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CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS

TATAIAKO

TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

2

MANAGING FOR SUCCESSKA HIKITIAMA-ORI ACHIEVINGEDUCATION SUCCESS AS MA-ORI

KA HIKITIAManaging for Success


3

How much do the teachers know of their students’ history, tikanga, and worldview – and how is this reflected in the classroom curriculum and environment? What aspirations do whänau and iwi have for their young people? How visible and involved are whänau and iwi in the teaching and learning culture of the school or early childhood education service?

These are the kind of questions that Tätaiako will challenge teachers, teacher educators, early childhood education services, and schools to answer. I strongly endorse Tätaiako for everyone involved in education.

Ka taea e tätou te taumata e tika ana mö ä tätou tamariki kia piki. E kore tätou e tuohu!

Kia kaha, kia ora.

Hon Dr Pita SharplesAssociate Minister of Education

FOREWORDE ngä iwi, tënä koutou katoa.

E ngä tohunga, ngä pukenga, ngä kaiako i ngä kura o te motu, tënä koutou.

E ai ki te korero: ‘Whaia te iti kahurangi; ki te tuohu koe, me he maunga teitei’.

Pursue the highest ideals; if you must submit, let it be to a lofty mountain.

All of us – families, communities, teachers – want our children to reach their full potential. This resource maps out a path to the pinnacle of excellence.

New Zealand’s education system is among the best in the world. We know that our top-achieving students rank among the highest in the OECD.

We also know that for too many generations, a significant proportion of Mäori students have not achieved well; have left school young, without worthwhile qualifications, and without any real options for work.

This Government is committed to lifting achievement for all our students. To fulfil this commitment, and to ensure New Zealand’s future economic prosperity and social harmony, we must make the education system work better for Mäori.

We are shifting the emphasis away from Mäori students being responsible for under-achieving in our compulsory education programmes, to look at how education can be delivered in the context of the vibrant contemporary Mäori values and norms, reflecting the cultural milieu in which Mäori students live.

Genuine, productive relationships among teachers and their Mäori students, whänau, iwi and wider communities are vital foundations for effective teaching and learning. This is the focus of Tätaiako: Cultural Competencies for Teachers of Mäori Learners.

4


Tätaiako: Cultural Competencies for Teachers of Mäori Learners is about teachers’ relationships and engagement with Mäori learners and with their whänau and iwi. Designed for teachers in early childhood education (ECE) services and in primary and secondary schools, it will support your work to personalise learning for and with Mäori learners, to ensure they enjoy education success as Mäori.

Ka Hikitia – Managing for Success, the Government’s strategy for Mäori achieving education success as Mäori, emphasises the importance of the teacher-learner relationship:

Evidence shows that high-quality teaching is the most important influence the education system can have on high-quality outcomes for students with diverse learning needs. Evidence also shows that effective teaching and learning depends on the relationship between teachers and students and students’ active engagement.1

Ka Hikitia also stresses the importance of identity, language and culture – teachers knowing where their students come from, and building on what students bring with them; and on productive partnerships among teachers, Mäori learners, whänau, and iwi.

Parents and whänau play a critical role in supporting their children’s learning right from the start. Evidence shows that learning outcomes are enhanced when parental involvement in school is sustained and focused on learning activities.

Identity, language and culture count – knowing where students come from and building on what students bring with them. Productive Partnerships – Mäori students, whänau and educators sharing knowledge and expertise with each other to produce better outcomes2.

These principles form the basis of Tätaiako. The competencies are about knowing, respecting, and working with Mäori learners and their whänau and iwi so their worldview, aspirations, and knowledge are an integral part of teaching and learning, and of the culture of the school or ECE service.

The competenciesEach competency describes related behaviours for teachers at different stages of their teaching career, and what the results could look like for learners and their whänau. Teachers will need to ensure they have the competencies of all stages up to their current level. The behavioural indicators listed are not exhaustive and can be developed

1 Ka Hikitia – Managing for Success: The Mäori Education Strategy 2008 – 2012. http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx

2 Ibid.

further by schools/ECE services together with iwi to include expectations relevant to the local context.

The competencies are:

■ Wänanga: participating with learners and communities in robust dialogue for the benefit of Mäori learners’ achievement.

■ Whanaungatanga: actively engaging in respectful working relationships with Mäori learners, parents and whänau, hapü, iwi and the Mäori community.

■ Manaakitanga: showing integrity, sincerity and respect towards Mäori beliefs, language and culture.

■ Tangata Whenuatanga: affirming Mäori learners as Mäori. Providing contexts for learning where the language, identity and culture of Mäori learners and their whänau is affirmed.

■ Ako: taking responsibility for their own learning and that of Mäori learners.

While the competencies are not formal standards or criteria, they are linked to the Graduating Teacher Standards and Registered Teacher Criteria developed by the New Zealand Teachers Council.

Cultural locatednessCultural locatedness refers to the focus of the competencies at different stages of a teaching career.

For people entering initial teacher education, and for graduating teachers, the focus is märama: developing an understanding of one’s own identity, language and culture; developing an understanding of the relevance of culture in New Zealand education; and developing an understanding of and openness to Mäori knowledge and expertise.

For registered teachers, the focus is möhio: knowing how to validate and affirm Mäori and iwi culture, and applying that knowledge. For school and ECE service leaders, the focus is mätau: being able to lead and engage others in validating and affirming Mäori and iwi culture.

Using the competenciesTätaiako is an important resource for teachers, boards of trustees, educational leaders, and providers of professional learning development and initial teacher education.

The Teachers Council has produced guidance for schools and early childhood centres on using the competencies. You’ll find it at www.teacherscouncil.govt.nz.

For an online version of this booklet, visit www.minedu.govt.nz/tataiako.

CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERSTA-TAIAKO:


55

Mäori learners achieving education success as Mäori

AkoPractice in the

classroom and beyond

WänangaCommunication,problem solving,

innovation

ManaakitangaValues – integrity, trust,

sincerity, equity

Tangata WhenuatangaPlace-based, socio-culturalawareness and knowledge

WhanaungatangaRelationships

(students, school-wide,community) with high

expectations

TA-TAIAKO COMPETENCIES


6

WĀ

NA

NG

A

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ners

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mun

ities

in ro

bust

di

alog

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anga

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her S

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ache

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Y TO

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BEHAVIOURAL INDICATORS OUTCOMES

• D

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stra

tes

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min

d to

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lore

diff

erin

g vi

ews

and

refle

ct o

n ow

n be

liefs

and

va

lues

.

• Sh

ows

an a

ppre

ciat

ion

that

vi

ews

whi

ch d

iffer

from

thei

r ow

n m

ay h

ave

valid

ity.

• Kn

ows

how

to s

uppo

rt

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tive

teac

hing

in

tera

ctio

ns, c

o-co

nstr

uctio

n an

d co

-ope

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e le

arne

r-fo

cuss

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ctiv

ities

.

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stan

ds a

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an

desc

ribe

the

purp

ose

and

proc

ess

of w

ānan

ga a

nd it

s ap

plic

atio

n in

a c

lass

room

an

d co

mm

unity

con

text

.

• H

as th

e sk

ills

to u

tilis

e w

ānan

ga in

the

clas

sroo

m/E

CE s

ervi

ce a

nd

in in

tera

ctio

ns w

ith p

aren

ts,

whā

nau,

hap

ū, iw

i and

the

com

mun

ity.

• U

nder

stan

ds th

at M

āori

pare

nts,

whā

nau,

hap

ū an

d iw

i hav

e ex

pert

ise

in th

eir o

wn

right

.

• U

ses

spec

ific

stra

tegi

es a

nd

prot

ocol

s fo

r effe

ctiv

e co

mm

unic

atio

n w

ith w

hāna

u,

hapū

, iw

i and

the

com

mun

ity.

• Co

mm

unic

ates

effe

ctiv

ely

with

Māo

ri pa

rent

s an

d w

hāna

u ab

out t

heir

child

’s le

arni

ng.

• En

gage

s w

ith M

āori

lear

ners

, w

hāna

u, h

apū,

iwi a

nd M

āori

com

mun

ities

in o

pen

dial

ogue

ab

out t

each

ing

and

lear

ning

.

• A

ckno

wle

dges

and

acc

esse

s th

e ex

pert

ise

that

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ri pa

rent

s, w

hāna

u, h

apū

and

iwi o

ffer.

• A

ctiv

ely

enco

urag

es,

supp

orts

, and

whe

re

appr

opria

te c

halle

nges

Māo

ri pa

rent

s, w

hāna

u, h

apū,

iwi

and

com

mun

ity to

det

erm

ine

how

they

wis

h to

eng

age

abou

t im

port

ant m

atte

rs a

t th

e sc

hool

/ECE

ser

vice

.

• A

ctiv

ely

and

rout

inel

y su

ppor

ts a

nd le

ads

staff

to

enga

ge e

ffect

ivel

y an

d ap

prop

riate

ly w

ith M

āori

pare

nts,

whā

nau,

hap

ū, iw

i an

d th

e M

āori

com

mun

ity.

