathway onto higher qualifications where appropriate 
  10.  Whānau are engaged in Te Aō Māori and Te Aō whānui to achieve their aspirations.   
  11. Whānau are leading healthy lifestyles. 
  12. Whānau are self-managing and empowered leaders.   
  13. Whānau are participating fully in society. 
  14. Whānau and families confidently participate in Te Aō Māori. 
  15. Whānau are cohesive, resilient and nurturing. 

What will we do to achieve our aspirations?

  1. Develop our understanding of barriers to potential Māori learners’ engagement in Kura, school, higher learning and develop strategies to overcome the barriers 
  2.  Understand and use appropriate networks for reaching potential students 
  3.  Use Māori language and imagery in all physical and technological environments and in marketing materials and publications. 
  4.  Welcome whānau involvement in the learning process and at formal occasions. 
  5.  Ensure all programmes have guidelines for flexibility to enable Māori to live as Māori e.g. Attendance and assessment requirements
  6. 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 
  7.  Provide opportunities for students to become stronger in their understanding of their identity, and provide a safe place to start that journey 
  8.  Consult Māori students on their needs and involve them in the development of the learning environment 
  9.  Develop partnerships to enable Māori students to pathway into higher levels of learning and employment 
  10.  Provide good practice guidelines to staff to facilitate inclusive teaching and learning 
  11.  Recognise and celebrate students’ personal growth as well as academic success 
  12.  Support staff to develop the skills and knowledge required to enable them to implement this strategy  
  13. Provide a Māori cantered approach to Māori student support that recognises and meets the needs of the whole learner 
  14. Provide opportunities for face to face feedback for Māori students to Leadership Team.

What will we do to achieve our aspirations? 

  1.  Develop our understanding of barriers to potential Māori learners’ engagement in Kura, school, higher learning and develop strategies to overcome the barriers
  2.  ​Understand and use appropriate networks for reaching potential students
  3.  Use Māori language and imagery in all physical and technological environments and in marketing materials and publications.
  4.  Welcome whānau involvement in the learning process and at formal occasions.
  5.   Ensure all programmes have guidelines for flexibility to enable Māori to live as Māori e.g. Attendance and assessment requirements
  6. 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
  7.  Provide opportunities for students to become stronger in their understanding of their identity, and provide a safe place to start that journey
  8.  Consult Māori students on their needs and involve them in the development of the learning environment
  9.  Develop partnerships to enable Māori students to pathway into higher levels of learning and employment
  10.  Provide good practice guidelines to staff to facilitate inclusive teaching and learning
  11.  Recognise and celebrate students’ personal growth as well as academic success
  12.  Support staff to develop the skills and knowledge required to enable them to implement this strategy
  13.  Provide a Māori cantered approach to Māori student support that recognises and meets the needs of the whole learner
  14. Provide opportunities for face to face feedback for Māori students to leadership Teams.​

How will we know we have been Successful?

  1. Māori learner retention rates are at least equal to those of non-Māori, for all levels of Qualification. 
  2. Māori participate at each level, at least reflecting the proportion of Māori in Aotearoa. 
  3. Māori learner successful course completion rates are at least those of nonMāori, for all levels of qualification. 
  4. Tertiary education has numerous benefits. Māori with higher level qualifications are more likely to be employed and earn higher incomes.  
  5. Māori learner satisfaction rates are at least as high as those of non-Māori. 
  6. They are also more likely to live longer and have better life outcomes than Māori with only school or no qualifications.   
  7. Help Māori student’s with decisions about tertiary study​
  8. Encourage akonga, students to:  • Set academic goals • Develop regular study habits • Recognise the link between their effort and academic outcomes. 
  9.  Transitions to tertiary education, early preparation for tertiary study is really important; 
 
Things that help Akonga, students: 

  1. Choosing NCEA subjects with clear links to have chosen
  2. Fields of study
  3. Experience sitting external exams 
  4. High expectations from parents and whānau
  5. Combined with advice and encouragement.
  6. Resilience in tertiary education • Resilience enables students to continue through.
  7. Crucial transition points: from secondary to tertiary education, and beyond the first year.  

Resilient students: 

  1. Well, prepare for tertiary study
  2. Know what they want to achieve and why are more determined to succeed in their study
  3. Influencing tertiary providers
  4. Students, parents, whānau and iwi should expect tertiary providers to be responsive to their needs to improve educational and employment outcomes for Māori. 
 
They can: 
​
  1. Choose their tertiary education organisation carefully 

Mentoring Program

The following mentoring and pastoral care program has been developed using the latest evidence-based research and mentoring practice.

The kaupapa for the IIE education program is consistent with the objectives in Ka Hikitia:
  • Tiriti o Waitangi – the program acknowledges the principles of the Treaty of Waitangi and the bi-cultural foundations of the Treaty of Waitangi.
 
  • Māori Potential Approach – Acknowledging every Māori learner has the potential to make a valuable social, cultural and economic contribution to the well-being of their whānau, hapū, iwi, and community and to New Zealand as a whole.
 ​
  • Ako – a two-way teaching and learning process.  Ako is a form of dynamic learning.  Ako describes a teaching and learning relationship where the educator is also learning from the student in a two-way process and where educator’s practices are informed by the latest research and are both deliberate and reflective.
 ​
  • Identity language and culture count – Māori identity, language, and culture recognises, acknowledges, and validates Māori learners as Māori.
 
  • Productive partnerships – A productive partnership starts with the understanding that Māori children and students are connected to whānau and should not be viewed or treated as separate, isolated or disconnected.​

Competencies

The Competencies Inspire in Education Charitable Trust's  aim to develop in Māori learners are consistent with the key competencies in the New Zealand Curriculum:

  • Thinking;  Thinking is about using creative, critical, and meta-cognitive processes to make sense of information, experiences, and ideas.  These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
 
  • Using language, symbols and texts; Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed.  Languages and symbols are systems for representing and communicating information, experiences, and ideas.
 
  • Managing self, this competency is associated with self-motivation, a “can do” attitude and with students seeing themselves as capable learners.  Students who manage themselves are enterprising resourceful, reliable and resilient.  They establish personal goals, make plans, manage projects, and set high standards.
 
  • Relating to others, relating to others is about interacting effectively with a diverse range of people in a variety of contexts.  This competency includes the ability to listen actively, recognise different points of view.
 
  • Participating and contributing, this competency is about being actively involved in communities.  Communities include family, whānau, and school and those based for example on a common interest or culture.   Students who participate and contribute in communities have a sense of belonging and the confidence to participate in new contexts.

Key Outcomes


The Key Outcomes we are seeking from the Inspire in Education program:

  • 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 (including those who are at risk) achieving their academic potential to lead successful and productive lives as citizens
 
  • Promoting healthy relationships between parents, whānau, hapu, iwi, communities, businesses and schools

Core Services


​Core services provided by Inspire in Education 

The core services provided by Inspire in Education are the following:

  • Facilitating relationships between schools, whānau and communities
 
  • Developing authentic  kaupapa-Māori approaches to learning in school
 
  • Providing professional learning and development in cultural responsiveness
​
​How will program outcomes be measured?
  • Results Based Accountability™ (RBA)¹ is as an outcomes management framework that can be used by government agencies and providers to identify and work towards achieving results/outcomes for communities, whānau and clients. RBA is used in New Zealand.