TĀtaiako - Education council matat u aotearoa
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cultural competencies for teachers of mĀori learners
tĀtaiako
Education Counc il
New Zealand matatū aotearoaManaging for success
Ka Hikitia
Māori achieving educational success as Māori
E ngā iwi, tēnā koutou katoa. Genuine, productive relationships among teachers and
their Māori students, whānau, iwi and wider communities
E ngā tohunga, ngā pūkenga, ngā kaiako i ngā kura
are vital foundations for effective teaching and learning.
o te motu, tēnā koutou.
This is the focus of Tātaiako: Cultural Competencies for
E ai ki te kōrero: ‘Whāia te iti kahurangi; ki te tuohu koe, Teachers of Māori Learners.
me he maunga teitei’.
How much do the teachers know of their students’ history,
Pursue the highest ideals; if you must submit, let it be to a tikanga and worldview – and how is this reflected in the
lofty mountain. classroom curriculum and environment? What aspirations
do whānau and iwi have for their young people? How
All of us – families, communities, teachers – want our
visible and involved are whānau and iwi in the teaching
children to reach their full potential. This resource maps
and learning culture of the school or early childhood
out a path to the pinnacle of excellence.
education service?
For a number of generations, a significant proportion of
These are the kinds of questions that Tātaiako will
Māori students have not achieved well; have left school
challenge teachers, teacher educators, early childhood
young, without worthwhile qualifications, and without any
education services and schools to answer. We strongly
real options for work.
endorse Tātaiako for everyone involved in education.
We are looking to shift emphasis towards how
Ka taea e tātou te taumata e tika ana mō ā tātou tamariki
education can be delivered in the context of the vibrant
kia piki. E kore tātou e tuohu!
contemporary Māori values and norms, reflecting the
cultural milieu in which Māori students live.
2TĀTAIAKO:
CULTURAL COMPETENCIES FOR TEACHERS
OF MĀORI LEARNERS
Tātaiako: Cultural Competencies for Teachers of Māori Learners is about teachers’
relationships and engagement with Māori learners and with their whānau 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, Māori
learners, to ensure they enjoy educational success as Māori.
Ka Hikitia – Managing for Success, the Government’s Parents and whānau play a critical role in supporting
strategy for Māori achieving educational success as their children’s learning right from the start. Evidence
Māori, emphasises the importance of the teacher– shows that learning outcomes are enhanced when
learner relationship: parental involvement in school is sustained and focused
on learning activities.
Evidence shows that high-quality teaching is the most
important influence the education system can have on Identity, language and culture count – knowing where
high-quality outcomes for students with diverse learning students come from and building on what students
needs. Evidence also shows that effective teaching and bring with them. Productive Partnerships – Māori
learning depends on the relationship between teachers students, whānau and educators sharing knowledge and
and students and students’ active engagement.1 expertise with each other to produce better outcomes.2
Ka Hikitia also stresses the importance of identity, These principles form the basis of Tātaiako. The
language and culture – teachers knowing where their competencies are about knowing, respecting and
students come from, and building on what students working with Māori learners and their whānau and iwi.
bring with them; and on productive partnerships This is so their worldview, aspirations and knowledge
among teachers, Māori learners, whānau and iwi. are an integral part of teaching and learning, and of the
culture of the school or ECE service.
1
Ka Hikitia – Managing for Success: The Māori Education Strategy 2008–2012. http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx
2
ibid
01Evidence shows high-quality teaching is the most important
influence the education system can have on high-quality outcomes
for students with diverse learning needs.1
THE COMPETENCIES CULTURAL LOCATEDNESS
Each competency describes related behaviours for Cultural locatedness refers to the focus of the
teachers at different stages of their teaching career, competencies at different stages of a teaching career.
and what the results could look like for learners and
For people entering initial teacher education (ITE),
their whānau. Teachers will need to ensure they have
and for graduating teachers, the focus is mārama:
the competencies of all stages up to their current level.
developing an understanding of one’s own identity,
The behavioural indicators listed are not exhaustive
language and culture; developing an understanding
and can be developed further by schools, ECE services
of the relevance of culture in New Zealand education;
and iwi to include expectations relevant to the
and developing an understanding of, and openness to,
local context.
Māori knowledge and expertise.