• A

ctiv

ely

seek

s ou

t, va

lues

and

re

spon

ds to

the

view

s of

Māo

ri pa

rent

s, w

hāna

u, h

apū,

and

th

e M

āori

com

mun

ity.

• En

gage

s th

e ex

pert

ise

of

pare

nts,

whā

nau,

hap

ū, iw

i an

d M

āori

com

mun

ities

in th

e sc

hool

/ECE

ser

vice

for t

he

bene

fit o

f Māo

ri le

arne

rs.

My

teac

her:

• ta

lks

with

me

abou

t my

lear

ning

• w

ants

my

pare

nts,

whā

nau,

hap

ū, iw

i and

the

com

mun

ity to

hav

e a

say

and

mak

es it

pos

sibl

e

• lis

tens

to m

y vi

ews

and

thos

e of

my

peer

s

• sh

ares

thei

r vie

ws

with

me

and

my

peer

s

• ca

res

abou

t wha

t we

thin

k

• sh

ares

goo

d ne

ws

(and

the

not s

o go

od) w

ith m

y pa

rent

s an

d w

hāna

u

• he

ars

wha

t my

pare

nts,

whā

nau,

hap

ū, iw

i and

com

mun

ity s

ay,

expe

ct a

nd w

ant.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F* 3

.4)

Out

com

es: e

xam

ples

of l

earn

er v

oice

• M

āori

pare

nts,

whā

nau,

hap

ū, iw

i and

Māo

ri co

mm

uniti

es a

re k

ey

stak

ehol

ders

in th

e sc

hool

/ECE

ser

vice

.

• O

ur p

refe

renc

es a

re d

eter

min

ing

the

kind

of e

ngag

emen

t we

have

w

ith th

e sc

hool

/ECE

ser

vice

.

• W

e ca

n en

gage

with

sta

ff an

d th

e sc

hool

/cen

tre

on o

ur o

wn

term

s an

d in

our

ow

n w

ay.

• A

s pa

rent

s an

d w

hāna

u, w

e ar

e w

ell-i

nfor

med

, fee

l con

fiden

t and

are

pa

rt o

f wha

t our

chi

ldre

n ar

e do

ing

at s

choo

l.

• O

ur k

now

ledg

e an

d pe

rspe

ctiv

es a

re w

ell r

espe

cted

, hig

hly

valu

ed

and

fully

inte

grat

ed in

way

s th

at b

enefi

t our

chi

ldre

n’s

educ

atio

n.

• I h

ave

good

dis

cuss

ions

with

the

teac

hers

abo

ut m

y ch

ild’s

lear

ning

.

* Th

e M

easu

rabl

e G

ains

Fra

mew

ork

(MG

F) a

sses

ses

prog

ress

tow

ards

ach

ievi

ng th

e go

als

and

actio

ns o

f Ka

Hik

itia.


7

WĀ

NA

NG

A

Part

icip

ates

with

lear

ners

and

com

mun

ities

in ro

bust

di

alog

ue fo

r the

ben

et o

f Māo

ri le

arne

rs’ a

chie

vem

ent.

Wān

anga

has

link

s to

Gra

duat

ing

Teac

her S

tand

ards

5, 6

, 7W

ānan

ga h

as li

nks

to R

egis

tere

d Te

ache

r Cri

teri

a 5

, 11,

12

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• D

emon

stra

tes

an o

pen

min

d to

exp

lore

diff

erin

g vi

ews

and

refle

ct o

n ow

n be

liefs

and

va

lues

.

• Sh

ows

an a

ppre

ciat

ion

that

vi

ews

whi

ch d

iffer

from

thei

r ow

n m

ay h

ave

valid

ity.

• Kn

ows

how

to s

uppo

rt

effec

tive

teac

hing

in

tera

ctio

ns, c

o-co

nstr

uctio

n an

d co

-ope

rativ

e le

arne

r-fo

cuss

ed a

ctiv

ities

.

• U

nder

stan

ds a

nd c

an

desc

ribe

the

purp

ose

and

proc

ess

of w

ānan

ga a

nd it

s ap

plic

atio

n in

a c

lass

room

an

d co

mm

unity

con

text

.

• H

as th

e sk

ills

to u

tilis

e w

ānan

ga in

the

clas

sroo

m/E

CE s

ervi

ce a

nd

in in

tera

ctio

ns w

ith p

aren

ts,

whā

nau,

hap

ū, iw

i and

the

com

mun

ity.

• U

nder

stan

ds th

at M

āori

pare

nts,

whā

nau,

hap

ū an

d iw

i hav

e ex

pert

ise

in th

eir o

wn

right

.

• U

ses

spec

ific

stra

tegi

es a

nd

prot

ocol

s fo

r effe

ctiv

e co

mm

unic

atio

n w

ith w

hāna

u,

hapū

, iw

i and

the

com

mun

ity.

• Co

mm

unic

ates

effe

ctiv

ely

with

Māo

ri pa

rent

s an

d w

hāna

u ab

out t

heir

child

’s le

arni

ng.

• En

gage

s w

ith M

āori

lear

ners

, w

hāna

u, h

apū,

iwi a

nd M

āori

com

mun

ities

in o

pen

dial

ogue

ab

out t

each

ing

and

lear

ning

.

• A

ckno

wle

dges

and

acc

esse

s th

e ex

pert

ise

that

Māo

ri pa

rent

s, w

hāna

u, h

apū

and

iwi o

ffer.

• A

ctiv

ely

enco

urag

es,

supp

orts

, and

whe

re

appr

opria

te c

halle

nges

Māo

ri pa

rent

s, w

hāna

u, h

apū,

iwi

and

com

mun

ity to

det

erm

ine

how

they

wis

h to

eng

age

abou

t im

port

ant m

atte

rs a

t th

e sc

hool

/ECE

ser

vice

.

• A

ctiv

ely

and

rout

inel

y su

ppor

ts a

nd le

ads

staff

to

enga

ge e

ffect

ivel

y an

d ap

prop

riate

ly w

ith M

āori

pare

nts,

whā

nau,

hap

ū, iw

i an

d th

e M

āori

com

mun

ity.

• A

ctiv

ely

seek

s ou

t, va

lues

and

re

spon

ds to

the

view

s of

Māo

ri pa

rent

s, w

hāna

u, h

apū,

and

th

e M

āori

com

mun

ity.

• En

gage

s th

e ex

pert

ise

of

pare

nts,

whā

nau,

hap

ū, iw

i an

d M

āori

com

mun

ities

in th

e sc

hool

/ECE

ser

vice

for t

he

bene

fit o

f Māo

ri le

arne

rs.

My

teac

her:

• ta

lks

with

me

abou

t my

lear

ning

• w

ants

my

pare

nts,

whā

nau,

hap

ū, iw

i and

the

com

mun

ity to

hav

e a

say

and

mak

es it

pos

sibl

e

• lis

tens

to m

y vi

ews

and

thos

e of

my

peer

s

• sh

ares

thei

r vie

ws

with

me

and

my

peer

s

• ca

res

abou

t wha

t we

thin

k

• sh

ares

goo

d ne

ws

(and

the

not s

o go

od) w

ith m

y pa

rent

s an

d w

hāna

u

• he

ars

wha

t my

pare

nts,

whā

nau,

hap

ū, iw

i and

com

mun

ity s

ay,

expe

ct a

nd w

ant.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F* 3

.4)

Out

com

es: e

xam

ples

of l

earn

er v

oice

• M

āori

pare

nts,

whā

nau,

hap

ū, iw

i and

Māo

ri co

mm

uniti

es a

re k

ey

stak

ehol

ders

in th

e sc

hool

/ECE

ser

vice

.

• O

ur p

refe

renc

es a

re d

eter

min

ing

the

kind

of e

ngag

emen

t we

have

w

ith th

e sc

hool

/ECE

ser

vice

.

• W

e ca

n en

gage

with

sta

ff an

d th

e sc

hool

/cen

tre

on o

ur o

wn

term

s an

d in

our

ow

n w

ay.

• A

s pa

rent

s an

d w

hāna

u, w

e ar

e w

ell-i

nfor

med

, fee

l con

fiden

t and

are

pa

rt o

f wha

t our

chi

ldre

n ar

e do

ing

at s

choo

l.

• O

ur k

now

ledg

e an

d pe

rspe

ctiv

es a

re w

ell r

espe

cted

, hig

hly

valu

ed

and

fully

inte

grat

ed in

way

s th

at b

enefi

t our

chi

ldre

n’s

educ

atio

n.

• I h

ave

good

dis

cuss

ions

with

the

teac

hers

abo

ut m

y ch

ild’s

lear

ning

.

* Th

e M

easu

rabl

e G

ains

Fra

mew

ork

(MG

F) a

sses

ses

prog

ress

tow

ards

ach

ievi

ng th

e go

als

and

actio

ns o

f Ka

Hik

itia.


