title: Thomas Mcindoe: a Te Aroha saddler who became an Auckland businessman

authors: Hart, Philip

abstract: Starting out as a saddler at Te Aroha in 1891, Thomas McIndoe also became an agent, especially a successful land agent, acquiring some land holdings for himself. After leaving Te Aroha in 1911 he was a businessman in Auckland for the rest of his life. During the mining boom of the 1890s, he invested in many local mines, probably without making much if any money from his share dealings. 
McIndoe participated in almost every aspect of Te Aroha life, including the Anglican Church, a variety of sports, the Volunteers, the freemasons, and (especially) musical events. Involved in just about every local organization and local government body, he was the first president of the Chamber of Commerce and, briefly, on the borough council. Politically, he was a prominent supporter of the Liberal Party. In addition, he was notable for his charitable acts and for one heroic rescue. His personality was generally amiable, but he had a prickly side as well. He was a notable example of a ‘pillar of the local community’.

text: Thomas Mcindoe: a Te Aroha saddler who became an Auckland businessman Starting out as a saddler at Te Aroha in 1891, Thomas McIndoe also became an agent, especially a successful land agent, acquiring some land holdings for himself. After leaving Te Aroha in 1911 he was a businessman in Auckland for the rest of his life. During the mining boom of the 1890s, he invested in many local mines, probably without making much if any money from his share dealings. 
McIndoe participated in almost every aspect of Te Aroha life, including the Anglican Church, a variety of sports, the Volunteers, the freemasons, and (especially) musical events. Involved in just about every local organization and local government body, he was the first president of the Chamber of Commerce and, briefly, on the borough council. Politically, he was a prominent supporter of the Liberal Party. In addition, he was notable for his charitable acts and for one heroic rescue. His personality was generally amiable, but he had a prickly side as well. He was a notable example of a ‘pillar of the local community’.

year: 2016

title: The Innovative Learning Environment in New Zealand: Supporting Teacher Transition

authors: Jensen, Rochelle Jane

subjects: ILE

abstract: The surge of teachers transitioning to innovative learning environments (ILEs), together with the knowledge that teachers have a large impact on student achievement, has prompted this study. Shifts to ILEs are supported by the Ministry of Education (2014b) building policy and aspirations for 21st Century learners (Ministry of Education, 2007; Partnership for 21st Century Learning, 2016). However, very little guidance exists to aid successful transition. Thus, this study adopts an interpretive, case study approach and uses mixed methods to examine the key question of how teachers can be supported to transition from single-cell classrooms to ILEs.
The experiences of six New Zealand-based intermediate teachers are examined in detail. They see a need for transition processes to include all staff, regardless of the physical environment in which they teach. Feedback suggests transitions should be based on a whole-school vision that aligns with the principles of modern learning practice (MLP). A need for school management to lead the process and ensure systems are aligned to enable desired pedagogy is also emphasised. Well-planned professional learning development (PLD) grounded in dialogic sense-making can be personalised and can include a focus on interpersonal skills, MLP and developing student agency. The careful selection of teaching teams, and the implementation of evaluation systems to monitor the impacts of MLP and the physical environment, are also key to successful transition. When transition includes ILE design, architects and practitioners must work closely together to create a well-designed physical space that fosters desired practice. Findings from this study can be used to inform transition processes for policy makers, school leaders and practitioners.

text: The Innovative Learning Environment in New Zealand: Supporting Teacher Transition The surge of teachers transitioning to innovative learning environments (ILEs), together with the knowledge that teachers have a large impact on student achievement, has prompted this study. Shifts to ILEs are supported by the Ministry of Education (2014b) building policy and aspirations for 21st Century learners (Ministry of Education, 2007; Partnership for 21st Century Learning, 2016). However, very little guidance exists to aid successful transition. Thus, this study adopts an interpretive, case study approach and uses mixed methods to examine the key question of how teachers can be supported to transition from single-cell classrooms to ILEs.
The experiences of six New Zealand-based intermediate teachers are examined in detail. They see a need for transition processes to include all staff, regardless of the physical environment in which they teach. Feedback suggests transitions should be based on a whole-school vision that aligns with the principles of modern learning practice (MLP). A need for school management to lead the process and ensure systems are aligned to enable desired pedagogy is also emphasised. Well-planned professional learning development (PLD) grounded in dialogic sense-making can be personalised and can include a focus on interpersonal skills, MLP and developing student agency. The careful selection of teaching teams, and the implementation of evaluation systems to monitor the impacts of MLP and the physical environment, are also key to successful transition. When transition includes ILE design, architects and practitioners must work closely together to create a well-designed physical space that fosters desired practice. Findings from this study can be used to inform transition processes for policy makers, school leaders and practitioners.

year: 2019

title: Ko au tēnei

authors: Temara, Pou

subjects: Tuhinga auaha

abstract: He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

text: Ko au tēnei He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

year: 2017