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Making Sense of Ka Hikitia – Managing for Success: the Māori Education Strategy 2008-2012

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Making Sense of Ka Hikitia – Managing for Success: the Māori Education Strategy 2008-2012 How Policy Travels: Making Sense of Ka Hikitia – Managing for Success: The Māori Education Strategy 2008-2012 Prepared by Paul D. Goren With funding from the sponsors of the Ian Axford (New Zealand) Fellowships in Public Policy July 2009 Established by the Level 8, 120 Featherston Street Telephone +64 4 472 2065 New Zealand government in 1995 PO Box 3465 Facsimile +64 4 499 5364 to facilitate public policy dialogue Wellington 6140 E-mail [email protected] between New Zealand and New Zealand www.fulbright.org.nz the United States of America © Paul D. Goren Published by Fulbright New Zealand, July 2009 The opinions and views expressed in this paper are the personal views of the author and do not represent in whole or part the opinions of Fulbright New Zealand or any New Zealand government agency. ISBN 978-1-877502-12-5 (print) ISBN 978-1-877502-13-2 (PDF) Ian Axford (New Zealand) Fellowships in Public Policy Ian Axford (New Zealand) Fellowships in Public Policy were named in honour of Sir Ian Axford, an eminent New Zealand astrophysicist and space scientist who is patron of the fellowship programme. Since his education in New Zealand and England, Sir Ian has held Professorships at Cornell University and the University of California, and was Vice-Chancellor of Victoria University of Wellington for three years. For many years, Sir Ian was director of the Max Planck Institute for Aeronomy in Germany, where he was involved in the planning of several space missions, including those of the Voyager planetary explorers, the Giotto space probe and the Ulysses galaxy explorer. Sir Ian is recognised as one of the great thinkers and communicators in the world of space science, and is a highly respected and influential administrator. A recipient of numerous science awards, he was knighted and named New Zealander of the Year in 1995. Ian Axford (New Zealand) Fellowships in Public Policy have three goals: • To reinforce United States/New Zealand links by enabling fellows of high intellectual ability and leadership potential to gain experience and build contacts internationally. • To increase fellows’ ability to bring about changes and improvements in their fields of expertise by the cross-fertilisation of ideas and experience. • To build a network of policy experts on both sides of the Pacific that will facilitate international policy exchange and collaboration beyond the fellowship experience. Fellows are based at a host institution and carefully partnered with a leading specialist who will act as a mentor. In addition, fellows spend a substantial part of their time in contact with relevant organisations outside their host institutions, to gain practical experience in their fields. The fellowships are awarded to professionals active in the business, public or non- profit sectors. A binational selection committee looks for fellows who show potential as leaders and opinion formers in their chosen fields. Fellows are selected also for their ability to put the experience and professional expertise gained from their fellowship into effective use. i We acknowledge and thank the following government and corporate sponsors that support the Ian Axford (New Zealand) Fellowships in Public Policy programme: • Department of Building and Housing • Department of Corrections • Department of Internal Affairs • Department of Labour • Department of the Prime Minister and Cabinet • Mighty River Power • Ministry for Culture and Heritage • Ministry for the Environment • Ministry of Agriculture and Forestry • Ministry of Defence • Ministry of Economic Development • Ministry of Education • Ministry of Fisheries • Ministry of Foreign Affairs and Trade • Ministry of Health • Ministry of Justice • Ministry of Research, Science and Technology • Ministry of Social Development • New Zealand Customs Service • New Zealand Police • State Services Commission • Te Puni Kōkiri (Ministry of Māori Development) • The Treasury ii ACKNOWLEDGEMENTS My family and I are grateful to many people who made our six months in New Zealand the time of our lives. We are indebted to our friends and colleagues at Fulbright New Zealand – Mele Wendt, Martin Boswell, Rae Holdsworth, Keri Vanka, Andy Mitchell, Kara Wood, and Val Leach – who welcomed us to New Zealand, arranged my fellowship posting at the Ministry of Education and our housing at Chevening, and eased our transition into schools and life in general in Wellington. Their support professionally and personally has been truly remarkable. I am indebted to the Axford Board and the Axford Selection Committee for this honour. This fellowship is a fantastic opportunity to learn about policy in practice in New Zealand and how it might apply to similar situations in the United States. Credit is due to former Prime Minister Jim Bolger and the late Governor General of New Zealand, Sir David Beattie, for establishing the