Kia Puawai Ai Te Iwi MāoriRealising Māori Potential

CONTENTS

IntroductionE TIPU E REA Te Aorere Riddell

REPOSITIONING FOR SUCCESS Atawhai Tibble

OverviewREAL PROGRESS

REAL DEMAND

SCHOOL IMPROVEMENT

ERO REPORTS

KORERONEVER SAY DIE Te Aute College

HUKARERE GOES HI TECH Hukarere College

BOARD ROOMS, CORPORATE OFFICES TO PARLIAMENT Hato Paora College

YOU CAN DO IT Turakina Māori Girls' College

FROM ZERO TO HERO Hato Petera College

LEGENDARY LEADERSHIP St Joseph’s Māori Girls' College

Paerangi Limited, Hepetema 2004

APIRANA NGATA IS PERHAPS THE GREATEST PRODUCT OF MĀORI BOARDING SCHOOL EDUCATION.

So it is fitting that his classic korero, E Tipu E Rea should stand as a reminder to the 6 Māori boarding schools of their niche within the NZ education system.

I say niche because that is what the Māori boarding schools, Hato Petera, Hukarere, St Joseph’s, Te Aute, Hato Paora and Turakina are: they represent a particular approach to helping rangatahi reach their full potential.

They are not the ONLY way to raise Māori student performance – if there is such a thing. But as this report shows, they are one way; they still make a difference; and, they remain a useful alternative to both mainstream education and, what is now known as, Māori medium education.

And, in my view, it is the special character that makes them unique. Because unlike other forms of education, Māori boarding schools comprehensively embody Apirana’s aspirations as expressed in his famous saying.

First of all, these schools are fundamentally focused on assisting Māori students to firmly understand and grasp western knowledge or the ‘rakau a te Pakeha. Ngata insisted this was critical to Māori progress.

Secondly, they encourage Māori students to be both proud of their cultural heritage – nga taonga a o tupuna. Api was adamant that the language and culture were vital to Māori living as Māori.

Thirdly, these are staunchly church based schools and all provide a curriculum and education and living environment that is christian based – something Ngata firmly believed in.

This report presents the facts about Māori boarding school education and the progress they have made over the past five years or so. I am pleased to say that it demonstrates how these schools are helping many communities to realise the potential of their young ones.

The report makes one thing absolutely clear: these schools, once the premiere schools in Māori education have learned the hard lessons of the recent past and are making the changes necessary to add value to the lives of rangatahi in the 21st Century.

As long as these schools continue to perform for our people, and grow and develop, I am absolutely certain they will continue for many more years.

Naku noa na

Te Aorere Riddell

Chair, Paerangi Limited

E TIPU E REA“Māori boarding schools embody Ngata’s aspirations, as expressed in his famous words, E Tipu, E Rea…”

IV So convince us that you've turned the corner, because all of those ERO reports said these schools are not safe, that violence was tolerated that bullying was endemic that successive Principals and Boards have done nothing about it.

AT First of all, I need to correct the assertion that all our schools have had serious bullying issues. This is plainly not true.

But even amongst schools that had problems, things have changed for the better. And the evidence that we have is the roll growth. Growth means you’ve got parents who are confident that the schools can look after and teach their kids. Plus we have good and solid academic results in these schools. We’ve beaten national averages in terms of ethnicity and decile and we have outperformed what I would call the "rich, flash" schools. Good marks usually indicate a good school culture.

IV Your schools are low decile aren't they?

AT Yes, decile 1 - 3. But they’re performing brilliantly academically. Remember, last year, only 36% of Māori year 11 students got their level 1 certificate. Yet, schools like Hato Paora College had an 85.7% pass rate; St Joseph’s Māori Girls’ College 81% ; Hato Petera 70.8%; Turakina 69.8%; Hukarere 68.4%; Te Aute 45.7%. So our schools all beat the national average in terms of Māori - but they also beat the national average in terms of decile - only 35% of students in decile 1 - 3 schools got the Level 1 certificate.

Two other points are note worthy. We are performing with a group that is recognised nationally – and nobody wants to say it - as a tough group of kids: Māori teenagers. Furthermore, our schools can't (skim the) 'cream'. We don't have the luxury like other "flash" schools in terms of picking and choosing kids. So with the Māori students that we have - we do a damned good job!REPOSITIONING

IV Good morning to you. These schools have had a lot of bad press.

AT Kia Ora and yes they have.

IV The perception I s’pose is that these schools got stuck somewhere in a timewarp where walloping kids was OK?