The competencies are:
For certificated teachers, the focus is mōhio: knowing
• Wānanga: participating with learners and how to validate and affirm Māori and iwi culture, and
communities in robust dialogue for the benefit of applying that knowledge. For school and ECE service
Māori learners’ achievement. leaders, the focus is mātau: being able to lead and
engage others in validating and affirming Māori and
• Whanaungatanga: actively engaging in respectful
iwi culture.
working relationships with Māori learners, parents
and whānau, hapū, iwi and the Māori community.
USING THE COMPETENCIES
• Manaakitanga: showing integrity, sincerity and
respect towards Māori beliefs, language and culture. Tātaiako is an important resource for teachers, boards
of trustees, educational leaders and providers of
• Tangata Whenuatanga: affirming Māori learners
professional learning development and initial teacher
as Māori. Providing contexts for learning where the
education.
language, identity and culture of Māori learners and
their whānau is affirmed. The Education Council has guidance for
schools and early childhood centres on
• Ako: taking responsibility for their own learning and
using the competencies. You’ll find it at
that of Māori learners.
www.educationcouncil.org.nz.
While the competencies are not formal standards
For an online version of this booklet,
or criteria, they are linked to the Graduating Teacher visit www.minedu.govt.nz/tataiako
Standards and Practising Teacher Criteria developed by
the Education Council.
02TĀTAIAKO COMPETENCIES
Ako
Practice in the classroom and beyond
Wānanga Whanaungatanga
Communication, problem solving, Relationships (students, school-wide,
innovation community) with high expectations
Māori learners achieving
educational success as Māori
Manaakitanga Tangata Whenuatanga
Values – integrity, trust, Place-based, socio-cultural
sincerity, equity awareness and knowledge
This design was developed collaboratively with the Ministry of Education
and Haemata, in consultation with Māori, and gifted to this publication.
03WĀNANGA
Participates with learners and communities in robust dialogue for the benefit of Māori
learners’ achievement.
BEHAVIOURAL INDICATORS
Wānanga has links to Graduating Teacher Wānanga has links to Practising Teacher
Standards 5, 6, 7 Criteria 5, 11, 12
Entry to ITE Graduating Teacher Certificated Teacher Leader
• Demonstrates an open • Knows how to • Uses specific strategies • Actively encourages,
mind to explore differing support effective and protocols for effective supports and, where
views and reflect on own teaching interactions, communication with appropriate, challenges
beliefs and values. co-construction and whānau, hapū, iwi and Māori parents, whānau,
co-operative the community. hapū, iwi and the
• Shows an appreciation
learner-focused activities. community to determine
that views which differ • Communicates effectively
how they wish to engage
from their own may • Understands and can with Māori parents and
about important matters
have validity. describe the purpose whānau about their
at the school/ECE service.
and process of wānanga child’s learning.
and its application in a • Actively and routinely
• Engages with Māori
classroom and community supports and leads staff
learners, whānau,
context. to engage effectively and
hapū, iwi and Māori
appropriately with Māori
• Has the skills to communities in open
parents, whānau, hapū, iwi
utilise wānanga in the dialogue about teaching
and the Māori community.
classroom/ECE service and learning.
and in interactions with • Actively seeks out, values
• Acknowledges and
parents, whānau, hapū, and responds to the views
accesses the expertise
iwi and the community. of Māori parents, whānau,
that Māori parents,
hapū and the Māori
• Understands that Māori whānau, hapū and
community.
parents, whānau, hapū iwi offer.
and iwi have expertise • Engages the expertise
in their own right. of parents, whānau,
hapū, iwi and Māori
communities in the
school/ECE service for
the benefit of Māori
learners.
04outcomes
Outcomes: examples of learner voice Outcomes: examples of whānau voice (MGF* 3.4)
My teacher:
• talks with me about my learning • Māori parents, whānau, hapū, iwi and Māori
communities are key stakeholders in the
• wants my parents, whānau, hapū, iwi and the school/ECE service.
community to have a say and makes it possible
• Our preferences are determining the kind
• listens to my views and those of my peers of engagement we have with the school/
ECE service.
• shares their views with me and my peers
• We can engage with staff and the school/
• cares about what we think ECE service on our own terms and in our
own way.
• shares good news (and the not so good) with
my parents and whānau • As parents and whānau, we are well-informed,
feel confident and are part of what our
• hears what my parents, whānau, hapū, iwi and children are doing at school.
community say, expect and want.
• Our knowledge and perspectives are well
respected, highly valued and fully integrated in
ways that benefit our children’s education.
• I have good discussions with the teachers
about my child’s learning.