fellowship to honour the contributions of Sir Ian Axford. I also must extend my gratitude to the Spencer Foundation in Chicago, its Board of Trustees and its president, Michael S. McPherson, who provided support and encouraged me to undertake this opportunity. Special thanks are due to my colleagues at Spencer who covered my assignments and responsibilities in my absence. I am extremely grateful for their support over the past half year. My colleagues at the Ministry of Education, and especially in Group Māori, deserve tremendous thanks for their support and assistance while I conducted and completed this project. My appreciation and special thanks go to Karen Sewell, Secretary for Education, and Apryll Parata, Deputy Secretary for Māori Education, for supporting this effort and engaging in my work. My colleagues in Group Māori, and especially in the Māori Education Strategy and Policy unit, welcomed me as a colleague and taught me the true definition of whānau. I am thankful to each of them for their support and their friendship. I will miss our regular interactions and the daily five-minute quiz. My gratitude also goes to Mike Woods, the Ministry of Education staff member who serves as Education Counsellor at the New Zealand Embassy in Washington D.C., for his helpful assistance and colleagueship. This project could not have been completed without the support, and critique, of two Ministry of Education colleagues who served as my mentors. Cheree Shortland-Nuku, an outstanding educator and policy manager served as my host mentor in Group Māori. Our conversations about this project, how to improve schools and schooling for all children, and how to build culturally responsive school environments in New Zealand and the United States both influenced and challenged my own thinking. Cheree’s support of my efforts went beyond the call of duty and I am sincerely thankful for all that she did. Brian Annan, a passionate and committed educator from the Early Childhood and Regional Education Group served as my academic mentor. Brian’s strong emphasis on improving schools and schooling, and his constant challenge not to lose sight of children and their school environments is hopefully evident in this project. Along with regular conversations about this work, he helped arrange monthly critical review sessions on the project with three outstanding New Zealand academics at the University of Auckland – Helen Timperley, Margie Hohepa, and Graeme Aitken – that were simultaneously challenging and fun. My deep thanks go to Brian (and Helen, Margie, and Graeme) for assisting me on this work. Cheree iii and Brian are not only professional colleagues, but have become good friends. I look forward to continuing our conversations long into the future. I would be remiss if I did not offer my gratitude to the numerous educators in schools, kōhanga reo centres, at the Ministry, and across the sector whom I interviewed for this paper. I appreciate the time they took with me, but most importantly the energy and commitment they put into making improvements in education for and with Māori children. I especially want to thank colleagues who helped me understand the education system in New Zealand, and the work occurring to improve outcomes for Māori learners. Special appreciation is due in this regard to Mere Berryman, and her colleagues at the Ministry of Education’s Poutama Pounamu Education Research Centre, Russell Bishop, and Mary Wootton. In addition, my wife and I are extremely grateful to the outstanding educators and administrators at Wellington High School (WHS) and Clifton Terrace Model School (CTMS). Our kids thrived at WHS and CTMS and it was a sincere pleasure to be part of both school communities. My gratitude goes out to the two other Axford Fellows, and their families, who lived in the flats above us and below us at Chevening on Salamanca Road. Alixe and Dan Bonardi, and their children Olivia and Helen, and Robyn and Jason Dupuis, and their kids Kasey and Truett, became regular fixtures in our day-to-day life in Wellington. We will miss the ease by which our kids, and we, went from flat to flat as neighbours on a regular basis. These two families created a warm and supportive environment for the five of us, something we will cherish into the future, as we will their friendship. I want to thank my wife Gwen Macsai and our three children - Ruby, Mose, and Kip - for embracing this adventure with enthusiasm and gusto. It is to their credit that they were willing to take six months off of their regular routines to live in a new country, make new friends, and embrace everything New Zealand offers. From our travels to Russell and Cape Reinga, to our tramping outings in Abel Tasman National Park and on the Milford Track, to the new lifelong friends we made in Wellington (Lisa and Jonathan, Tali and Eli, Nell), we could not be more appreciative and thankful for this experience as a family. At the end of the interview by the Axford Selection Committee, former Prime Minister Jim Bolger asked me what I might bring to Māori if chosen as an Axford Fellow.
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