AT We thought that. So too did the bureaucrats in Wellington. But funnily enough our people didn’t. In fact, the results of research we commissioned in 2003 found that 36% of Māori families interviewed nationally had never heard of any of our schools. Moreover, 48% (even if they had heard of them) basically knew nothing about our schools.

IV What, 36% of Māori parents had never heard of the Māori boarding schools?

AT Yeah. It gave us a real wake up call. Because we thought everybody knew about our schools and our biggest task was to turn the negative perceptions round. To a degree this is correct.

But in reality lots of parents know very little if anything about these schools, so we actually have a bigger marketing issue - profile raising. This augurs well for our schools because in marketing terms, it’s easier to raise profile than correct a bad one.

So, now we are doing good things and have started turning the corner, the big task is getting the message out to our Māori community.

IN NOV 2003, THE CEO WAS INTERVIEWED ABOUT PAERANGI & MĀORI BOARDING SCHOOL EDUCATION. HERE IS AN EDITED VERSION OF THE INTERVIEW

IV But if he closes down anymore - I mean we have 6 schools left.

AT If our schools weren't performing academically and growing the choice would be an easy one. But we have great results and growth.

IV Did you go to a MBS?

AT Yes. I have a whānau of 10 - Dad went to Te Aute, all 6 boys went to Hato Paora and all 4 girls went to St Joseph’s Māori Girls’ College. At university, my mates and I would wear our rugby jerseys and think we were cool. It's part of the way I was raised. Māori boarding school is part of me and who I am.

Can I see here though that the recent period of decline is just like anything in life, People and businesses can lose their way and fall off the mark. Every organisation one has their ups and downs. The real issue to me is - do you have a plan and a team to help you move forward?

That’s what excite me about these schools. They have developed or started to develop these plans and are identifying key people to help move them forward. Moreover, there are huge opportunities out there for growth. Something like 70% surveyed indicated they are interested in finding out more and might send a student to one of our schools.

So again, the issue isn’t about falling down – every does that. It’s about getting up and making sure you know what to do so you don’t fall over again.

FOR SUCCESSIV Well its been lovely talking to you.

That was Atawhai Tibble. He is coordinating the 6 Māori boarding schools and trying to reverse the trend of their falling rolls. I/V Ends.

IV So if those results are getting better - do we take it from that the bullying has stopped?

AT Well I think we need to step back and remember, bullying is a real issue in all schools in NZ. OK. But things have improved dramatically in that area. I talk to the Principals and parents about what's going on and I notice the difference in how they talk about their schools and hostels. It’s positive. The adults are in charge and leading by example. And again, this is backed up by what’s going on in the classroom. At boarding school, the hostel is your home so if things are good in the classroom, then they must be going well in the hostel.

This gets back to the benefits of Māori boarding school. Clearly, not all kids benefit from going away from home to learn and develop, but lots of Māori kids do. But for lots of our kids, there are too many distractions at home, or there are problems, or there may be something missing like cultural identity. For these kids, attending a Māori boarding school is the thing that makes the difference…

IV Are the schools cheap? What's the cost?

AT They aren't overly expensive - about $6,000 per annum.

IV But for your catchment that can be a lot of money. And ultimately you will have to get on with Trevor Mallard. How do you get on with him?

AT I haven’t spoken to the Minister. But I know the Minister of Māori Affairs, Parekura Horomia, and he supports our schools.

“For lots of Māori kids, in town or country, there are too many distractions...or there may even be something missing like cultural identity, so attending a Māori boarding school is the thing that makes the difference..”

Whilst the number of students in years 11 and 12 in 1996 was similar to the number in 2002, the proportion of students in these years was smaller in 2002. By contrast, the number and proportion of students in the junior years increased significantly.

196

220

209

134

75

188

167

163

111

75

149

173

140

107

50

161

138

163

72

64

216

190

152

119

49

255

243

191

98

75

300

259

204

120

59

226

271

205

132

71

0

100

200

300

400

500

600

700

800

900

1000

1996 1997 1998 1999 2000 2001 2002 2003

Paerangi schools profiles, 1996-2003

Y13

Y12

Y11

Y10

Y9

In 2003, students in years 9 and 10 made up 59% of the total roll, compared with 50% in 1996. The total roll of all Paerangi year 9 students grew by over 50% between 1996 and 2003, compared with overall roll growth of 13% in that period* Data presented is taken from the Ministry of

Education’s Paerangi School Improvement Report (1996 – 2003)

REAL PROGRESS*

Between 1996 and 2003, Māori boarding schools experienced both a decline and a sharp recovery in educational performance.