8

WH

AN

AUN

GAT

AN

GA

A

ctiv

ely

enga

ges

in re

spec

tful

wor

king

rela

tions

hips

with

Māo

ri le

arne

rs,

pare

nts

and

whā

nau,

hap

ū, iw

i and

the

Māo

ri c

omm

unit

y.

Wha

naun

gata

nga

links

to

Gra

duat

ing

Teac

her S

tand

ard

6W

hana

unga

tang

a lin

ks to

Reg

iste

red

Teac

her C

rite

ria

1

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Ca

n de

scrib

e fr

om th

eir o

wn

ex

perie

nce

how

iden

tity,

la

ngua

ge a

nd c

ultu

re im

pact

on

rela

tions

hips

.

• U

nder

stan

ds th

e im

pact

of

thei

r ow

n id

entit

y, la

ngua

ge

and

cultu

re (c

ultu

ral

loca

tedn

ess)

on

rela

tions

hips

.

• D

emon

stra

tes

a w

illin

gnes

s to

eng

age

with

iwi a

nd M

āori

com

mun

ities

.

• Kn

ows

the

impo

rtan

ce a

nd

impa

ct o

f tea

cher

-lear

ner

rela

tions

hips

and

the

scho

ol/E

CE s

ervi

ce-h

ome

part

ners

hip

on M

āori

lear

ner

achi

evem

ent.

• Re

cogn

ises

the

need

to h

ave

lear

ning

rela

tions

hips

with

M

āori

lear

ners

, whā

nau,

ha

pū, i

wi a

nd c

omm

uniti

es.

• H

as th

e to

ols

and

stra

tegi

es

to d

evel

op s

ucce

ssfu

l re

latio

nshi

ps w

ith M

āori

lear

ners

, whā

nau,

hap

ū, iw

i an

d co

mm

uniti

es.

• H

as re

spec

tful

wor

king

re

latio

nshi

ps w

ith M

āori

lear

ners

and

thei

r whā

nau,

ha

pū a

nd iw

i whi

ch e

nhan

ce

Māo

ri le

arne

r ach

ieve

men

t.

• A

ctiv

ely

seek

s w

ays

to w

ork

with

whā

nau

to m

axim

ise

Māo

ri le

arne

r suc

cess

.

• Is

vis

ible

, wel

com

ing

and

acce

ssib

le to

Māo

ri pa

rent

s,

whā

nau,

hap

ū, iw

i and

the

Māo

ri co

mm

unity

.

• A

ctiv

ely

build

s an

d m

aint

ains

re

spec

tful

wor

king

re

latio

nshi

ps w

ith M

āori

lear

ners

, the

ir pa

rent

s,

whā

nau,

hap

ū, iw

i and

co

mm

uniti

es w

hich

ena

ble

Māo

ri to

par

ticip

ate

in

impo

rtan

t dec

isio

ns a

bout

th

eir c

hild

ren’

s le

arni

ng.

• D

emon

stra

tes

an a

ppre

ciat

ion

of h

ow w

hāna

u an

d iw

i op

erat

e.

• En

sure

s th

at th

e sc

hool

/ECE

se

rvic

e, te

ache

rs a

nd w

hāna

u w

ork

toge

ther

to m

axim

ise

Māo

ri le

arne

r suc

cess

.

My

teac

her:

• I g

et o

n w

ell w

ith m

y te

ache

r/s.

• M

y te

ache

r kno

ws

my

pare

nts

and

whā

nau.

• M

y te

ache

r tre

ats

me

and

my

whā

nau

with

resp

ect.

• M

y pa

rent

s, w

hāna

u an

d co

mm

unity

feel

wel

com

e at

the

scho

ol.

• M

y te

ache

rs a

re v

isib

le in

the

loca

l Māo

ri co

mm

unity

/at l

ocal

Maō

ri co

mm

unity

eve

nts.

• M

y te

ache

r kno

ws

who

my

mat

es a

re.

• I k

now

my

teac

her a

s a

pers

on.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2)O

utco

mes

: exa

mpl

es o

f lea

rner

voi

ce

• W

e fe

el w

elco

me

and

incl

uded

.

• W

e ha

ve g

reat

rela

tions

hips

with

the

scho

ol/ E

CE s

ervi

ce.

• A

ll of

my

inte

ract

ions

with

the

scho

ol h

ave

been

goo

d (e

ven

whe

n th

ere

has

been

an

issu

e, o

r I h

ave

had

conc

erns

)

• W

e ha

ve p

ositi

ve a

nd p

rodu

ctiv

e re

latio

nshi

ps w

ith te

ache

rs a

nd

lead

ers

of th

e sc

hool

/ECE

ser

vice

.

• I k

now

my

child

ren’

s te

ache

rs a

nd th

e pr

inci

pal a

nd th

ey k

now

w

ho I

am.


9

WH

AN

AUN

GAT

AN

GA

A

ctiv

ely

enga

ges

in re

spec

tful

wor

king

rela

tions

hips

with

Māo

ri le

arne

rs,

pare

nts

and

whā

nau,

hap

ū, iw

i and

the

Māo

ri c

omm

unit

y.

Wha

naun

gata

nga

links

to

Gra

duat

ing

Teac

her S

tand

ard

6W

hana

unga

tang

a lin

ks to

Reg

iste

red

Teac

her C

rite

ria

1

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Ca

n de

scrib

e fr

om th

eir o

wn

ex

perie

nce

how

iden

tity,

la

ngua

ge a

nd c

ultu

re im

pact

on

rela

tions

hips

.

• U

nder

stan

ds th

e im

pact

of

thei

r ow

n id

entit

y, la

ngua

ge

and

cultu

re (c

ultu

ral

loca

tedn

ess)

on

rela

tions

hips

.

• D

emon

stra

tes

a w

illin

gnes

s to

eng

age

with

iwi a

nd M

āori

com

mun

ities

.

• Kn

ows

the

impo

rtan

ce a

nd

impa

ct o

f tea

cher

-lear

ner

rela

tions

hips

and

the

scho

ol/E

CE s

ervi

ce-h

ome

part

ners

hip

on M

āori

lear

ner

achi

evem

ent.

• Re

cogn

ises

the

need

to h

ave

lear

ning

rela

tions

hips

with

M

āori

lear

ners

, whā

nau,

ha

pū, i

wi a

nd c

omm

uniti

es.

• H

as th

e to

ols

and

stra

tegi

es

to d

evel

op s

ucce

ssfu

l re

latio

nshi

ps w

ith M

āori

lear

ners

, whā

nau,

hap

ū, iw

i an

d co

mm

uniti

es.

• H

as re

spec

tful

wor

king

re

latio

nshi

ps w

ith M

āori

lear

ners

and

thei

r whā

nau,

ha

pū a

nd iw

i whi

ch e

nhan

ce

Māo

ri le

arne

r ach

ieve

men

t.

• A

ctiv

ely

seek

s w

ays

to w

ork

with

whā

nau

to m

axim

ise

Māo

ri le

arne

r suc

cess

.

• Is

vis

ible

, wel

com

ing

and

acce

ssib

le to

Māo

ri pa

rent

s,

whā

nau,

hap

ū, iw

i and

the

Māo

ri co

mm

unity

.

• A

ctiv

ely

build

s an

d m

aint

ains

re

spec

tful

wor

king

re

latio

nshi

ps w

ith M

āori

lear

ners

, the

ir pa

rent

s,

whā

nau,

hap

ū, iw

i and

co

mm

uniti

es w

hich

ena

ble

Māo

ri to

par

ticip

ate

in

impo

rtan

t dec

isio

ns a

bout

th

eir c

hild

ren’

s le

arni

ng.

• D

emon

stra

tes

an a

ppre

ciat

ion

of h

ow w

hāna

u an

d iw

i op

erat

e.

• En

sure

s th

at th

e sc

hool

/ECE

se

rvic

e, te

ache

rs a

nd w

hāna

u w

ork

toge

ther

to m

axim

ise

Māo

ri le

arne

r suc

cess

.

My

teac

her:

• I g

et o

n w

ell w

ith m

y te

ache

r/s.

• M

y te

ache

r kno

ws

my

pare

nts

and

whā

nau.

• M

y te

ache

r tre

ats

me

and

my

whā

nau

with

resp

ect.

• M

y pa

rent

s, w

hāna

u an

d co

mm

unity

feel

wel

com

e at

the

scho

ol.

• M

y te

ache

rs a

re v

isib

le in

the

loca

l Māo

ri co

mm

unity

/at l

ocal

Maō

ri co

mm

unity

eve

nts.

• M

y te

ache

r kno

ws

who

my

mat

es a

re.

• I k

now

my

teac

her a

s a

pers

on.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2)O

utco

mes

: exa

mpl

es o

f lea

rner

voi

ce

• W

e fe

el w

elco

me

and

incl

uded

.

• W

e ha

ve g

reat

rela

tions

hips

with

the

scho

ol/ E

CE s

ervi

ce.

• A

ll of

my

inte

ract

ions

with

the

scho

ol h

ave

been

goo

d (e

ven

whe

n th

ere

has

been

an

issu

e, o

r I h

ave

had

conc

erns

)

• W

e ha

ve p

ositi

ve a

nd p

rodu

ctiv

e re

latio

nshi

ps w

ith te

ache

rs a

nd

lead

ers

of th

e sc

hool

/ECE

ser

vice

.