*The Measurable Gains Framework (MGF) assesses progress
towards achieving the goals and actions of Ka Hikitia.
05WHANAUNGATANGA
Actively engages in respectful working relationships with Māori learners, parents and whānau,
hapū, iwi and the Māori community.
BEHAVIOURAL INDICATORS
Whanaungatanga links to Graduating Whanaungatanga links to Practising Teacher
Teacher Standard 6 Criteria 1
Entry to ITE Graduating Teacher Certificated Teacher Leader
• Can describe from • Understands the impact • Has respectful working • Is visible, welcoming
their own experience of their own identity, relationships with and accessible to Māori
how identity, language language and culture Māori learners and their parents, whānau, hapū, iwi
and culture impact on (cultural locatedness) whānau, hapū and iwi and the Māori community.
relationships. on relationships. that enhance Māori
• Actively builds and
learner achievement.
• Demonstrates a maintains respectful
willingness to engage • Actively seeks ways to working relationships
with iwi and Māori work with whānau to with Māori learners, their
communities. maximise Māori learner parents, whānau, hapū,
success. iwi and communities
• Knows the importance
that enable Māori to
and impact of teacher–
participate in important
learner relationships
decisions about their
and the school/
children’s learning.
ECE service–home
partnership on Māori • Demonstrates an
learner achievement. appreciation of how
whānau and iwi operate.
• Recognises the need
to have learning • Ensures that the school/
relationships with Māori ECE service, teachers and
learners, whānau, hapū, whānau work together to
iwi and communities. maximise Māori learner
success.
• Has the tools and
strategies to develop
successful relationships
with Māori learners,
whānau, hapū, iwi and
communities.
06outcomes
Outcomes: examples of learner voice Outcomes: examples of whānau voice (MGF 3.2)
My teacher:
• I get on well with my teacher(s). • We feel welcome and included.
• My teacher knows my parents and whānau. • We have great relationships with the school/
ECE service.
• My teacher treats me and my whānau
with respect. • All of my interactions with the school have
been good (even when there has been an
• My parents, whānau and community feel issue, or I have had concerns).
welcome at the school.
• We have positive and productive relationships
• My teachers are visible in the local Māori with teachers and leaders of the school/ECE
community and at local Māori community events. service.
• My teacher knows who my mates are. • I know my children’s teachers and the principal
and they know who I am.
• I know my teacher as a person.
07MANAAKITANGA
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture.
BEHAVIOURAL INDICATORS
Manaakitanga links to Graduating Teacher Manaakitanga links to Practising Teacher
Standards 3, 4, 6 Criteria 2, 7
Entry to ITE Graduating Teacher Certificated Teacher Leader
• Values cultural difference. • Recognises own cultural • Displays respect, integrity • Actively acknowledges
beliefs and values. and sincerity when and follows appropriate
• Demonstrates an
engaging with Māori protocols when engaging
understanding of core • Demonstrates respect
learners, whānau, hapū, with Māori parents,
Māori values such as: for hapū, iwi and Māori
iwi and communities. whānau, hapū, iwi and
manaakitanga, mana culture in curriculum
communities.
whenua, rangatiratanga. design and delivery • Demonstrably cares about
processes. Māori learners, what they • Communications
• Shows respect for Māori
think and why. with Māori learners
cultural perspectives and • Can explain the
are demonstrably
sees the value of Māori importance of • Displays respect for
underpinned by cross-
culture for New Zealand acknowledging iwi the local Māori culture
cultural values of integrity
society. and Māori values in (ngā tikanga-ā-iwi) in
and sincerity.
school/ECE service and engaging with Māori
• Is prepared to be
classroom practices. learners, their parents • Understands local
challenged, and
whānau, hapū, iwi and tikanga and Māori culture
contribute to discussions • Understands that each
communities. sufficiently to be able to
about beliefs, attitudes Māori learner is part of a
respond appropriately
and values. wider whānau and what • Incorporates Māori
to Māori learners, their
that might mean for a culture (including
• Has knowledge of the parents, whānau, hapū
teacher. tikanga-ā-iwi) in
Treaty of Waitangi and and Māori community
curriculum delivery and
its implications for • Understands the Treaty about what happens at
design processes.
New Zealand society. of Waitangi and its the school/ECE service.
implications for teaching • Can describe how
• Leads and supports staff
in New Zealand. the Treaty of Waitangi
to provide a respectful
influences their
and caring environment
practice as a teacher
to enable Māori
in the New Zealand
achievement.
educational setting.