Between 1996 and 2003,Māori boarding schools experienced both a decline and a sharp recovery in educational performance. This gradual deterioration and then improvement in academic performance mirrors the drop and increase in total school rolls.

ROLL GROWTHRoll size, particularly over time, is a useful indicator of a school’s performance. A decline suggests that a school is underperforming and its community knows. On the other hand, roll growth suggests a school is performing well.

Following dramatic roll decline between 1996 and 1999, the Paerangi collective regained lost ground quickly, with overall roll growth of 29% between 2000 and 2003.

Overall, Paerangi rolls increased by 13% between 1996 and 2003. The schools experienced significant growth in years 9 and 10, whilst the student numbers in years 12 and 13 remained fairly similar in 1996 and 2003.

PHASE 2 – MARKET DEMAND 2004 market research estimates that the demand for places at Māori boarding schools is substantial. A conservative assessment of this demand suggests that between 3,618 to 4,237 students want to attend these schools.

In June to July of 2004, BRC undertook a new survey of homes with Māori rangatahi to assess the potential market for the Māori boarding schools. 33,3755 households with approximately 55,000 rangatahi were sampled and interviewed about their interest in Māori boarding school education.

BRC came up with two levels of demand for places for the Māori boarding schools.

•Level 1 concerns the 34% of caregivers reported they would send their rangatahi to a Māori boarding school. The range for demand for places in level 1 is between 17,223 to 20,178 rangatahi.

•Level 2 is more conservative and only concerns the students of parents who were informed about the schools. The research found only, 21% claimed to be fully/somewhat informed about these schools. The range for demand for places level 2 is between 3,618 to 4,237 rangatahi.

PHASE 1 – BRAND AWARENESS2003 market research shows that there is significant potential for the Māori boarding schools to increase their rolls.

In May 2003, Paerangi Limited contracted BRC Social and Marketing Research (who also undertake the regular Te Mana Campaign Public Awareness Surveys for the Ministry of Education) to survey Māori households nationally on their attitudes towards and perceptions of the remaining Māori boarding schools. The purpose of the survey was to begin a process for understanding the potential market for these schools. Surprisingly, the research shows that the Māori boarding schools have a relatively low profile within the national Māori community.

Only 12% of those interviewed knew a lot about the schools, while 48% were unaware of their existence.

Of those who either knew a lot or a little about the existing Māori boarding schools, only 11% had a clearly negative view of the schools. In spite of their relatively low profile,

70% of those interviewed would recommend sending students to these schools (although 36% had some reservations). CONCLUSION

Market research suggests the real demand for these schools is significant and untapped. The challenge for each school now, is to successfully translate this demand into actual enrolments. This will require strategic and real investment in marketing and promotion of their schools and hostels.

REAL DEMANDMarket Research Indicates Bright Future for Paerangi Schools

BRC SOCIAL & MARKETING RESEARCHLevel 7, Forsyth Barr House 45 Johnston Street P.O. Box 10-617 WELLINGTON phone: +64 4 499 3088fax: +64 4 499 3414email: info@brc.co.nz

20

14

2

11

6

24

1

33

18

12

7

29

0%

20%

40%

60%

80%

100%

Purple Brown Red Navy Blue Green Yellow PaerangiAverage

NationalAverage

NCEA Level 1 2003 Paerangi vs National AverageCandidates in 3rd Year of Study

AchievedNCEA L1

Not AchievedNCEA L1

62% 60%

MĀORI BOARDING SCHOOL ACADEMIC ACHIEVEMENT*

Ministry of Education data confirms that on average the schools performed above the national average for all students for NCEA Level 1 in 2002 and 2003.

The results of each Māori boarding school are colour coded.

Whilst three schools (Purple, Brown and Red colleges) performed below the national average for the number of students achieving NCEA Level 1, on average Paerangi school students performed better than the national average.

The bottom table shows little change for Paerangi schools on average compared with the results for 2002 with the schools continuing to perform slightly better than the national average for all students.

The percentage of Paerangi students achieving the NCEA L1 standard increased by 2% in 2003 in line with an increase of the same proportion in national achievement.

The proportion of students achieving NCEA L1 improved at five out of six schools

* Data presented is taken from the Ministry of Education’s Paerangi School Improvement Report (1996 – 2003)

YEAR 11 LITERACY & NUMERACY ACHIEVEMENT IN MĀORI BOARDING SCHOOLS*

The top table shows the percentage of all students in their third year of study who met the literacy requirements for NCEA Level 1 in 2002 and 2003 (provisional results). On average a greater percentage of students at Paerangi schools achieved the literacy requirements compared with the national average in both years.