• I k

now

my

child

ren’

s te

ache

rs a

nd th

e pr

inci

pal a

nd th

ey k

now

w

ho I

am.


10

MA

NA

AKI

TAN

GA

Dem

onst

rate

s in

tegr

ity,

sin

ceri

ty a

nd re

spec

t tow

ards

Māo

ri b

elie

fs,

lang

uage

and

cul

ture

.

Man

aaki

tang

a lin

ks to

Gra

duat

ing

Teac

her S

tand

ards

3, 4

, 6M

anaa

kita

nga

links

to R

egis

tere

d Te

ache

r Cri

teri

a 2

, 7

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Va

lues

cul

tura

l diff

eren

ce.

• D

emon

stra

tes

an

unde

rsta

ndin

g of

cor

e M

āori

valu

es s

uch

as:

man

aaki

tang

a,

man

a w

henu

a, ra

ngat

irata

nga.

• Sh

ows

resp

ect f

or M

āori

cultu

ral p

ersp

ectiv

es a

nd s

ees

the

valu

e of

Māo

ri cu

lture

for

New

Zea

land

soc

iety

.

• Is

pre

pare

d to

be

chal

leng

ed,

and

cont

ribut

e to

dis

cuss

ions

ab

out b

elie

fs, a

ttitu

des

and

valu

es.

• H

as k

now

ledg

e of

the

Trea

ty

of W

aita

ngi a

nd it

s im

plic

atio

ns fo

r New

Zea

land

so

ciet

y.

• Re

cogn

ises

ow

n cu

ltura

l be

liefs

and

val

ues.

• D

emon

stra

tes

resp

ect f

or

hapū

, iw

i and

Māo

ri cu

lture

in

curr

icul

um d

esig

n an

d de

liver

y pr

oces

ses.

• Ca

n ex

plai

n th

e im

port

ance

of

ack

now

ledg

ing

iwi a

nd

Māo

ri va

lues

in s

choo

l/EC

E se

rvic

e an

d cl

assr

oom

pr

actic

es.

• U

nder

stan

ds th

at e

ach

Māo

ri le

arne

r is

part

of a

wid

er

whā

nau

and

wha

t tha

t mig

ht

mea

n fo

r a te

ache

r.

• U

nder

stan

ds th

e Tr

eaty

of

Wai

tang

i and

its

impl

icat

ions

fo

r tea

chin

g in

New

Zea

land

.

• D

ispl

ays

resp

ect,

inte

grity

and

si

ncer

ity w

hen

enga

ging

with

M

āori

lear

ners

, whā

nau,

hap

ū,

iwi a

nd c

omm

uniti

es.

• D

emon

stra

bly

care

s ab

out

Māo

ri le

arne

rs, w

hat t

hey

thin

k an

d w

hy.

• D

ispl

ays

resp

ect f

or th

e lo

cal

Māo

ri cu

lture

(ngā

tika

nga-

ā-

iwi)

in e

ngag

ing

with

Māo

ri le

arne

rs, t

heir

pare

nts

whā

nau,

hap

ū, iw

i and

co

mm

uniti

es.

• In

corp

orat

es M

āori

cultu

re

(incl

udin

g tik

anga

-ā-iw

i) in

cu

rric

ulum

del

iver

y an

d de

sign

pro

cess

es.

• Ca

n de

scrib

e ho

w th

e Tr

eaty

of

Wai

tang

i infl

uenc

es th

eir

prac

tice

as a

teac

her i

n th

e N

ew Z

eala

nd e

duca

tiona

l se

ttin

g.

• A

ctiv

ely

ackn

owle

dges

and

fo

llow

s ap

prop

riate

pro

toco

ls

whe

n en

gagi

ng w

ith M

āori

pare

nts,

whā

nau,

hap

ū, iw

i an

d co

mm

uniti

es.

• Co

mm

unic

atio

ns w

ith M

āori

lear

ners

are

dem

onst

rabl

y un

derp

inne

d by

cro

ss-c

ultu

ral

valu

es o

f int

egrit

y an

d si

ncer

ity.

• U

nder

stan

ds lo

cal t

ikan

ga a

nd

Māo

ri cu

lture

suffi

cien

tly to

be

able

to re

spon

d ap

prop

riate

ly

to M

āori

lear

ners

, the

ir pa

rent

s, w

hāna

u, h

apū

and

Māo

ri co

mm

unity

abo

ut

wha

t hap

pens

at t

he s

choo

l/EC

E se

rvic

e.

• Le

ads

and

supp

orts

sta

ff to

pr

ovid

e a

resp

ectf

ul a

nd

carin

g en

viro

nmen

t to

enab

le

Māo

ri ac

hiev

emen

t.

• A

ctiv

ely

ackn

owle

dges

and

ac

ts u

pon

the

impl

icat

ions

of

the

Trea

ty o

f Wai

tang

i for

th

emse

lves

as

a le

ader

and

th

eir s

choo

l/ECE

ser

vice

.

My

teac

her:

• re

spec

ts m

y cu

lture

• tr

eats

me

and

my

peer

s fa

irly

and

with

resp

ect

• pr

onou

nces

Māo

ri na

mes

wel

l, if

not p

erfe

ctly

• kn

ows

abou

t the

loca

l tik

anga

• un

ders

tand

s m

y se

nse

of h

umou

r

• us

es te

reo

Māo

ri in

cla

ss a

nd e

ncou

rage

s us

to s

peak

Māo

ri if

we

wan

t.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2)O

utco

mes

: exa

mpl

es o

f lea

rner

voi

ce

• Th

e sc

hool

/ECE

ser

vice

resp

ects

and

em

brac

es M

āori

lang

uage

an

d cu

lture

.

• Be

ing

Māo

ri is

hig

hly

valu

ed a

t thi

s sc

hool

/ ECE

ser

vice

.

• O

ur p

ersp

ectiv

es a

nd o

ur v

alue

s ar

e re

spec

ted.

• Th

e te

ache

rs c

are

abou

t our

chi

ldre

n an

d al

way

s ta

lk p

ositi

vely

ab

out t

hem

.


11

MA

NA

AKI

TAN

GA

Dem

onst

rate

s in

tegr

ity,

sin

ceri

ty a

nd re

spec

t tow

ards

Māo

ri b

elie

fs,

lang

uage

and

cul

ture

.

Man

aaki

tang

a lin

ks to

Gra

duat

ing

Teac

her S

tand

ards

3, 4

, 6M

anaa

kita

nga

links

to R

egis

tere

d Te

ache

r Cri

teri

a 2

, 7

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Va

lues

cul

tura

l diff

eren

ce.

• D

emon

stra

tes

an

unde

rsta

ndin

g of

cor

e M

āori

valu

es s

uch

as:

man

aaki

tang

a,

man

a w

henu

a, ra

ngat

irata

nga.

• Sh

ows

resp

ect f

or M

āori

cultu

ral p

ersp

ectiv

es a

nd s

ees

the

valu

e of

Māo

ri cu

lture

for

New

Zea

land

soc

iety

.

• Is

pre

pare

d to

be

chal

leng

ed,

and

cont

ribut

e to

dis

cuss

ions

ab

out b

elie

fs, a

ttitu

des

and

valu

es.

• H

as k

now

ledg

e of

the

Trea

ty

of W

aita

ngi a

nd it

s im

plic

atio

ns fo

r New

Zea

land

so

ciet

y.

• Re

cogn

ises

ow

n cu

ltura

l be

liefs

and

val

ues.

• D

emon

stra

tes

resp

ect f

or

hapū

, iw

i and

Māo

ri cu

lture

in

curr

icul

um d

esig

n an

d de

liver

y pr

oces

ses.

• Ca

n ex

plai

n th

e im

port

ance

of

ack

now

ledg

ing

iwi a

nd

Māo

ri va

lues

in s

choo

l/EC

E se

rvic

e an

d cl

assr

oom

pr

actic

es.

• U

nder

stan

ds th

at e

ach

Māo

ri le

arne

r is

part

of a

wid

er

whā

nau

and

wha

t tha

t mig

ht

mea

n fo

r a te

ache

r.

• U

nder

stan

ds th

e Tr

eaty

of

Wai

tang

i and

its

impl

icat

ions

fo

r tea

chin

g in

New

Zea

land

.

• D

ispl

ays

resp

ect,

inte

grity

and

si

ncer

ity w

hen

enga

ging

with

M

āori

lear

ners

, whā

nau,

hap

ū,

iwi a

nd c

omm

uniti

es.

• D

emon

stra

bly

care

s ab

out

Māo

ri le

arne

rs, w

hat t

hey

thin

k an

d w

hy.

• D

ispl

ays

resp

ect f

or th

e lo

cal

Māo

ri cu

lture

(ngā

tika

nga-

ā-

iwi)

in e

ngag

ing

with

Māo

ri le

arne

rs, t

heir

pare

nts

whā

nau,

hap

ū, iw

i and

co

mm

uniti

es.

