Leading with Heart
After nearly two decades serving as a Dean, Head of History, and more recently, Head of Social Studies at Kerikeri High School, Jane Jarman has stepped into a new role as a Te Kotahitanga Facilitator — an opportunity that reflects her school’s enduring commitment to culturally responsive pedagogy, equity for Māori learners and its close relationship with local hapū Ngāti Rēhia.
Kerikeri High School has been deeply engaged with Te Kotahitanga, a research-based professional development programme developed by Professors Russell Bishop and Mere Berryman, since its early implementation in 2001. The school’s journey with the programme is part of its educational whakapapa — a legacy of striving to create learning environments where Māori students can enjoy and achieve educational success as Māori. This commitment has shaped the school’s culture, leadership, and teaching practice over many years and in recognition of this, Kerikeri High School was a joint winner of the inaugural Prime Minister's Award for Excellence in Teaching and Learning in 2014.
Jane views education as more than content delivery. For her, it’s about relationships, identity, and belonging and sees Principal Mike Clent’s ongoing prioritisation of this kaupapa as key to her school’s successes.
“Te Kotahitanga is about supporting our teachers and our students — particularly our Māori students — to thrive in a way that acknowledges and values who they are and upholds our obligations under Te Tiriti o Waitangi,” she explains.
Jane is committed to her school’s philosophy of relational pedagogy, a cornerstone of Te Kotahitanga. “Relational pedagogy is about setting clear expectations and boundaries, but doing it with manaakitanga and an understanding of who our rangatahi are and where they come from,” she says.
Neuroscience educator Nathan Wallis says the science is really clear, learning is a social and emotional process first, and a cognitive one second.
“A relational teaching style isn’t just a ‘nice to have’; it’s the foundation for effective learning. When a student feels safe, valued and connected to the person leading the classroom, their brain is far more likely to engage in higher-order thinking. Without that relationship, the emotional brain stays in survival mode, and the cognitive brain never fully switches on.”
“The best teachers instinctively get this — they build trust, they listen, and they create a culture where mistakes are safe, and challenges are shared. That’s where real learning happens.”
That success is evident in the school’s Māori student achievement rates, which Jane attributes to Kerikeri High School’s supportive environment, grounded in the school’s “Four Cornerstones” philosophy — cultural, academic, sporting, and leadership development. “When students feel seen and valued, they succeed,” she said. This was obvious in 2024, when Kerikeri High School students gained over $800,000 in university scholarships.
A passionate history teacher, Jane has long championed the importance of culturally responsive practice in the classroom. Drawing inspiration from programmes such as Te Kotahitanga and Poutama Pounamu, she has adapted her teaching to include more of New Zealand’s own history and to provide space for Māori perspectives, with the aim that students can see themselves reflected in the curriculum.
“I see my role as supporting Māori students to use their own cultural toolkit to achieve success as Māori. This is also about power sharing and providing opportunities for students to be the tōhunga – the experts in the room.” Providing space for mātauranga Māori to be of commensurate importance to European systems of knowledge in the classroom promotes engagement and achievement for all learners.
“I’m really passionate about teaching history and supporting students in using the past to decipher the present, and to develop their critical thinking and writing skills.”
Jane is currently working with Karena Ngata of Rotorua Girls High School and Shayla Close of Palmerston North Boys High School on a teaching and learning unit for the New Zealand History Teachers Association (NZHTA) focused on the 28th Māori Battalion. This unit will support students to explore the bravery and experiences of Māori soldiers during World War II, through critical, inclusive and mātauranga Māori lenses. “This type of project means something to our students because its ensuring their histories are examined through their world views,” Jane explained.
Beyond content, Jane believes in creating classroom environments that are safe, inclusive and welcoming. “When a student walks into a room and sees their culture acknowledged, it says ‘you belong here.’”
Jane’s commitment to student engagement extends beyond History, aiming to tailor her teaching approach to suit individual student goals and aspirations. “It’s about asking them what they want, really listening, and then gently pushing them to see their own potential,” she said. “It’s really important that we help our rangatahi feel proud of who they are.”
This philosophy extends to other parts of Jane’s practice, whether offering extra time for students who need it or celebrating class achievements. “It doesn’t have to be complicated. If you build trust and invest in your students early, it makes everything else easier.”
For Jane, the work is personal and deeply meaningful. “Teaching can be hard,” she admitted. “But it’s not complex. If you care about your students, and you invest the time to know them and respect their culture, everything else falls into place.”