• Actively acknowledges
and acts upon the
implications of the
Treaty of Waitangi for
themselves as a leader
and their school/ECE
service.
08outcomes
Outcomes: examples of learner voice Outcomes: examples of whānau voice (MGF 3.2)
My teacher:
• respects my culture • The school/ECE service respects and embraces
Māori language and culture.
• treats me and my peers fairly and with respect
• Being Māori is highly valued at this school/
• pronounces Māori names well, if not perfectly ECE service.
• knows about the local tikanga • Our perspectives and our values are respected.
• understands my sense of humour • The teachers care about our children and
always talk positively about them.
• uses te reo Māori in class and encourages us to
speak Māori if we want.
09TANGATA WHENUATANGA
Affirms Māori learners as Māori – provides contexts for learning where the identity, language and
culture (cultural locatedness) of Māori learners and their whānau is affirmed.
BEHAVIOURAL INDICATORS
Tangata Whenuatanga links to Graduating Tangata Whenuatanga links to Practising
Teacher Standards 1, 3 Teacher Criteria 3, 9, 10
Entry to ITE Graduating Teacher Certificated Teacher Leader
• Knows about where they • Can explain the • Harnesses the rich • Consciously provides
are from and how that importance of local cultural capital that resources and sets
informs and impacts on history in the Māori learners bring expectations that staff
their own culture, values New Zealand school to the classroom by will engage with and
and beliefs. setting and what this providing culturally learn about the local
means for them. responsive and engaging tikanga, environment
contexts for learning. and community, and their
• Can explain how
inter-related history.
knowledge of local • Actively facilitates the
context and local iwi and participation of whānau • Understands and can
community is important and people with the explain the effect of the
in supporting Māori knowledge of local local history on local
learners to achieve in and context, tikanga, history iwi, whānau, hapū, the
through education. and language to support Māori community, Māori
classroom teaching and learners, the environment
• Has the tools and skills to
learning programmes. and the school/ECE
engage local knowledge
service.
and history (or the • Consciously uses and
people who hold that actively encourages • Actively acknowledges
knowledge) to support the use of local Māori Māori parents, hapū, iwi
teaching and learning contexts (such as and the Māori community
programmes. whakapapa, environment, as key stakeholders in the
tikanga, language, history, school/ECE service.
• Understands that Māori
place, economy, politics,
learners bring rich • Ensures that teachers
local icons, geography) to
cultural capital to the know how to
support Māori learners’
learning environment acknowledge and utilise
learning.
and how to maximise the cultural capital that
that to enhance learning Māori learners bring to
potential. the classroom in order to
maximise learner success.
10outcomes
Outcomes: examples of whānau voice
Outcomes: examples of learner voice
(MGF 3.2 and 3.4):
It feels good to be Māori at this school and
my teacher:
• knows how to involve me and what I bring to • The school/ECE service is like an extension of
my learning our community – you can tell it is a local school.
• is interested in what I know already • Iwi and Māori language and culture are
increasingly being included in the curriculum
• knows how to make things we learn relevant and school/ECE service activities.
to us
• We are involved in the classroom programme.
• lets us learn about things we are interested in
• The local school curriculum includes a lot of
• knows about this area, the environment, the local tikanga, language and culture.
local marae, hapū and whānau and how I fit in,
in relation to all • We feel good about the way the school includes
te reo Māori and tikanga in the curriculum.
• encourages us to explore and talk about what
happens around here, at the marae and with • They do a good job at linking what they teach
my whānau to things our kids can relate to.
• knows me as an individual, and how I am part
of my whānau, hapū, iwi and community.
11AKO
Takes responsibility for their own learning and that of Māori learners.
BEHAVIOURAL INDICATORS
Ako links to Graduating Teacher Standards Ako links to Practising Teacher Criteria 4, 6,
2, 4, 5, 7 8, 12
Entry to ITE Graduating Teacher Certificated Teacher Leader
• Recognises the need • Is able to articulate a • Consciously plans and uses • Actively displays a genuine
to raise Māori learner teaching philosophy that pedagogy that engages commitment to Māori
academic achievement reflects their commitment Māori learners and caters learner success.
levels. to, and high expectations for their needs. • Consciously sets goals,
of, Māori learners monitors and strategically
• Is willing to learn about • Plans and implements
achieving as Māori. plans for higher
the importance of identity, programmes of learning
achievement levels of
language and culture • Understands that Māori that accelerate the progress
Māori learners.