• In

corp

orat

es M

āori

cultu

re

(incl

udin

g tik

anga

-ā-iw

i) in

cu

rric

ulum

del

iver

y an

d de

sign

pro

cess

es.

• Ca

n de

scrib

e ho

w th

e Tr

eaty

of

Wai

tang

i infl

uenc

es th

eir

prac

tice

as a

teac

her i

n th

e N

ew Z

eala

nd e

duca

tiona

l se

ttin

g.

• A

ctiv

ely

ackn

owle

dges

and

fo

llow

s ap

prop

riate

pro

toco

ls

whe

n en

gagi

ng w

ith M

āori

pare

nts,

whā

nau,

hap

ū, iw

i an

d co

mm

uniti

es.

• Co

mm

unic

atio

ns w

ith M

āori

lear

ners

are

dem

onst

rabl

y un

derp

inne

d by

cro

ss-c

ultu

ral

valu

es o

f int

egrit

y an

d si

ncer

ity.

• U

nder

stan

ds lo

cal t

ikan

ga a

nd

Māo

ri cu

lture

suffi

cien

tly to

be

able

to re

spon

d ap

prop

riate

ly

to M

āori

lear

ners

, the

ir pa

rent

s, w

hāna

u, h

apū

and

Māo

ri co

mm

unity

abo

ut

wha

t hap

pens

at t

he s

choo

l/EC

E se

rvic

e.

• Le

ads

and

supp

orts

sta

ff to

pr

ovid

e a

resp

ectf

ul a

nd

carin

g en

viro

nmen

t to

enab

le

Māo

ri ac

hiev

emen

t.

• A

ctiv

ely

ackn

owle

dges

and

ac

ts u

pon

the

impl

icat

ions

of

the

Trea

ty o

f Wai

tang

i for

th

emse

lves

as

a le

ader

and

th

eir s

choo

l/ECE

ser

vice

.

My

teac

her:

• re

spec

ts m

y cu

lture

• tr

eats

me

and

my

peer

s fa

irly

and

with

resp

ect

• pr

onou

nces

Māo

ri na

mes

wel

l, if

not p

erfe

ctly

• kn

ows

abou

t the

loca

l tik

anga

• un

ders

tand

s m

y se

nse

of h

umou

r

• us

es te

reo

Māo

ri in

cla

ss a

nd e

ncou

rage

s us

to s

peak

Māo

ri if

we

wan

t.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2)O

utco

mes

: exa

mpl

es o

f lea

rner

voi

ce

• Th

e sc

hool

/ECE

ser

vice

resp

ects

and

em

brac

es M

āori

lang

uage

an

d cu

lture

.

• Be

ing

Māo

ri is

hig

hly

valu

ed a

t thi

s sc

hool

/ ECE

ser

vice

.

• O

ur p

ersp

ectiv

es a

nd o

ur v

alue

s ar

e re

spec

ted.

• Th

e te

ache

rs c

are

abou

t our

chi

ldre

n an

d al

way

s ta

lk p

ositi

vely

ab

out t

hem

.


12

TAN

GAT

A W

HEN

UAT

AN

GA

A�

rms

Māo

ri le

arne

rs a

s M

āori

– p

rovi

des

cont

exts

for l

earn

ing

whe

re th

e id

entit

y, la

ngua

ge a

nd

cultu

re (c

ultu

ral l

ocat

edne

ss) o

f Māo

ri le

arne

rs a

nd th

eir w

hāna

u is

a�

rmed

.

Tang

ata

Whe

nuat

anga

link

s to

G

radu

atin

g Te

ache

r Sta

ndar

ds 1

, 3Ta

ngat

a W

henu

atan

ga li

nks

to

Regi

ster

ed T

each

er C

rite

ria

3, 9

, 10

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Kn

ows

abou

t whe

re th

ey a

re

from

and

how

that

info

rms

and

impa

cts

on th

eir o

wn

cultu

re, v

alue

s an

d be

liefs

.

• Ca

n ex

plai

n th

e im

port

ance

of

loca

l his

tory

in th

e N

ew

Zeal

and

scho

ol s

ettin

g an

d w

hat t

his

mea

ns fo

r the

m.

• Ca

n ex

plai

n ho

w k

now

ledg

e of

loca

l con

text

and

loca

l iw

i an

d co

mm

unity

is im

port

ant

in s

uppo

rtin

g M

āori

lear

ners

to

ach

ieve

in a

nd th

roug

h ed

ucat

ion.

• H

as th

e to

ols

and

skill

s to

en

gage

loca

l kno

wle

dge

and

hist

ory

(or t

he p

eopl

e w

ho

hold

that

kno

wle

dge)

to

supp

ort t

each

ing

and

lear

ning

pro

gram

mes

.

• U

nder

stan

ds th

at M

āori

lear

ners

brin

g ric

h cu

ltura

l ca

pita

l to

the

lear

ning

en

viro

nmen

t and

how

to

max

imis

e th

at to

enh

ance

le

arni

ng p

oten

tial.

• H

arne

sses

the

rich

cultu

ral

capi

tal w

hich

Māo

ri le

arne

rs

brin

g to

the

clas

sroo

m b

y pr

ovid

ing

cultu

rally

re

spon

sive

and

eng

agin

g co

ntex

ts fo

r lea

rnin

g.

• A

ctiv

ely

faci

litat

es th

e pa

rtic

ipat

ion

of w

hāna

u an

d pe

ople

with

the

know

ledg

e of

lo

cal c

onte

xt, t

ikan

ga, h

isto

ry,

and

lang

uage

to s

uppo

rt

clas

sroo

m te

achi

ng a

nd

lear

ning

pro

gram

mes

.

• Co

nsci

ousl

y us

es a

nd a

ctiv

ely

enco

urag

es th

e us

e of

loca

l M

āori

cont

exts

(suc

h as

w

haka

papa

, env

ironm

ent,

tikan

ga, l

angu

age,

his

tory

, pl

ace,

eco

nom

y, p

oliti

cs, l

ocal

ic

ons,

geo

grap

hy) t

o su

ppor

t M

āori

lear

ners

’ lea

rnin

g.

• Co

nsci

ousl

y pr

ovid

es

reso

urce

s an

d se

ts

expe

ctat

ions

that

sta

ff w

ill

enga

ge w

ith a

nd le

arn

abou

t th

e lo

cal t

ikan

ga,

envi

ronm

ent,

and

com

mun

ity,

and

thei

r int

er-r

elat

ed h

isto

ry.

• U

nder

stan

ds a

nd c

an e

xpla

in

the

effec

t of t

he lo

cal h

isto

ry

on lo

cal i

wi,

whā

nau,

hap

ū,

Māo

ri co

mm

unity

, Māo

ri le

arne

rs, t

he e

nviro

nmen

t, an

d th

e sc

hool

/ECE

ser

vice

.

• A

ctiv

ely

ackn

owle

dges

Māo

ri pa

rent

s, h

apū,

iwi a

nd th

e M

āori

com

mun

ity a

s ke

y st

akeh

olde

rs in

the

scho

ol/E

CE s

ervi

ce.

• En

sure

s th

at te

ache

rs k

now

ho

w to

ack

now

ledg

e an

d ut

ilise

the

cultu

ral c

apita

l w

hich

Māo

ri le

arne

rs b

ring

to

the

clas

sroo

m in

ord

er to

m

axim

ise

lear

ner s

ucce

ss.

It fe

els

good

to b

e M

āori

at t

his

scho

ol a

nd m

y te

ache

r:

• kn

ows

how

to in

volv

e m

e an

d w

hat I

brin

g to

my

lear

ning

• is

inte

rest

ed in

wha

t I k

now

alre

ady

• kn

ows

how

to m

ake

thin

gs w

e le

arn

rele

vant

to u

s

• le

ts u

s le

arn

abou

t thi

ngs

we

are

inte

rest

ed in

• kn

ows

abou

t thi

s ar

ea, t

he e

nviro

nmen

t, th

e lo

cal m

arae

, hap

ū an

d w

hāna

u an

d ho

w I

fit in

, in

rela

tion

to a

ll

• en

cour

ages

us

to e

xplo

re a

nd ta

lk a

bout

wha

t hap

pens

aro

und

here

, at t

he m

arae

and

with

my

whā

nau

• kn

ows

me

as a

n in

divi

dual

, and

how

I am

par

t of m

y w

hāna

u, h

apū,

iw

i and

com

mun

ity.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2 an

d 3.

4):

Out

com

es: e

xam

ples

of l

earn

er v

oice

• Th

e sc

hool

/ECE

ser

vice

is li

ke a

n ex

tens

ion

of o

ur c

omm

unity

– y

ou

can

tell

it is

a lo

cal s

choo

l.

• Iw

i and

Māo

ri la

ngua

ge a

nd c

ultu

re a

re in

crea

sing

ly b

eing

incl

uded

in

the

curr

icul

um a

nd s

choo

l/ECE

ser

vice

act

iviti

es.

