ttaiako - the new zealand teachers council
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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
2
MANAGING FOR SUCCESSKA HIKITIAMA-ORI ACHIEVINGEDUCATION SUCCESS AS MA-ORI
KA HIKITIAManaging for Success
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
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:
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
6
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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
.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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
.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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
.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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
.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
BEHAVIOURAL INDICATORS OUTCOMES
• 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
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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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 education.workforce@minedu.govt.nzPhone +64 4 463 8000
www.minedu.govt.nz
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