The results show that on average, the Paerangi schools performed slightly worse in 2003 but this was in line with a downward trend for students nationally.

The results of each Māori boarding school are colour coded.

As with numeracy, Red College had significant improvement in 2003, with 100% of its students meeting the literacy requirement in that year. Navy Blue College maintained its 100% success rate, whilst the other four schools had a decrease in the proportion of students meeting the requirements for literacy.

The bottom table shows the percentage of all students in their third year of study who met the numeracy requirement for NCEA Level 1 in 2002 and 2003 (provisional results). As the chart shows, on average Paerangi schools achieved better than the national average in both years.

* Data presented is taken from the Ministry of Education’s Paerangi School Improvement Report (1996 – 2003)

More specifically, the average SSF for these schools grew until 1998, but then showed continual improvement up to the end of the period of review. Underlying the improvement was the positive performance of four of the schools during the period. The biggest area of improvement for schools was in roll decline. At the end of the period none of the schools was experiencing roll decline. Schools had also made improvements in the area of community relationships.

.

SCHOOL IMPROVEMENT*

The Ministry of Education has developed a tool that measures school risk and, as a consequence, shows school improvement. The School Support Factor (SSF) is a Ministry of Education calculation of the risk profile of a school. At any one time, approximately 20% or 500 schools in NZ require some type of support or intervention. The SSF helps the Ministry measure risk and assess what type of assistance is needed and when. A SSF higher than 7 is a signal that a school requires assistance. A declining SSF over time is a sign that things are improving.

In the mid to late nineties, the Māori boarding school collective had a number of issues, including problems in their hostels and dramatic roll decline. This is evidenced by the red and white lines in the chart increasing over time. However, by 2002, the lines had declined showing improvement.

* Data presented is taken from the Ministry of Education’s Paerangi School Improvement Report (1996 – 2003)

ERO REPORTS*Two issues have been recurring themes in the ERO review reports for the Paerangi schools since 1996:

•the physical and emotional safety in the schools or their associated boarding hostels, and •the quality of curriculum delivery and teaching.

In most of the schools, the hostels have been under the control of a trust board, and their management has been separate from that of the school.

While ERO’s mandate has been to review the school, it has repeatedly found that concerns about student safety out of hours had constituted a major barrier to learning for some students.

Often in response to parent or community concerns, ERO investigated the physical and emotional safety of students in the schools and the hostels. ERO recommended greater alignment between the management of the schools and the management of the hostels, and more formalisation of the policies and procedures governing the operation of the hostels.

The ERO reports now indicate that, in general, and with only a few exceptions, most of the schools had addressed these issues.

The challenges of delivering a broad curriculum in a small secondary school have been apparent for all of the schools.

In the early to mid nineties, ERO reported that curriculum planning and delivery was variable, teaching programmes in a number of the schools were of variable quality, and that there was a need for a wider range of teaching and learning strategies. Some showed limited ability to monitor and assess student programmes in a way that could effectively inform the development of teaching programmes. Performance management systems and professional development programmes did not always provide teachers with the support they needed.

By 2003 most schools had made progress towards strengthening curriculum delivery.

Evidence of these improvements includes: •Improved academic performance; and•renewed confidence within the Māori community - as reflected in the roll growth and the demand surveys.

FOR ERO REPORTS OF EACH SCHOOL, GO TO:http://www.ero.govt.nz

ERO REPORTING

ERO reports up until the end of 2003 identified that almost all the schools had addressed the key hostel issues.

Furthermore, by 2003 most schools had made progress towards strengthening their curriculum delivery.

Evidence of the improvements includes:

•Improved academic performance; and,

•renewed confidence within the Māori community - as reflected in roll growth and potential demand surveys.

* Data presented is taken from the Ministry of Education’s Paerangi School Improvement Report (1996 – 2003)

ON THE WALL JUST BEHIND THE SCREEN OF TOM RATIMA’S LAPTOP IS HIS WHAKAPAPA. IT TRACES HIS LINEAGE BACK TO TE HAPUKU, THE PARAMOUNT CHIEF OF TE WHATUIAPITI, THE PEOPLE WHO GAVE LAND FOR TE AUTE IN 1854 TO ESTABLISH TE AUTE COLLEGE.