• W

e ar

e in

volv

ed in

the

clas

sroo

m p

rogr

amm

e.

• Th

e lo

cal s

choo

l cur

ricul

um in

clud

es a

lot o

f loc

al ti

kang

a, la

ngua

ge

and

cultu

re.

• W

e fe

el g

ood

abou

t the

way

the

scho

ol in

clud

es te

reo

Māo

ri an

d tik

anga

in th

e cu

rric

ulum

.

• Th

ey d

o a

good

job

at li

nkin

g w

hat t

hey

teac

h to

thin

gs o

ur k

ids

can

rela

te to

.


13

TAN

GAT

A W

HEN

UAT

AN

GA

A�

rms

Māo

ri le

arne

rs a

s M

āori

– p

rovi

des

cont

exts

for l

earn

ing

whe

re th

e id

entit

y, la

ngua

ge a

nd

cultu

re (c

ultu

ral l

ocat

edne

ss) o

f Māo

ri le

arne

rs a

nd th

eir w

hāna

u is

a�

rmed

.

Tang

ata

Whe

nuat

anga

link

s to

G

radu

atin

g Te

ache

r Sta

ndar

ds 1

, 3Ta

ngat

a W

henu

atan

ga li

nks

to

Regi

ster

ed T

each

er C

rite

ria

3, 9

, 10

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Kn

ows

abou

t whe

re th

ey a

re

from

and

how

that

info

rms

and

impa

cts

on th

eir o

wn

cultu

re, v

alue

s an

d be

liefs

.

• Ca

n ex

plai

n th

e im

port

ance

of

loca

l his

tory

in th

e N

ew

Zeal

and

scho

ol s

ettin

g an

d w

hat t

his

mea

ns fo

r the

m.

• Ca

n ex

plai

n ho

w k

now

ledg

e of

loca

l con

text

and

loca

l iw

i an

d co

mm

unity

is im

port

ant

in s

uppo

rtin

g M

āori

lear

ners

to

ach

ieve

in a

nd th

roug

h ed

ucat

ion.

• H

as th

e to

ols

and

skill

s to

en

gage

loca

l kno

wle

dge

and

hist

ory

(or t

he p

eopl

e w

ho

hold

that

kno

wle

dge)

to

supp

ort t

each

ing

and

lear

ning

pro

gram

mes

.

• U

nder

stan

ds th

at M

āori

lear

ners

brin

g ric

h cu

ltura

l ca

pita

l to

the

lear

ning

en

viro

nmen

t and

how

to

max

imis

e th

at to

enh

ance

le

arni

ng p

oten

tial.

• H

arne

sses

the

rich

cultu

ral

capi

tal w

hich

Māo

ri le

arne

rs

brin

g to

the

clas

sroo

m b

y pr

ovid

ing

cultu

rally

re

spon

sive

and

eng

agin

g co

ntex

ts fo

r lea

rnin

g.

• A

ctiv

ely

faci

litat

es th

e pa

rtic

ipat

ion

of w

hāna

u an

d pe

ople

with

the

know

ledg

e of

lo

cal c

onte

xt, t

ikan

ga, h

isto

ry,

and

lang

uage

to s

uppo

rt

clas

sroo

m te

achi

ng a

nd

lear

ning

pro

gram

mes

.

• Co

nsci

ousl

y us

es a

nd a

ctiv

ely

enco

urag

es th

e us

e of

loca

l M

āori

cont

exts

(suc

h as

w

haka

papa

, env

ironm

ent,

tikan

ga, l

angu

age,

his

tory

, pl

ace,

eco

nom

y, p

oliti

cs, l

ocal

ic

ons,

geo

grap

hy) t

o su

ppor

t M

āori

lear

ners

’ lea

rnin

g.

• Co

nsci

ousl

y pr

ovid

es

reso

urce

s an

d se

ts

expe

ctat

ions

that

sta

ff w

ill

enga

ge w

ith a

nd le

arn

abou

t th

e lo

cal t

ikan

ga,

envi

ronm

ent,

and

com

mun

ity,

and

thei

r int

er-r

elat

ed h

isto

ry.

• U

nder

stan

ds a

nd c

an e

xpla

in

the

effec

t of t

he lo

cal h

isto

ry

on lo

cal i

wi,

whā

nau,

hap

ū,

Māo

ri co

mm

unity

, Māo

ri le

arne

rs, t

he e

nviro

nmen

t, an

d th

e sc

hool

/ECE

ser

vice

.

• A

ctiv

ely

ackn

owle

dges

Māo

ri pa

rent

s, h

apū,

iwi a

nd th

e M

āori

com

mun

ity a

s ke

y st

akeh

olde

rs in

the

scho

ol/E

CE s

ervi

ce.

• En

sure

s th

at te

ache

rs k

now

ho

w to

ack

now

ledg

e an

d ut

ilise

the

cultu

ral c

apita

l w

hich

Māo

ri le

arne

rs b

ring

to

the

clas

sroo

m in

ord

er to

m

axim

ise

lear

ner s

ucce

ss.

It fe

els

good

to b

e M

āori

at t

his

scho

ol a

nd m

y te

ache

r:

• kn

ows

how

to in

volv

e m

e an

d w

hat I

brin

g to

my

lear

ning

• is

inte

rest

ed in

wha

t I k

now

alre

ady

• kn

ows

how

to m

ake

thin

gs w

e le

arn

rele

vant

to u

s

• le

ts u

s le

arn

abou

t thi

ngs

we

are

inte

rest

ed in

• kn

ows

abou

t thi

s ar

ea, t

he e

nviro

nmen

t, th

e lo

cal m

arae

, hap

ū an

d w

hāna

u an

d ho

w I

fit in

, in

rela

tion

to a

ll

• en

cour

ages

us

to e

xplo

re a

nd ta

lk a

bout

wha

t hap

pens

aro

und

here

, at t

he m

arae

and

with

my

whā

nau

• kn

ows

me

as a

n in

divi

dual

, and

how

I am

par

t of m

y w

hāna

u, h

apū,

iw

i and

com

mun

ity.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

2 an

d 3.

4):

Out

com

es: e

xam

ples

of l

earn

er v

oice

• Th

e sc

hool

/ECE

ser

vice

is li

ke a

n ex

tens

ion

of o

ur c

omm

unity

– y

ou

can

tell

it is

a lo

cal s

choo

l.

• Iw

i and

Māo

ri la

ngua

ge a

nd c

ultu

re a

re in

crea

sing

ly b

eing

incl

uded

in

the

curr

icul

um a

nd s

choo

l/ECE

ser

vice

act

iviti

es.

• W

e ar

e in

volv

ed in

the

clas

sroo

m p

rogr

amm

e.

• Th

e lo

cal s

choo

l cur

ricul

um in

clud

es a

lot o

f loc

al ti

kang

a, la

ngua

ge

and

cultu

re.

• W

e fe

el g

ood

abou

t the

way

the

scho

ol in

clud

es te

reo

Māo

ri an

d tik

anga

in th

e cu

rric

ulum

.

• Th

ey d

o a

good

job

at li

nkin

g w

hat t

hey

teac

h to

thin

gs o

ur k

ids

can

rela

te to

.


14

AKO

Take

s re

spon

sibi

lity

for t

heir

ow

n le

arni

ng a

nd th

at o

f Māo

ri le

arne

rs.

Ako

link

s to

Gra

duat

ing

Teac

her

Stan

dard

s 2,

4, 5

, 7A

ko li

nks

to R

egis

tere

d Te

ache

r Cri

teri

a 4,

6, 8

, 12

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Re

cogn

ises

the

need

to ra

ise

Māo

ri le

arne

r aca

dem

ic

achi

evem

ent l

evel

s.

• Is

will

ing

to le

arn

abou

t the

im

port

ance

of i

dent

ity,

lang

uage

and

cul

ture

(cul

tura

l lo

cate

dnes

s) fo

r the

mse

lves

an

d ot

hers

.

• Ca

n ex

plai

n th

eir

unde

rsta

ndin

g of

life

long

le

arni

ng a

nd w

hat i

t mea

ns fo

r th

em.

• Po

sitio

ns th

emse

lves

as

a le

arne

r.

• Is

abl

e to

art

icul

ate

a te

achi

ng p

hilo

soph

y th

at

refle

cts

thei

r com

mitm

ent t

o,

and

high

exp

ecta

tions

of

Māo

ri le

arne

rs a

chie

ving

as

Māo

ri.

• U

nder

stan

ds th

at M

āori

lear

ners

com

e w

ith p

rior

know

ledg

e un

derp

inne

d by

id

entit

y, la

ngua

ge, a

nd

cultu

re.

• H

as a

wid

e ra

nge

of s

kills

, st

rate

gies

, and

tool

s to

ac

tivel

y fa

cilit

ate

succ

essf

ul

lear

ning

for e

very

Māo

ri le

arne

r.

• Is

ope

n to

ong

oing

lear

ning

an

d un

ders

tand

s th

eir o

wn

lear

ning

-sty

le p

refe

renc

es.