(cultural locatedness) for learners come with prior of each Māori learner
• Actively prioritises Māori
themselves and others. knowledge underpinned identified as achieving
learner achievement,
by identity, language and below or well below
• Can explain their including accelerated
culture. expected achievement
understanding of lifelong progress of Māori learners
levels.
learning and what it • Has a wide range of achieving below or
means for them. skills, strategies and • Actively engages Māori well below expected
tools to actively facilitate learners and whānau in achievement levels.
• Positions themselves as
successful learning for the learning (partnership) • Implements a teacher
a learner.
every Māori learner. through regular, purposeful appraisal system that
feedback and constructive specifically includes
• Is open to ongoing
feed-forward. Māori learner achievement
learning and understands
as a focus.
their own learning-style • Validates the prior
• Provides and supports
preferences. knowledge that Māori
ongoing professional
learners bring to their
learning and development
learning.
for staff that strengthens
• Maintains high the school/ECE service’s
expectations of Māori ability to raise Māori
learners succeeding learner achievement.
as Māori. • Actively ensures that Māori
learners have access to
• Takes responsibility for
high-quality culturally
their own development
relevant programmes and
about Māori learner
services.
achievement.
• Personally committed to,
• Ensures congruency and actively works on, their
between learning at home own professional learning
and at school. and development with
regard to Māori learner
achievement.
12outcomes
Outcomes: examples of whānau voice
Outcomes: examples of learner voice
(MGF 3.1 and 3.2):
My teacher:
• lets me and my peers know when we’re • Every one of our children is achieving well at
doing well this school/ECE service.
• never gives up on us • As Māori parents and whānau, we talk with
teachers regularly about our children’s learning.
• knows what works for me and my learning
• The teachers are all committed to ensuring our
• asks us what we know children do well.
• shows me how to learn • We determine the type of information we want
to receive about our children’s learning and also
• expects every one of us to do our best how that information is provided.
all the time
• As part of the Māori community, we can make
• believes I can succeed decisions about the teaching and learning
programme at the school/ECE service.
• tells me that we are both responsible for how
well I do – we both get to celebrate when I do • We know what our children are learning at
well, or have to try harder if I don’t! school and can support them at home.
• seems to enjoy learning from us too.
13TĀTAIAKO summary
Ako
Practice in the classroom and beyond
Ako – reciprocal teaching/learning; parent,
whānau, hapū, learner, teacher (Ka Hikitia)
Effective learning by Māori learners
Effective pedagogy
Effective curriculum for Māori learners
GTS 2, 4, 5, 7
PTC 4, 6, 8, 12
Wānanga Whanaungatanga
Communication, problem solving, Relationships (students, school-wide, community)
innovation with high expectations
Students, whānau and iwi engaging Effective relationships with Māori learners
in discussions and robust debate Effective parent, whānau and iwi
Effective learning and teaching Māori learners achieving Keeping connected
interactions with students, Productive partnerships (Ka Hikitia)
whānau and iwi educational success as Māori GTS 6
Reporting and co-constructing PTC 1
learning goals
GTS 5, 6, 7
PTC 5, 11, 12
Manaakitanga Tangata Whenuatanga
Values – integrity, trust, Place-based, socio-cultural
sincerity, equity awareness and knowledge
Effective Teaching Profile (Te Kotahitanga) Effective language and cultural
Caring for Māori learners as practices for Māori learners
culturally located beings Te reo Māori/reo ā-iwi
Treating Māori students, whānau and iwi Tikanga Māori/tikanga-ā-iwi
equitably with sincerity and integrity Place-based education
GTS 3, 4, 6 All learning and interaction occurs
PTC 2, 7 within a cultural context
Knowledge of whakapapa – knowing
who children are, where they are from
and who they belong to
Identity, language, culture
GTS 1, 3
PTC 3, 9, 10
14 Note: GTS = Graduating Teacher Standards; PTC = Practising Teacher CriteriaGRADUATING TEACHER STANDARDS:
LINKS WITH TĀTAIAKO
Each of the Tātaiako competencies has links with one or more of the Education
Council’s Graduating Teacher Standards. The key links are set out below.
