SCT Symposium 2018 Day 1

After a very early morning and a picturesque flight I arrived in Auckland to attend the Specialist Classroom Teacher Symposium. A room full of keen kaiako and a welcome from Tangaroa College students and we were underway.

These are my notes from the day which may not make total sense to everyone, but have some links to reading and ideas and questions that may be useful for some. Apologies for any mistakes, I might go back and edit later when I have time.

Keynote - Culturally Responsive Pedagogy (Therese Ford, University of Waikato)

Using pakeha toolkit to navigate the school system but forfeited her Māori side to do so.

Talking about how important SCT are in pedagogical leadership in schools

Don't often hear about the progress we have made in the Treaty of Waitangi

Partnership, Protection, Participation

Bill English 2 speeches last year at Waitangi. Talked about potential for greater success. We didn't hear about those. No acknowledgement of the success and potential.

Background on Māori Education policy:

1970s and 1980s

Kaupapa Māori became active, revitalisation for Māori. Losing language, understanding around tikanga. Move from accepting things to being or active to do things for themselves. Kohanga reo established.

Image Robin Kahukiwa. "The Choice"

Tree Central but in the distance

Whenua

Chess board or lino, artificial but the huia want to be in the harakeke.

Urban drift. Leaving their whanau, marae, their whenua.

1990s

Acknowledgement from the government to do some research around Māori learning. Poutama PounamuMāori education research centre.

If we underpin the education for Māori students with Māori kaupapa they will learn.

2000s

Māori world view

MasonDurie has done a lot of writing around kaupapa Māori

3 goals of education at hui Taumata Matauranga 2001 (download pdf)

Māori students, through education, should be able to :

To live as māori

To experience good health and well being

To contribute as global citizens

Critical theory - Russell Bishop

KaupapaMāori theory - GrahamSmith 

2003 

talked to Māori students and ask why they are failing and what solutions.

They identified 3 places that solutions lie.

Some of it is us

Some is structure

Some of it is relationships with teachers

Talked to engaged and non engaged. No difference between what they said.

Also interviewed parents

Interviewed principals

Graph shows what they felt were the solutions. Big difference between teachers and students.

No one is right or wrong but have different groups of people talking past each other

Reading the narratives stopped the whole staff in their tracks. You can still read them.

Effective teaching profile was about unpacking the strategies and things you could do.

Didn't spend a lot of time talking and thinking about and understanding the why. Some schools doing but not understanding why so it wasn't actually embedded.

Why are we doing this, why does it work or not work?

2008

Launch of Ka Hikitia. No pd provided. No resources. Strategy well developed but no support to implement it.

Hautu- resource for board of trustees.

Phase 5of Ka hikitia Dr Adrienne Alton-Lee did a demonstration report 2010-2012. Not many know about it as there was a change of government .

Data from students talking about their education in that report as well

2014 

Building on success. Kia eke panuku

Culturally responsive and relational pedagogy

Feedback shows teachers and students being 'nicer' but hasn't changed the learning

Needed to support teachers to better understand the difference

PoutamaPounamu name of team that is being led in Wellington

Institutional team based on 20yrs of development. This is how they define Māori education

Explained different contracts

Cultural relationships and responsive pedagogy

They cover 95 schools, 8 needed something different.

Literacy across the curriculum is difficult.

Mere Berryman to do a workshop on literacy

John Hattie research as well

Deliberate professional acts are really important. Those that understand professional content knowledge and good pedagogy will have a greater effect. But... If it's not relational or responsive then they won't be enough, especially for Māori and Pasifika students

Parents and teachers with home intervention even higher effect.

2016

Poutama Pounamu theory of change : Ako critical context for change.

Blended learning online course, can work through with people in a similar role.

Can also do a summer school paper with Waikato and that online work qualifies for papers.

2018

No more national standards

Better public services goals, 85%for all to get L2 Maori only 66.5%

Also what have they got for L2? Some meaningless things making that up.

Ka Hikitia phase 3 about to be launched 

Realising Māori potential. Hopefully support coming with it

Educationmatters to me:key insights released

Session 2 - sharing resources

Wanting to achieve success in a Māori way.

How do we assess that?

How does the community define success?

Designed assessment tasks to make it meaningful

Learning walk - observation tool

Have observation focus

Only comment on the focus

Directed by SLT to go to specific places. Snapshots.