• Co

nsci

ousl

y pl

ans

and

uses

pe

dago

gy th

at e

ngag

es M

āori

lear

ners

and

cat

ers

for t

heir

need

s.

• Pl

ans

and

impl

emen

ts

prog

ram

mes

of l

earn

ing

whi

ch a

ccel

erat

e th

e pr

ogre

ss

of e

ach

Māo

ri le

arne

r id

entifi

ed a

s ac

hiev

ing

belo

w

or w

ell b

elow

exp

ecte

d ac

hiev

emen

t lev

els.

• A

ctiv

ely

enga

ges

Māo

ri le

arne

rs a

nd w

hāna

u in

the

lear

ning

(par

tner

ship

) thr

ough

re

gula

r, pu

rpos

eful

feed

back

an

d co

nstr

uctiv

e fe

ed-f

orw

ard.

• Va

lidat

es th

e pr

ior k

now

ledg

e th

at M

āori

lear

ners

brin

g to

th

eir l

earn

ing.

• M

aint

ains

hig

h ex

pect

atio

ns

of M

āori

lear

ners

suc

ceed

ing,

as

Māo

ri.

• Ta

kes

resp

onsi

bilit

y fo

r the

ir ow

n de

velo

pmen

t abo

ut

Māo

ri le

arne

r ach

ieve

men

t.

• En

sure

s co

ngru

ency

bet

wee

n le

arni

ng a

t hom

e an

d at

sc

hool

.

• A

ctiv

ely

disp

lays

a g

enui

ne

com

mitm

ent t

o M

āori

lear

ner

succ

ess.

• Co

nsci

ousl

y se

ts g

oals

, m

onito

rs, a

nd s

trat

egic

ally

pl

ans

for h

ighe

r ach

ieve

men

t le

vels

of M

āori

lear

ners

.•

Act

ivel

y pr

iorit

ises

Māo

ri le

arne

r ach

ieve

men

t, in

clud

ing

acce

lera

ted

prog

ress

of M

āori

lear

ners

ach

ievi

ng b

elow

or

wel

l bel

ow e

xpec

ted

achi

evem

ent l

evel

s.•

Impl

emen

ts a

teac

her a

ppra

isal

sy

stem

that

spe

cific

ally

incl

udes

M

āori

lear

ner a

chie

vem

ent a

s a

focu

s.•

Prov

ides

and

sup

port

s on

goin

g pr

ofes

sion

al le

arni

ng a

nd

deve

lopm

ent f

or s

taff

that

st

reng

then

s th

e sc

hool

/ECE

se

rvic

e’s

abili

ty to

rais

e M

āori

lear

ner a

chie

vem

ent.

• A

ctiv

ely

ensu

res

that

Māo

ri le

arne

rs h

ave

acce

ss to

hig

h qu

ality

cul

tura

lly re

leva

nt

prog

ram

mes

and

ser

vice

s.•

Pers

onal

ly c

omm

itted

to, a

nd

activ

ely

wor

ks o

n th

eir o

wn

prof

essi

onal

lear

ning

and

de

velo

pmen

t with

rega

rd to

M

āori

lear

ner a

chie

vem

ent.

My

teac

her:

• le

ts m

e an

d m

y pe

ers

know

whe

n w

e’re

doi

ng w

ell

• ne

ver g

ives

up

on u

s

• kn

ows

wha

t wor

ks fo

r me

and

my

lear

ning

• as

ks u

s w

hat w

e kn

ow

• sh

ows

me

how

to le

arn

• ex

pect

s ev

ery

one

of u

s to

do

our b

est a

ll th

e tim

e

• be

lieve

s I c

an s

ucce

ed

• te

lls m

e th

at w

e ar

e bo

th re

spon

sibl

e fo

r how

wel

l I d

o –

we

both

ge

t to

cele

brat

e w

hen

I do

wel

l, or

hav

e to

try

hard

er if

I do

n’t!

• se

ems

to e

njoy

lear

ning

from

us

too.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

1 an

d 3.

2):

Out

com

es: e

xam

ples

of l

earn

er v

oice

• Ev

ery

one

of o

ur c

hild

ren

is a

chie

ving

wel

l at t

his

scho

ol/E

CE s

ervi

ce.

• A

s M

āori

pare

nts

and

whā

nau,

we

talk

with

teac

hers

regu

larly

abo

ut

our c

hild

ren’

s le

arni

ng.

• Th

e te

ache

rs a

re a

ll co

mm

itted

to e

nsur

ing

our c

hild

ren

do w

ell.

• W

e de

term

ine

the

type

of i

nfor

mat

ion

we

wan

t to

rece

ive

abou

t our

ch

ildre

n’s

lear

ning

and

als

o ho

w th

at in

form

atio

n is

pro

vide

d.

• A

s pa

rt o

f the

Māo

ri co

mm

unity

, we

can

mak

e de

cisi

ons

abou

t the

te

achi

ng a

nd le

arni

ng p

rogr

amm

e at

the

scho

ol/ E

CE s

ervi

ce.

• W

e kn

ow w

hat o

ur c

hild

ren

are

lear

ning

at s

choo

l and

can

sup

port

th

em a

t hom

e.


15

AKO

Take

s re

spon

sibi

lity

for t

heir

ow

n le

arni

ng a

nd th

at o

f Māo

ri le

arne

rs.

Ako

link

s to

Gra

duat

ing

Teac

her

Stan

dard

s 2,

4, 5

, 7A

ko li

nks

to R

egis

tere

d Te

ache

r Cri

teri

a 4,

6, 8

, 12

ENTR

Y TO

ITE

GRA

DU

ATIN

G T

EACH

ERRE

GIS

TERE

D T

EACH

ERLE

AD

ER


• Re

cogn

ises

the

need

to ra

ise

Māo

ri le

arne

r aca

dem

ic

achi

evem

ent l

evel

s.

• Is

will

ing

to le

arn

abou

t the

im

port

ance

of i

dent

ity,

lang

uage

and

cul

ture

(cul

tura

l lo

cate

dnes

s) fo

r the

mse

lves

an

d ot

hers

.

• Ca

n ex

plai

n th

eir

unde

rsta

ndin

g of

life

long

le

arni

ng a

nd w

hat i

t mea

ns fo

r th

em.

• Po

sitio

ns th

emse

lves

as

a le

arne

r.

• Is

abl

e to

art

icul

ate

a te

achi

ng p

hilo

soph

y th

at

refle

cts

thei

r com

mitm

ent t

o,

and

high

exp

ecta

tions

of

Māo

ri le

arne

rs a

chie

ving

as

Māo

ri.

• U

nder

stan

ds th

at M

āori

lear

ners

com

e w

ith p

rior

know

ledg

e un

derp

inne

d by

id

entit

y, la

ngua

ge, a

nd

cultu

re.

• H

as a

wid

e ra

nge

of s

kills

, st

rate

gies

, and

tool

s to

ac

tivel

y fa

cilit

ate

succ

essf

ul

lear

ning

for e

very

Māo

ri le

arne

r.

• Is

ope

n to

ong

oing

lear

ning

an

d un

ders

tand

s th

eir o

wn

lear

ning

-sty

le p

refe

renc

es.

• Co

nsci

ousl

y pl

ans

and

uses

pe

dago

gy th

at e

ngag

es M

āori

lear

ners

and

cat

ers

for t

heir

need

s.

• Pl

ans

and

impl

emen

ts

prog

ram

mes

of l

earn

ing

whi

ch a

ccel

erat

e th

e pr

ogre

ss

of e

ach

Māo

ri le

arne

r id

entifi

ed a

s ac

hiev

ing

belo

w

or w

ell b

elow

exp

ecte

d ac

hiev

emen

t lev

els.

• A

ctiv

ely

enga

ges

Māo

ri le

arne

rs a

nd w

hāna

u in

the

lear

ning

(par

tner

ship

) thr

ough

re

gula

r, pu

rpos

eful

feed

back

an

d co

nstr

uctiv

e fe

ed-f

orw

ard.

• Va

lidat

es th

e pr

ior k

now

ledg

e th

at M

āori

lear

ners

brin

g to

th

eir l

earn

ing.

• M

aint

ains

hig

h ex

pect

atio

ns

of M

āori

lear

ners

suc

ceed

ing,

as

Māo

ri.

• Ta

kes

resp

onsi

bilit

y fo

r the

ir ow

n de

velo

pmen

t abo

ut

Māo

ri le

arne

r ach

ieve

men

t.

• En

sure

s co

ngru

ency

bet

wee

n le

arni

ng a

t hom

e an

d at

sc

hool

.

• A

ctiv

ely

disp

lays

a g

enui

ne

com

mitm

ent t

o M

āori

lear

ner

succ

ess.

