He Kākano

Salisbury School has been the participant in the He Kākano project, a Ministry of Education contract in partnership with the University of Waikato.

He Kākano sits alongside Ka Hikitia and focuses on the role of Principals and senior leaders and the part they play in raising Māori achievement. By embedding the principles of He Kākano and through strong visionary leadership, student engagement is enhanced, resulting in confident, connected, actively involved life-long learners.

Early in the project and with Manutaki from Waikato University, Salisbury developed the following goal:

‘A systems review to determine Salisbury School’s level of responsivity to Māori students’

Salisbury School was involved in the project for three years and during that time examined each system in place to more effectively ensure that our Māori learners benefit from a one size fits one approach to learning. We began with the following two systems to include all campus based systems as we moved through the He Kākano Project.

The Performance Appraisal System

The Performance Appraisal System has been redesigned to incorporate the Effective Teaching Profile on which He Kākano is predicated and to embrace the Registered Teacher Criteria and the links that these have to Tātaiako - the Cultural Competencies, which are:

  • Ako - practice in the classroom and beyond
  • Wānanga - communication, problem solving, innovation
  • Manaakitanga - values, integrity, trust, sincerity, equity
  • Tangatawhenua - place based, social cultural, awareness and knowledge
  • Whanaungatanga - relationships (students, schoolwide, community), with high expectations

At the heart of Tātaiako is the notion of:

‘Māori learners achieving education success as Māori’

Determining our level of responsivity to our Māori students has meant that staff must gain a good knowledge and understanding of:

  • Ka Hikitia and Te Kotahitanga Research
  • The Effective Teaching Profile
  • The GPILSEO model
  • Russell Bishop’s work on the ‘Effective Teacher Profile’
  • Te Marautanga o Aotearoa - the dimensions and features of student engagement
  • Jill Bevan Brown’s Cultural Self-Review document

As a result of the readings undertaken and discussions within the Senior Membership Team and throughout the wider campus a clear understanding of the importance of a culturally appropriate context for learners at Salisbury has been developed. The appraisal system for staff identifies why it is so important that the concept of Manaakitanga is maintained in all our interactions with our students and with each other as colleagues and staff members. Staff are commenting on the thoroughness of the new document which allows them to incorporate an ongoing record of evidence of their teaching and living and life skills programmes.


Salisbury School Positive Behaviour Support

Our core He Kākano goal has also lent itself to the development of a positive behaviour support system underpinned by Restorative Practice across campus, along with the notion of Te Ao Māori and a holistic world view. The text ‘Discipline, Democracy and Diversity’ (Angus MacFarlane, Te Arawa), which recognises the dignity of the student and the dignity of the teacher as being the roots of a nurturing learning environment, is fundamental in the Hikairo Rationale, a behaviour management model developed by Angus MacFarlane when working with young people with challenging behaviours.  We have moved from a functional limitations paradigm, a medical model which looks for the cause of complex learning and behaviour difficulties as coming from within the student, to an ecological model which looks to bring about change in the environment and in relationships between staff and students, in order to restore positive practice and enhance learning opportunities.

The new strengths based model is a tiered system underpinned by Restorative Practice and focusses on developing positive relationships and effective behaviour support. The development of positive relationships are paramount to our Māori students and the new model continues to shift challenging behaviours for a significant number of students while reducing the need for punitive and aversive strategies.  We do not physically restrain, isolate or contain students.