“It keeps me focused on why I am here,” says Ratima, the Executive Manager of Te Aute College or CEO. Ratima has gone to lead this school in what are troubled times.

Te Aute celebrates its 150th anniversary this year but is fighting for survival. Their classrooms have produced some of the most prominent leaders in Māoridom – from Sir Apirana Ngata, Sir Maui Pomare, to Peter Sharples, Mason and Eddie Jury. But two ERO reports last year identified several problems including a lack of leadership, poor financial management, questionable curriculum delivery and concerns about the well being of pupils in the hostel. There was also disquiet about the lack of cooperation between Te Aute’s board of trustees and the Te Aute Trust Board, which represents the Anglican Church, is the college’s proprietor and runs the hostel. Many of the colleges problems ERO blamed on the lack of cooperation.

Last year the Ministry appointed two limited statutory managers. One is the former Mayor of Hastings, Jeremy Dwyer, who is an ex pupil and taught at Te Aute in the 1970s and 1980s. The other is Andy Matthews who manages the school’s finances.

Meanwhile, the college has taken action. A taskforce was formed in October last year to

NEVER SAY DIE*TE AUTE COLLEGE

These moves have helped the college turn the tide, and it was given a cautious thumbs up by the ERO this month after a review in June. The latest report focuses mainly on the hostel and finds several significant improvements - from plans to refurbish hostel blocks, increased pastoral support for students to communication improvements between the two boards.

A key area identified in the December taskforce report is one of kaupapa or philosophy: what the school stands for. Dwyer says historically, the college has provided a learning environment steeped in language and culture with a religious element. Mainstream schools now provide the cultural elements, previously only assessable through Māori boarding schools, and are able to offer a wider curriculum due to their rolls in excess of 1000 students.

Board of Trustees chair Tutu Wirepa accepts there is a need to rebrand the school. The Auckland businessman is looking at workable solutions such as specializing in certain subjects and building a reputation in these. Increasing the numbers of day students is also an option however the school will remain predominately a boarding school.

consider the future of it’s two schools – Te Aute and Hukarere. It pulled no punches on the extremely serious situation at Te Aute and made several recommendations. Te Aute, which has taught girls since 1992 would revert to boys only from next year and most importantly, the school would reinvigorate its kaupapa or philosophy.

•This article is an edited version of an article written by Martin Kay of the Dominion Post. It has been printed with their kind permission.

Tutu Wirepa says the school will not lose sight of its traditions. “One of the unique characters of this school has been its tradition and the place of tikanga Māori and we are defining what that unique role is, in Māori society and New Zealand society.”

These and other issues will be discussed during a wananga at the college on September 13th, part of the schools 150th celebrations.

Whatever the outcome, these three key members, Ratima, Dwyer and Wirepa say Te Aute is not ready to lie down and die. Giving up has never been in the Te Aute curriculum.

HUKARERE Girls' COLLEGE IS CHANGING WITH THE TIMES AND HAS A NUMBER OF KEY PROJECTS UNDERWAY THAT AIM TO MODERNISE LEARNING AND ACHIEVEMENT AT THE SCHOOL.

Kaiawhina is one such project that came about through discussions on Teacher ICT professional development and the need for students to extend their work in ICT. The school worked out that the best way to help teachers is to give them assistance at the time it is needed, not a week or month later in a group training session which does not cater for individual needs. Of course, it is almost impossible to help teachers at the time they want help, because the school has only one ICT support person who is also a full time teacher.

However, it is possible to achieve that just-in-time goal in another way. Hukarere have started using the ICT curriculum itself to teach ICT-literate students how to operate a helpdesk to support teachers in all areas of the school.

The students carry out their normal school activities and when a teacher needs assistance, a member of the Kaiawhina team is usually on hand to take ownership of the problem.

This way, teachers get help for what they need and when they need it. The students get extra tuition in helpdesk techniques which include people skills, troubleshooting techniques, and of course, the very necessary skills of explaining to teachers how things work.

HUKARERE GOES HITECH Hukarere College

The Kaiawhina project is being monitored by the University of Otago, as it is a pilot case study which may be of benefit to other similar schools.

Some of the school programmes are also changing to give students more responsibility for their learning. In some subjects, students now choose from a range of options units of study (or Road Maps) for the year. They elect more subjects than required, so that they have the flexibility of changing as their learning develops.

The integration of computers in all classrooms is proceeding as computers become available. Teachers can now look forward to their students using computers in all subject areas in their home classroom.

The current supply of computers at Hukarere is nowhere near what they require, but with the help of the Kaiawhina team, and some new thin client technology, the college is managing to keep the old machines running.