Another school asks students for their observations as well

Add student voice

21C Learning Design

Learning activities rubrics

Microsoft educator community

Trello

Canvainfo graphic

Helen Lowther, Queens College, Dunedin

Teaching PE and Health. Teacher as coach, creating a positive class community

Using tuakana teina approach

How to make links from school and community

3 weeks they taught each other. All about relationship building pb4l school.

Did with commonwealth games this year

Integrated learning

Game to play, fold up for te reo

Core Ed bingo charts - Self review for kaiako on te ao Māori

Matariki, put on performance student led

Panel Discussion (COL-Julia Todd/EC- Pauline Barnes/PPTA - Kirsty Farrant & Therese Ford UoW)

Julia Todd

Investing in education success

Go from a competitive model to a collaborative model.

Some work well together and some don't.

Phase 1 conversation between schools

Phase 2 how do you merge and complement existing leadership with new Kāhui Ako roles

Talked through the process of making a col and the positions.

214cols in march 2018

Kirsty Farrant 

Curriculum and assessment now but was wellbeing

Is the impact of cols affecting the Sct roles?

Funding in first 2 years to do study as SCT

Be forward asking what your place is especially with COL positions. Work with rather than being isolated.

Sct guidelines for ppta

Pauline Barnes

Professional body.

Serving our community is the key

Public interest really important.

Autonomy, what does it mean to be in our profession. Teaching standards and code of professional responsibility

Our own learning journey

What does pedagogy look like in the future.

What do we need to strengthen the profession

Always start with a blank page and get teacher voice. All developed by teachers.

Leadership strategy being developed.

Teachers want to know about pathways and pd for staff.

Teachers always learning and needs to be supported in doing that.

Collaboration tools that will allow teachers to collaborate as a central place for teachers

Q1

Expressed this in the code and the values and also in the leadership. Collectively we have to make a commitment to ongoing development in te reo and tikanga. In renewal on your practising certificate you demonstrate your progress in that area.

#kahuiako on Twitter

Deficit using language eg boys writing, Maori boys writing etc

What is hegemony?

Cultural and social influence is exerted by the dominant group.

What you don't do is get a big stick and thump them. That isn't ok.

Need to deconstruct oppression not push it back.

Unconscious bias. Mostly we are dealing with people who are unconscious to it.

Address with evidence. Groups of students. What is happening for them or not. Sometimes Māori person having the conversation is not as strong as a Pakeha person having that conversation. Work on allies.

Robert Consedine, Healing our history. Chapter 10 

Q2

Should be permanent first.

Q3

Practising certs are designed for those who have met the requirements.

If you have never been a fully registered teacher that's where it's tricky. Not had induction or length of time teaching. 6yrs would need a refresher.

Can have a MOU across schools so they can get to full. Individual process to get them to full.

More about showing you meet the standards than the time. Trying to change it to be more flexible in time served

Q4

When we are mentoring other staff it is quite often in an hierarchy process.

Across school role and within school role, how do I make people do things?

We all do different things.

Individual.

Who do you want to be in your col. Which parts in your role do you need to protect?

Other roles don't know what they are doing.

Sct should go up to them and ask how you can help. Organically work out who is who.

Some schools have Sct doing Pct. Pcts need curriculum knowledge as well, not just Sct to help. Should have HOD help in subject area

If only one person in their subject then may need someone from another school.

Pct role one of the most important in a school

Subject area, 1hour in both years

Hard for a beginning teacher to front up and say they are not getting the support they need.

Sit alongside the Pct. Do they feel like they are being looked after at both curriculum and whole school level.

Make sure they got time and understand what the time was for.

Q6

Clarifying how they use the legislation.

Specialist skills that are not available or teacher in short supply with those skills

800lats across country, large chunk itm

Working on ways to find ways to enable them to do their job.

Grant a lat for 3yrs. Less likely for a position that could be taken up by a reg teacher.

Found a way around itms being part time and stuck in circle.

Lats are here to stay. They have to meet code of responsibility.

Workshop - Kirsty Farrant PPTA - Safety and Wellbeing (Kirsty is sending out the ppt for this so will add more links later when I get that)

Conflict between job demands and control

What are the stresses?