• Co

nsci

ousl

y se

ts g

oals

, m

onito

rs, a

nd s

trat

egic

ally

pl

ans

for h

ighe

r ach

ieve

men

t le

vels

of M

āori

lear

ners

.•

Act

ivel

y pr

iorit

ises

Māo

ri le

arne

r ach

ieve

men

t, in

clud

ing

acce

lera

ted

prog

ress

of M

āori

lear

ners

ach

ievi

ng b

elow

or

wel

l bel

ow e

xpec

ted

achi

evem

ent l

evel

s.•

Impl

emen

ts a

teac

her a

ppra

isal

sy

stem

that

spe

cific

ally

incl

udes

M

āori

lear

ner a

chie

vem

ent a

s a

focu

s.•

Prov

ides

and

sup

port

s on

goin

g pr

ofes

sion

al le

arni

ng a

nd

deve

lopm

ent f

or s

taff

that

st

reng

then

s th

e sc

hool

/ECE

se

rvic

e’s

abili

ty to

rais

e M

āori

lear

ner a

chie

vem

ent.

• A

ctiv

ely

ensu

res

that

Māo

ri le

arne

rs h

ave

acce

ss to

hig

h qu

ality

cul

tura

lly re

leva

nt

prog

ram

mes

and

ser

vice

s.•

Pers

onal

ly c

omm

itted

to, a

nd

activ

ely

wor

ks o

n th

eir o

wn

prof

essi

onal

lear

ning

and

de

velo

pmen

t with

rega

rd to

M

āori

lear

ner a

chie

vem

ent.

My

teac

her:

• le

ts m

e an

d m

y pe

ers

know

whe

n w

e’re

doi

ng w

ell

• ne

ver g

ives

up

on u

s

• kn

ows

wha

t wor

ks fo

r me

and

my

lear

ning

• as

ks u

s w

hat w

e kn

ow

• sh

ows

me

how

to le

arn

• ex

pect

s ev

ery

one

of u

s to

do

our b

est a

ll th

e tim

e

• be

lieve

s I c

an s

ucce

ed

• te

lls m

e th

at w

e ar

e bo

th re

spon

sibl

e fo

r how

wel

l I d

o –

we

both

ge

t to

cele

brat

e w

hen

I do

wel

l, or

hav

e to

try

hard

er if

I do

n’t!

• se

ems

to e

njoy

lear

ning

from

us

too.

Out

com

es: e

xam

ples

of w

hāna

u vo

ice

(MG

F 3.

1 an

d 3.

2):

Out

com

es: e

xam

ples

of l

earn

er v

oice

• Ev

ery

one

of o

ur c

hild

ren

is a

chie

ving

wel

l at t

his

scho

ol/E

CE s

ervi

ce.

• A

s M

āori

pare

nts

and

whā

nau,

we

talk

with

teac

hers

regu

larly

abo

ut

our c

hild

ren’

s le

arni

ng.

• Th

e te

ache

rs a

re a

ll co

mm

itted

to e

nsur

ing

our c

hild

ren

do w

ell.

• W

e de

term

ine

the

type

of i

nfor

mat

ion

we

wan

t to

rece

ive

abou

t our

ch

ildre

n’s

lear

ning

and

als

o ho

w th

at in

form

atio

n is

pro

vide

d.

• A

s pa

rt o

f the

Māo

ri co

mm

unity

, we

can

mak

e de

cisi

ons

abou

t the

te

achi

ng a

nd le

arni

ng p

rogr

amm

e at

the

scho

ol/ E

CE s

ervi

ce.

• W

e kn

ow w

hat o

ur c

hild

ren

are

lear

ning

at s

choo

l and

can

sup

port

th

em a

t hom

e.

16


Mäori learners achieving education success as Mäori

AkoPractice in the classroom and beyond

Ako - reciprocal teaching/learning; parent, whänau, hapü, learner, teacher (Ka Hikitia)

Effective learning by Mäori learnersEffective pedagogy

Effective curriculum for Mäori learnersGTS 2, 4, 5, 7

RTC 4, 6, 8, 12

WänangaCommunication, problem solving,

innovationStudents, whänau, and iwi engaging in

discussions and robust debateEffective learning and teaching

interactions with students, whänau, and iwi

Reporting and co-constructing learning goals

GTS 5, 6, 7RTC 5, 11, 12

ManaakitangaValues - integrity, trust, sincerity, equity

Effective Teaching Profile (Te Kotahitanga)Caring for Mäori learners as culturally-located beingsTreating Mäori students, whänau, and iwi equitably

with sincerity and integrityGTS 3, 4, 6RTC 2, 7

Tangata WhenuatangaPlace-based, socio-cultural awareness and knowledge

Effective language and cultural practices for Mäori learnersTe Reo Mäori/reo ä-iwi

Tikanga Maori/tikanga-ä-iwiPlace-based education

All learning and interaction occurs within a cultural contextKnowledge of whakapapa - knowing who children are,

where they are from and who they belong toIdentity, language, culture

GTS 1, 3RTC 3, 9, 10

WhanaungatangaRelationships (students, school-wide, community) with high expectations

Effective relationships with Mäori learners

Effective parent, whänau and iwiKeeping connected

Productive partnerships (Ka Hikitia)GTS 6

RTC 1

TA-TAIAKO SUMMARY


17

Each of the Tätaiako competencies has links with one or more of the New Zealand Teachers Council’s Graduating Teacher Standards. The key links are set out below.

Professional Knowledge

Standard One: Graduating Teachers know what to teach

Key competency: Tangata Whenuatanga

a. have content knowledge appropriate to the learners and learning areas of their programme.

b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme.

c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand.

d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum.

Standard Two: Graduating Teachers know about learners and how they learn

Key competency: Ako

a. have knowledge of a range of relevant theories and research about pedagogy, human development and learning.

b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation.

c. know how to develop metacognitive strategies of diverse learners.

d. know how to select curriculum content appropriate to the learners and the learning context.

Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning

Key competencies: Manaakitanga, Tangata Whenuatanga

a. have an understanding of the complex influences that personal, social, and cultural factors may have on teachers and learners.

b. have knowledge of tikanga and te reo Mäori to work effectively within the bicultural contexts of Aotearoa New Zealand.

c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.

Professional Practice

Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment

Key competencies: Manaakitanga, Ako

a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.

b. use and sequence a range of learning experiences to influence and promote learner achievement.

c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity.

d. demonstrate proficiency in oral and written language (Mäori and/or English), in numeracy and in ICT relevant to their professional role.

e. use te reo Mäori me ngä tikanga-ä-iwi appropriately in their practice.

f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.

17

LINKS WITH TA-TAIAKOGRADUATING TEACHER STANDARDS:

18


Standard Five: Graduating Teachers use evidence to promote learning

Key competencies: Wänanga, Ako

a. systematically and critically engage with evidence to reflect on and refine their practice.

b. gather, analyse and use assessment information to improve learning and inform planning.

c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff.

Professional Values & Relationships

Standard Six: Graduating Teachers develop positive relationships with learners and the members of learning communities

Key competencies:Wänanga, Whanaungatanga, Manaakitanga

a. recognise how differing values and beliefs may impact on learners and their learning.

b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whänau and communities.

c. build effective relationships with their learners.

e. promote a learning culture which engages diverse learners effectively.

f. demonstrate respect for te reo Mäori me ngä tikanga-a-iwi in their practice.

Standard Seven: Graduating Teachers are committed members of the profession

Key competencies: Wänanga, Ako

a. uphold the New Zealand Teachers Council Code of Ethics/Ngä Tikanga Matatika.

b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers.

c. work co-operatively with those who share responsibility for the learning and wellbeing of learners.

e. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning.


1919

The Tätaiako competencies have links to the New Zealand Teachers Council’s Registered Teacher Criteria. The key links are set out below.

Professional relationships and professional values

1. establish and maintain effective professional relationships focused on the learning and well-being of all äkonga Key competency: Whanaungatanga

2. demonstrate commitment to promoting the well-being of all äkonga Key competency: Manaakitanga

3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand Key competency: Tangata Whenuatanga

4. demonstrate commitment to ongoing professional learning and development of personal professional practice Key competency: Ako

5. show leadership that contributes to effective teaching and learning Key competency: Wänanga

Professional knowledge in practice

6. conceptualise, plan and implement an appropriate learning programme Key competency: Ako

7. promote a collaborative, inclusive and supportive learning environment Key competency: Manaakitanga

8. demonstrate in practice their knowledge and understanding of how äkonga learn Key competency: Ako

9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of äkonga Key competency: Tangata Whenuatanga

10. work effectively within the bicultural context of Aotearoa New Zealand Key competency: Tangata Whenuatanga

11. analyse and appropriately use assessment information, which has been gathered formally and informally Key competency: Wänanga

12. use critical inquiry and problem-solving effectively in their professional practice Key competency: Wänanga, Ako

LINKS WITH TA-TAIAKOREGISTERED TEACHER CRITERIA:

© Crown copyright, 2011All rights reserved, enquiries shouldbe made to the publisher.

Published August 2011

ISBN 978-0-478-38600-4 (print)ISBN 978-0-478-38601-1 (web)

Ministry of Education

45-47 Pipitea StreetPO Box 1666ThorndonWellington 6140

Email [email protected] +64 4 463 8000

www.minedu.govt.nz

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