WiFi, or wireless connectivity,is also available at Hukarere. This project was initiated to solve the problem of having desktop computers in areas which had a lack of bench space and in which cabling and wiring was difficult. It is operational in the Science laboratory and will soon be running in the Art room.

The WiFi system runs on laptops which only require a power point. The radio system controller links directly into the school LAN’s (local area networks), giving students the same facilities as they would on the other school computers. The Science teacher has reported that this facility has considerably expanded the resources and that the students are using it constantly.

In short, Hukarere is keeping up with the times and ensuring its pupils are able to ride with confidence on the new knowledge wave!

•This article is an edited version of text supplied by Hukarere College.

FROM ZERO TO HERO – THAT’S HOW DAVID MCDONALD FROM HATO PETERA DESCRIBES THE GROWTH OF THIS SCHOOL IN THIS ARTICLE PRINTED IN THE AUCKLANDER EARLIER THIS YEAR.

Last year the 15 seniors at Northcote's Hato Petera College claimed four of the country's top scholarships and principal Brother David McDonald says he was ``quietly pleased''.

And well he might be. It wasn't long ago that the decile-two school was best known for its high level of suspensions and suspected drug use, which prompted a sweep of the school by sniffer dogs.

Now with 80 per cent of graduates heading to university, Hato Petera has well and truly turned the corner. And these days the boarding school has set its sights on expansion - in every sense of the word.

``It has always been our dream to become a community college – a Māori campus of learning,'' says Br David. And already Hato Petera is on the way, with courses in Māori and computing where pupils earn college credits which then allow them to take up varsity studies mid-way through.

``We are doing it to help students avoid going into huge debt,'' explains deputy principal Timoti Maru. ``At the moment the Ministry of Education is paying and we use video conferencing, which allows us to get the best possible teacher we can source.''

Technology has opened up all kinds of possibilities at Hato Petera, which for years has operated on a shoestring.

FROM ZERO TO HERO*HATO PETERA COLLEGE

Teachers are receiving laptops, so they can access information on the web and pass it on to pupils, saving them the expense of buying books. And thanks to video conferencing, the school can lay on a new course for just one pupil when in the past a whole class was necessary to justify employing a teacher.

By the year's end, the school hopes to offer third-level courses in carving, video editing and media studies.

Br David says he wants to see Hato Petera grow. Currently there are just 140 students - 100 boarders and 40 day pupils. There are just 12 teachers, who have horrendous workloads, so more will need to be recruited.

Br David feels people may not be aware the school has changed and he says some may not know that day pupils are now welcome. He became principal in 1997 and instituted a tough policy that has seen the once-notorious school clean up its act.

Explaining, he says: ``The school got complacent and lost its focus on the students. But we now have a community that accepts learning is the major priority.'' And getting back on track took a lot of goodwill on the part of students and staff.

Pupils make a donation, usually $125, and the rest is taken care of by a grant from the Ministry of Education. Boarders live 12 to a house in eight whanau. They are looked after by a married couple and everyone pulls their weight with household chores.

And Br David believes the whanau experience is perhaps the most important thing students take away from Hato Petera.

•This article is reprinted with permission from the Aucklander newspaper.

YOU CAN DO IT!TURAKINA MGC

ASK DAWN MITAI PEHI HER ADVICE TO YOUNG MĀORI WOMEN AND SHE’LL SUM IT UP IN FOUR WORDS – YOU CAN DO IT!

Dawn is the current Principal of Turakina Māori Girls' College and thinks her world view and philosophy comes from her upbringing in Minginui, a small village in Te Urewera.

“I was taught not to complain, but to get out and do it; to actively seek out and seize opportunities. I s’pose we all had to think that way coming from a small rural settlement and having to move to the big smoke for employment. Nothing was ever easy or laid out on a plate for us.”

And it is this “can do” attitude plus the skill of finding and seizing opportunities that she is working on instilling in her pupils at Turakina.

In fact, opportunities for her kids have increased dramatically since Dawn has been in charge: from establishing the school as a lead technology school amongst the Māori boarding schools, to raising funds to build their $1 M computer suite, to sending students to participate in a United Nations run global youth leadership forum, to developing a cultural and educational exchange between Turakina, Mana Tamariki (Palmerston North) and Aboriginal students from the Australian outback, Dawn has been successful at opening, and keeping open doors for her pupils.