Time deadlines

Data collection

Communication lack of

Extra curricular responsibility and expectations

Meetings

Nzqa demands on teacher time

Link to workload working group  report

Ncea

Appraisal

Change management

Recommendations not a lot had been done about them.

Posters a good way to start conversations

Sometimes processes come within schools, sometimes from outside.

PPTA change management toolkit. Shows the level of consultation etc

Technology demands

Hauora, akonga wellbeing

Ideas for managing stress

Sleep. Think about routines

Don't check emails before bed

May need sleeping pills to break routine

Western society only one that expect you to go to bed and sleep 8 hours. Normal to split it in other cultures. Be ok with waking in the middle of the night.

Don't have screen near you for hour before bed.

Food. Eat nourishing food.

Water and hydration

Exercise

Accept you can't be perfect

Take time for yourself, schedule time

Model of SUWTues write for 25/ rest for 5/ write for 25 - Twitter, shut up and write. Disciplined writing time

Make lists or an appointment with yourself. Wunderlist

Set the out of office on email over weekends

HOD should schedule emails over weekends. Maybe not expect a reply. Need to be mindful. Write them, don't send them.

Staff do need to check them at some stage though. Expectation they look at emails once a day. Urgent, go and see them

Teach students about time management

Talk to colleagues and be collegial

Support each other

Gmail can add emails to task list

Meditation 

Walking, form of therapy in a group to unload.

Work wife... Someone to bring you a cup of tea. Understands the cone of silence. Someone to have a good relationship and help each other

Safety in schools toolkit ppta

http://ppta.org.nz/advice-and-issues/behaviour-management/

Lots about violence in schools

Workplace bullying

Document each incident. Who was there, how you felt

Keep screen shots if digital

Seek advice and support, colleague

Deal with it yourself if you can

Report behaviour to the school

Make a formal written complaint

Repeated behaviour that is consistent and are repeated over a period of time.

Health and safety bullying at work, advice for workers from worksafe nz

See list in that doc for what is NOT bullying

Guidance on rainbow students

Bullying prevention and responses guide for schools now has a website

The code of professional responsibility examples in practise.

Unpack this for younger teachers.

They do small things that escalate into big things.

Rule 9 comes into effect. Assault, under influence, inappropriate behaviour

Safe interactions with students doc

Things that are common with gross misconduct

Fb friends

Giving kids rides home

Giving a nickname others don't use

Difference between being friendly and being friends.

After a break to write this, I spent dinnertime with a couple of kaiako from way down South. It was a great opportunity to get to know them and share our own experiences. Loving it and looking forward to what tomorrow will bring.

Change - the theme for 2017

When I first looked at applying for a job at Haeata, I went to an information session where Andy Kai Fong spoke about what he envisioned for the school. The one thing that stuck in my mind from that session was him saying if you don't like change, don't apply. Things will change, continually. One term will not necessarily look like another and we will always be looking to be better. It really resonated with me and I knew that Haeata was the place I wanted to be.
So here I am. The beginning of a new year that marks change in so many ways. Our students were welcomed on Friday, with much media interest which you can read and view. TV1 (32:39), TV1 (5:47), Maori TV (11:14), CTV, The Press, Radio NZ. There is so much interest in what we are doing and how this kura will work and I am sure that will continue over the year.

There is change for a community who have had their schools and their routines broken by school closures and redevelopment. We have all been through so much with the earthquakes, but this community in particular has really felt the brunt of the disruptions. It is time for change. Time to move forward and grow as a community, with Haeata being a part of that new growth.

There is change for our students. They have been part of school communities that they know and are comfortable in. This is a difficult time. New environment, new staff, new routines, so much change for them. It will take time for them to get to know us, to feel comfortable in their new kura and to be able to understand and learn about our different way of doing things. We don't have subjects or a strict timetable. We aren't focussing on assessments and what they have to do to pass. It's not that they won't have these assessments available to them, but just that we are coming from another angle - the student. Here is the link to read more about the Haeata curriculum. It's hard for those students who have been in the current system for so long. To change their thinking and give them the freedom of choice and the power to think for themselves will take some time and for many will be very difficult.

There is change for our staff. Many of our staff at Haeata are new to Christchurch. They have come from all over the country and are some of the best educators I know. The upheaval of many from communities they have been in for a long time must be very hard. There is a real feel of community at Haeata which hopefully has made them feel welcome. The way we work together, the support for each other and the way this kura approaches Te ao Māori has been nothing short of amazing. I really like this blog by Lex Davis who sums this up well.
One of the comments made last year by one of our leadership team was about how this can be quite a difficult time for many when a new school is started. You are all appointed specifically for this kura and so many of us have been leaders in our schools. All of a sudden there are a lot of very capable people around you. Instead of perhaps being the one person in your school pushing for innovation and making change, you are now one of many and all of our staff are like this. This can be an amazing time, where you embrace the challenges and not being the only one, but for some it can also be quite hard, as you are no longer the only one people look to for inspiration or support. I know I took a while to get used to this, but now I am reveling in the fact that I am surrounded by people who are keen, motivated, innovative and ready for change.

I have been reading a lot of articles about change in education and a few I have read recently have resonated with me. There is a real call for change and how we do things. This white paper talks about the "urgent case for reimagining today's schools". I particularly like this paragraph:

The modern world demands that we create the conditions in our classrooms and schools where students have freedom to pursue their questions, not ours, where they can create their own curriculum, and design their own paths to mastery. Classrooms where they act as apprentice learners who work with teachers who are master learners, first and foremost, not where they are seen as empty vessels to be filled with knowledge.

Roger Shank wrote this article about why students hate school. He's right. So much is a waste of time, unless you want to pass exams. His final paragraph just makes me want to change education even more. I want to make school a place where what you learn will matter in your future.

So, my advice. Know what matters to you. Learn that. Temporarily memorize nonsense if you want to graduate but have a proper perspective on it. Nothing you learn in high school will matter in your future life.

There is change for me personally. I have learnt so much over the last term. So much about our Māori history and te reo. So much about education and possibilities. So much about our kaimahi (staff) and how we will work together. I know I have changed. I have taken a step back in some ways, to sit back and let things happen a bit more instead of feeling I am having to drive things. To listen to others more and be prepared to make changes in what I do. It's about having faith in those around you. Knowing that all of the wonderful people I am working with have experiences and knowledge that they are prepared to share and discuss with each other. This is special. I have only ever found pockets of this before, rather than a full staff approach and it's challenging. You have to let go of things and be part of a team. You have to accept that you don't always have the ideas and that others are more than capable of offering great things. I know I will learn even more over the years I am here and that I will change even more. I feel very blessed.

On our last day before our students arrived, Andy shared this poem with us. I feel it really sums up the journey we are on.

Time to change,  make change and be changed.

Haeata - Week Four

Almost November and the term is going very quickly. We are slowly seeing more staff arriving at our temporary base, the old Burwood School site. As the new staff arrive, we gather even more views and conversations about each other and education as a whole. We are so lucky to have this time together.

Day One

Today started with a look at another Essential Agreement - Hauora. The wellbeing of staff and students is such an important part of how Haeata will work and it was good to spend some time talking about how this may look here.
We talked about Te Whare Tapa Whā and the four quadrants Wairua - Spiritual, Tinana - Physical, Hinengaro - Cognition and Whānau - Family/Social. We then split into groups to look at how we could communicate this to our ākonga and whānau. Our group liked the idea of having a circle, as it also linked to the Circle of Wellbeing that we are using for our enrolment process.
Our graphic was a natural circle with simple symbols, a bird for hinengaro, plant for whānau, water for wairua and a fish for tinana. We layered this over our Dispositions and Principles so they would be linked to each part. Each group then presented their ideas to the whole staff so we could get an even better picture and feed into what the SLT are working on in this area.
The next session was looking at the curriculum and inquiry learning models. We had an interesting discussion at the beginning over what curriculum means to each of us and came up with some notes around the positives and negatives of our current curriculum. Then we discussed in groups and at this time I was part of a discussion around the NZC and what subject areas were compulsory or not. This led to me finding this article written in 2013 which talks about the pros and cons of making subjects compulsory.  It made me think about why we have some compulsory and some not - what is important to our community?
We were then split into groups and each group looked at a different inquiry model and then we shared each model in different groups.
Project based
Philisophical
Personal, interest based
Integrated
Play based
Issues or problem based
 I found this really interesting as each model had positives and negatives and we felt as a group that they could all be used a various ages and stages of inquiry dependent on the needs of the ākonga. Our group got quite carried away and related it to baiting and setting traps for students to fall into and then supporting them through it. Also having it being all about knowing the creature you were baiting (Possum vs lion), capture and study them, tag and release. We also talked about having the right habitat for each creature - not putting a camel in Antartica. Yes, we are all a bit mad.