“When I first came to Turakina, isolation was our biggest issue. We were a small school stuck out on the edge of Marton, a rural township. It was difficult to employ staff in key subject areas, and we could only offer a very basic curriculum.”

This didn’t stop Dawn from finding a solution however. At that time the Ministry was first mooting the idea of piloting educational delivery between rural schools through videoconferencing.

“I heard about it and thought - this is just right for us and our situation. So I fought hard with the Ministry to get Turakina involved. Some might say that I was quite stroppy.”

Laurence Zwimpfer, who manages of the Ministry of Education’s videoconferencing project in Māori boarding schools begs to differ. “Dawn immediately saw what this could do for Turakina. She was focused and determined to get the best for her girls. And this really sums up her approach – she’s a doer and a real go-getter!”

As well as broadening the curriculum via videoconferencing, which has helped grow the roll, Dawn has also worked on improving the hostel.

“When I came to Turakina there was a culture of managing the students within the gates. But I have been quite keen on allowing the girls here more freedom to leave the school and get out and about while building responsibility.”

This has meant buying a bus, finding local drivers, and developing trust and good communication channels between the hostel and school staff.

“I am quite pleased with the progress we’ve made.”

“We have actually increased contact with the wider community.”

So, where to next for Turakina?

“The next big project is the establishment of a multi purpose building or gym for the girls. At the moment, I am looking around for investors and have heard plenty of nos.”

Don’t expect this is stop Dawn however. In her vocabulary, no means looking for opportunity elsewhere.

WHAT DO BOARD ROOMS, CORPORATE OFFICES & PARLIAMENT CHAMBERS HAVE IN COMMON?

Well according to Hato Paora College Principal, Tihirau Shepherd, these are all future places of work for his graduates. Because as far as he is concerned, his school’s number 1 priority is to groom students for leadership roles in these arenas that he calls` the new ‘battle fields’ of Māori development.

"The battles for Māori development and success will no longer be fought in the scrub, gorse, railways or freezing works. The battles for Māori development and success will be fought in the board rooms, corporate offices and parliament chambers." 

But don’t think Shepherd is turning his back on his ‘brown’ collar working class roots. Hailing from Te Whanau-a-Apanui, his whanau in Te Kaha worked hard to send him and his brother to Hato Petera. Yet it is his upbringing amongst his iwi that drives Shepherd to demand so much of students.

“We have Treaty settlements, and huge assets coming back into the hands of our people. It’s critical that we equip our kids with the right skills and knowledge. Once upon a time we were the best workers in the fish factories. Now we need be the best owners of fish factories!”

It’s hard not to be impressed by Shepherd when you speak with him. He is constantly thinking out loud about politics, both national and iwi, and how it affects his vision for his school and pupils.

“We need to take an interest in how the political environment affects us in doing our job. Hato Paora must deliver our kids a solid education that is embedded in tikanga and wairua. Education in our schools makes a world of difference for rangatahi and have seen the impact time and time again.”

Shepherd attended Hato Petera at the same time as the current CE of Te Ohu Kaimoana, Peter Douglas. Douglas remembers a committed student who wasn't afraid to give anything a go. And words like commitment and passion are regularly used by parents and staff use to describe Shepherd.

“Pa Tihirau is 200% committed to making sure our boys do their best,” says Deputy Principal, Irene Pewhairangi. “He gives his all and our results show it’s paying off.”

Since he’s been in the driving seat at Hato Paora, the profile has lifted. The school’s academic results are top notch; you regularly see it on TV for positive reasons; and Hato Paora is shy in putting up its hand to manage national events. The school ran the Nga Manu Korero Nationals in Palmerston North in 2003 and is doing it again in 2004.

BOARD ROOMS, CORPORATE OFFICES TO PARLIAMENTHato Paora College

Moreover, Hato Paora is no longer a place of last resort, but a serious option for Māori parents alongside Wanganui Collegiate and Palmerston North Boys High School. This is most evident in the fact that the school is now able to retain top students who are targeted with better opportunities elsewhere. Whitiaua Black, head boy, is the Senior Nga Manu Korero champion and is a sports representative in 5 national teams. He was offered a full scholarship to attend a top boys school but turned it down because he wanted to stay at Hato Paora – his kura.

Whitiaua’s whanau swear by the school and the role the Principal has had in raising its profile.

“He rangatira a Tihirau, na te mea, ko tana mahi, he raranga, he arahi i te tira tangata”, says Professor Tai Black, Whitiaua’s father and the head of Māori Language at Massey University.

With parents like Professor Black backing the school, it is highly likely that Shepherd’s goal to get more Hato Paora graduates entering the board room and corporate offices will be realised.