Day Two

The day started with a workshop on Collaborative Practice and Karyn asked us 3 questions around collaborative teaching.

What excites you the most? My immediate reactions to this were around working with others with similar mindsets, being able to pool thoughts and ideas and being able to bounce ideas off each other. Getting other points of view and working on the fly together around student needs had to be a plus. Some of the other comments were around getting to know students from different perspectives and being with "yes" people.

What is your biggest fear?

Not having space to think - always being around people and the fear that we may not work well together - although that doesn't seem likely so far, as all the staff are so awesome - seriously! Some others mentioned the fear of letting go of power and control. I thought about this and from my work in the School of Apps and the School of Music I felt that I had managed this a while ago and it wouldn't be quite as much a factor for me.

What are your questions?

My questions were: How do you create an open, honest group? How do you define Collaborative teaching? This was later answered by teaching models.

We moved into looking at words that mean collaboration - teamwork, sharing, togetherness, conversations, reciprocal, being flexible, taking risks, disagreeing - and then to the opposite - individual, segregation, independent, solitary, one dimensional, own agenda.

(Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010)

One thing that came up was the difference between collaboration and cooperation. We decided that cooperation is passive and has power on one side to go along with it, but you can still work as a silo. It has a feeling of niceness and agreement. Collaboration, we all have input into a goal in our own way, moving on a developing something together. This can make you question yourself and create something bigger.

Team members do not have to be best mates but there needs to be a sense of harmony. 
We then had a look at some team teaching models and although I have not seen these labelled as such, I have certainly used some of these in the past. All have their place in collaborative teaching and we can incorporate this into our planning. We can do this by asking ourselves "Which team teaching model are we using for this part of the teaching?" Karyn also made the comment that when using team teaching you need to talk at the end of the day for 10 minutes to just go through what happened during the day before getting into planning for the next week.  Just so everyone has the chance to say "This is what I feel or have noticed about today."

The stages of team teaching were interesting. Our staff have a wide range of experience in this area. Some have had no experience, and can count how many times another teacher has even been in their class, right through to those that have been collaborating for years. Stages of team teaching that you go through are from Organisational to Cohesiveness. We need to be aware of each stage and make sure we move from each stage to the next, rather than being in a cycle or holding pattern. As new kaiako or ākonga arrive, this stage will shift. Agreements will always need to be made on things but not to the detriment of the next step. Everyone needs to be contributing to the greater good. We need to be asking where are we in this and what do we need to do to move.

We also had a discussion around Pedagogy vs Andragogy vs Heutagogy and I found this article on the difference between these to be very interesting. If we can support students in self-directed learning then we will grow people who will be lifelong learners.

Leaders need to give permission for the implementation dip to happen. Initial data may fall as things are changing and being innovative. Collecting data over time may show that dip but with new innovations, this can take time to come up.  It can happen with achievement, mindsets and relationships and we need to be aware of it and work to move through it.

In the afternoon I was involved in a meeting around Augmented Reality and some possible ideas around how this may be used at Haeata. I am excited by the possibilities that could open up for our ākonga and am looking forward to seeing where this may lead.

After school I went to a lecture on the Pedagogies of Surprise by Professor Peter O'Connor and I have written a separate blog on this that you can read here.

Day Three

The Essential Agreement we looked at today was Te Ao Māori. We revisited our Cultural Narrative and had a look at how we could use the information in that narrative, how it would influence action and how it would inform our planning. We looked at our Cultural Landscape and filled out a sheet that has been developed by CoreEd which was titled "What do we know about our kura and the cultural landscape it belongs to?" There were sections to fill in about possible Horopaki ako, Localised stories, Landmarks, Tupuna, Iwi/hapū events, Waiata, Marae/hapū and iwi, Reo (one specific local difference in dialect being the change from using ng to k), and many more.  I found this to be a really interesting exercise that gave me a lot of insight into where this community came from, what was important and how this fitted with Haeata. I have since spent more time looking at the websites we were given, learning so much more about our Māori history and how it relates to our kura. Here are a few sites that I found really interesting. Ngai Tahu, Tuahiwi Marae, Christchurch City Library for some local history, specifically Tī Kōuka Whenua, and Kotahi Mano Kāika (KMK) .
We looked at our bilingual provision and how that was going to be at Haeata. Getting our heads around the different levels of provision was really helpful and Mel facilitated some role plays where our kaiako were students and she took the class at differing levels. This was a useful way to get our heads around what might happen in our hapori. I know from this that my goal for myself is to be operating at Level 3 of this immersion process for next year. I have a lot of challenges around this, learning about our history, learning Te Reo, but I feel this is the best environment I have had to enable me to do so with support and everyone else in the same waka. It has been a humbling and emotional process that I am very excited about.
The afternoon was spent looking at reflecting and how we do this as well as what we do to learn more and improve practise. As a blogger I find this relatively easy as I am used to writing my thoughts and I read a lot of articles through blogs and from Twitter. I put more personal thoughts on another platform, but a lot of my reflective practise and documenting learning happens in a blog. At Haeata we have a Google site for our reflections and Practising Teacher Criteria (PTC). What I like about this site is that it is split up into our Dispositions and our Essential Agreements for us to place evidence under. These have already been linked to the PTC so we are really focussing on what the underlying Values are for Haeata. The other thing I am really enjoying is getting feedback on my site. We all have one of the SLT as our coach and they make comments on our reflections and evidence. This is a new thing for me, but has been affirming and rewarding as I feel that what I have to say has meaning and is heard. Such a great feeling.

Day Four

Today we had a late start. Nice to be able to take stock and for me, recover from a very exciting evening where my daughter was named Dux of her school. Their kapa haka group has grown so much over the last year and it was good to hear them perform at such a high standard. This had me thinking about kapa haka at Haeata and what that means for ākonga. This led me to an article by Paul Whitinui "Kapa Haka counts: Improving participation levels of Māori students in mainstream secondary schools". This gave me more insight into kapa haka in schools and his views on culturally responsive teaching. I know that I will certainly be a huge supporter of kapa haka at Haeata. Often at Prizegivings you tend to daydream as the other year lists are read, and this one was no exception. I found myself analysing the evening with a Māori lens on and wondering about what an end of year event would look like at Haeata. 
The rest of the day was spent in our hapori. We started with a debrief on yesterday's session around Te Ao Māori where we shared how we felt. Our hapori then joined with Korepo which is the Year 7-10 hapori and we broke into groups to look at what a unit might look like across the kura for our first term. Our group came up with the idea of a celebration of identity and we had some robust conversations around community engagement and what this could look like. It is great to have this time to have these conversations and be able to build on ideas together. Another idea from a group was built around Kī-o-rahi. This was new to me, so I did a bit of research around the rules, history and opportunities. Great game and fun learning!
The next part was around our Principles and Dispositions that related to Te Ao Māori and talking about which we had a strong connection to. I really felt connected to Inclusive:

Inclusive

Ensure all ākonga have opportunities to participate in all aspects of our kura

Everyone will have access to Te Ao Māori and supported in their learning journey.

This really resonated with me as I go through this journey for myself. Haeata has been amazing in it's support and participation of Te Ao Māori and I really have felt at home here. We then wrote collectively into a document around our needs and skills in Te Ao Māori. This will be invaluable as we move forward with our learning.

Day Five

Our morning started with a Community Cafe. Many of the agencies that work with students in our community were invited in to meet with us and talk about what they offer. A great opportunity to meet with a large number of people. Andy gave an overview of where we are at this stage and some background to what our Values are. We were split into cross hapori groups and each met with four of the agencies to find out what they offered. The groups I met with were  24/7 Youthwork, Te Ora Hau, He Waka Tapu, RTLB and GenZ who will be running our After School programme. It was so good to talk to all of these groups, find out what they do and make contacts. During kai I also talked with people from Cyclone and Linc-Ed, connecting the dots from previous communications with both companies. We then shared our thoughts with our hapori, so between us we covered the many community groups that were there. So exciting to see what they can all bring to Haeata and I am looking forward to connecting with them all again once we have our ākonga.
Our afternoon was  a time for well-being and there was a fairly fierce game of netball or three and then some time relaxing and talking at The Bower, supporting our local businesses.

Once again the week has been amazing. Four weeks down and so much learnt and so much more to learn. My Māori made easy book by Scotty Morrison arrived today, so I know what I'll be starting on this weekend!