THERE IS SOMETHING DISTINCT AND SPECIAL ABOUT ST JOSEPH’S MĀORI GIRLS’ COLLEGE AND ITS PUPILS.

Some would say it’s the girls’ dress standards or behavior when they are out in public – where every single girl has their hair either shoulder length or tied up and is dressed smartly in their number ones (no exceptions).

Others say it’s their singing – referringto both their nationally renown choir and their illustrious ex-pupils, like Hinewehi Mohi, Moana Maniapoto and Whirimako Black, who have made a huge impact on NZ’s music scene.

Others say its their stunning academic success – where for more than a decade, St Joseph’s has not only produced the best and most consistent academic results in the Paerangi schools, but also competes locally with private rich schools like Iona and Woodford.

But whatever epitomises St Joseph’s and its girls, everyone agrees that a single person has maintained St Joseph’s reputation over the years as a lead school for Māori girls -Principal, Georgina Kingi.

Geoirgina is strictly “old school” or a traditionalist. But as her ex-pupils will vouch, she’s traditionalist in the best sense of the word.

She is not phased by new technology – which might explain why St Joseph’s doesn't have a school website. She prefers instilling within kids the basics. Nor is she keen on educational fads or reforms – she prefers mostly external exams to the new NCEA system. She believes in the “best of both worlds” rather than the kaupapa Māori theory– her kids must achieve both in the ‘pākeha’ scholastic arena AND need grounding in tikanga Māori. She doesn’t believe only Māori staff can work with Māori. At the end of the day she wants the best staff for her kids – and if they happen to be Māori that’s a bonus!

She does recognise that the world is a global marketplace and NZ only makes up two small islands in that market. But while the world may have changed, her vision for the school and her girls has remained the same.

“I believe in our girls and see it as our job to give them the confidence and skills to foot it in the wider world.”

One ex pupil who does just that is high flying business consultant, Taria Tahana. With a degree in business management from Waikato University, Taria knows something about effective organisations and believes the leadership Georgina provides is critical to the school’s success.

“Georgina is legendary. She believes every student is capable of much more than they themselves think is possible. This can be tough on girls who aren’t used to being pushed. But Georgina is unrelenting in the pursuit of the possible. She doesn’t make exceptions.”

And her approach is admired by her students’ parents. Business consultant Richard Jefferies has a daughter enrolled in the third form. When he complained that his girl wasn’t being challenged enough academically, Georgina immediately implemented curriculum and homework changes for the pupil.

“I really appreciate having a Principal that not only has high expectations of my girl, but will do what is best for her.”

It would be a mistake however to think St Joseph’s is full of middle class Māori families who want their girls to be business consultants and lawyers – not that there is anything wrong with that.

“We are not a school of rich Māori kids,” says Georgina staunchly, “and if we became that, I would resign!”

Georgina is clear that her school is for those in need but have real potential. “The Sisters of Our Lady of the Mission established St Joseph’s as a school to help Māori families. We are still here to do that job.”

Georgina’s work with the Maori community was recognised in the January 2004 Honors List when she was awarded a QSO (Companion of the Queens Order for Public Services).

LEGENDARY LEADERSHIP St Joseph’s Māori Girls’ College

HATO PAORA COLLEGEPhone(06) 3289 731 Fax (06) 3289 848 Street Address Kimbolton Rd, RD 7, Feilding  MANAWATU   Principal Tihirau Shepherd

HATO PETERA COLLEGEPhone(09) 480 7784 Fax (09) 480 1678 Street Address 103 College Road  Northcote  AUCKLAND   Principal Br. David McDonald

ST JOSEPH’S MĀORI GIRLS’ COLLEGEPhone(06) 844 8461Fax (06) 844 2568 Street Address 25 Osier Road  Greenmeadows  NAPIER   Principal Georgina Kingi

TE AUTE COLLEGEPhone (06) 856 8016 Fax (00) 856 8346 Street Address 103 State Highway South  Pukehou  HAWKES BAY   Executive OfficerTom Ratima

HUKARERE COLLEGEPhone(06) 835 8452 Fax (06) 835 5914Street Address 17 Shaw Rd, RD 2, Eskdale  NAPIER   Principal Heather Moller

TURAKINA MĀORI GIRLS’ COLLEGEPhone(06) 327 7244Fax (06) 327 8033 Street Address Henderson Line  MARTON   Principal Dawn Mitai Pehi

Paerangi Limited, Hepetema 2004