PROFESSIONAL KNOWLEDGE Standard Two:
Graduating Teachers know about learners and
Standard One:
how they learn
Graduating Teachers know what to teach
Key competency: Ako
Key competency: Tangata Whenuatanga
a. have knowledge of a range of relevant theories
a. have content knowledge appropriate to the learners and research about pedagogy, human development
and learning areas of their programme and learning
b. have pedagogical content knowledge appropriate to b. have knowledge of a range of relevant theories,
the learners and learning areas of their programme principles and purposes of assessment and evaluation
c. have knowledge of the relevant curriculum documents c. know how to develop metacognitive strategies of
of Aotearoa New Zealand diverse learners
d. have content and pedagogical content knowledge for d. know how to select curriculum content appropriate
supporting English as an Additional Language (EAL) to the learners and the learning context.
learners to succeed in the curriculum.
15Standard Three: b. gather, analyse and use assessment information to
improve learning and inform planning
Graduating Teachers understand how contextual
factors influence teaching and learning c. know how to communicate assessment information
Key competencies: Manaakitanga, Tangata Whenuatanga appropriately to learners, their parents/caregivers
and staff.
a. have an understanding of the complex influences that
personal, social, and cultural factors may have
on teachers and learners PROFESSIONAL VALUES
b. have knowledge of tikanga and te reo Māori to work
AND RELATIONSHIPS
effectively within the bicultural contexts of Aotearoa
New Zealand Standard Six:
c. have an understanding of education within the Graduating Teachers develop positive
bicultural, multicultural, social, political, economic relationships with learners and the members of
and historical contexts of Aotearoa New Zealand. learning communities
Key competencies: Wānanga, Whanaungatanga,
PROFESSIONAL PRACTICE Manaakitanga
a. recognise how differing values and beliefs may
Standard Four: impact on learners and their learning
Graduating Teachers use professional knowledge b. have the knowledge and dispositions to work
to plan for a safe, high-quality teaching and effectively with colleagues, parents/caregivers,
learning environment families/whānau and communities
Key competencies: Manaakitanga, Ako c. build effective relationships with their learners
a. draw upon content knowledge and pedagogical d. promote a learning culture that engages diverse
content knowledge when planning, teaching learners effectively
and evaluating
e. demonstrate respect for te reo Māori me ngā
b. use and sequence a range of learning experiences tikanga-ā-iwi in their practice.
to influence and promote learner achievement
c. demonstrate high expectations of all learners, focus Standard Seven:
on learning and recognise and value diversity Graduating Teachers are committed members
d. demonstrate proficiency in oral and written of the profession
language (Māori and/or English), in numeracy and Key competencies: Wānanga, Ako
in information communications technology (ICT)
a. uphold the Education Council’s Code of Ethics/
relevant to their professional role
Ngā Tikanga Matatika
e. use te reo Māori me ngā tikanga-ā-iwi appropriately
b. have knowledge and understanding of the ethical,
in their practice
professional and legal responsibilities of teachers
f. demonstrate commitment to and strategies for
c. work co-operatively with those who share
promoting and nurturing the physical and emotional
responsibility for the learning and well-being
safety of learners.
of learners
Standard Five: d. are able to articulate and justify an emerging
personal, professional philosophy of teaching
Graduating Teachers use evidence to and learning.
promote learning
Key competencies: Wānanga, Ako
a. systematically and critically engage with evidence to
reflect on and refine their practice
16PRACTISING TEACHER CRITERIA:
LINKS WITH tĀtaiako
The Tātaiako competencies have links to the Education Council’s Practising Teacher
Criteria. The key links are set out below.
Professional relationships Professional knowledge
and professional values in practice
1. establish and maintain effective professional 6. conceptualise, plan and implement an appropriate
relationships focused on the learning and learning programme
well-being of all ākonga Key competency: Ako
Key competency: Whanaungatanga
7. promote a collaborative, inclusive and supportive
2. demonstrate commitment to promoting the learning environment
well-being of all ākonga Key competency: Manaakitanga
Key competency: Manaakitanga
8. demonstrate in practice their knowledge and
3. demonstrate commitment to bicultural partnership understanding of how ākonga learn
in Aotearoa New Zealand Key competency: Ako
Key competency: Tangata Whenuatanga
9. respond effectively to the diverse language
4. demonstrate commitment to ongoing professional and cultural experiences, and the varied strengths,
learning and development of personal interests and needs of individuals and groups
professional practice of ākonga
Key competency: Ako Key competency: Tangata Whenuatanga
5. show leadership that contributes to effective 10. work effectively within the bicultural context of
teaching and learning Aotearoa New Zealand
Key competency: Wānanga Key competency: Tangata Whenuatanga
11. analyse and appropriately use assessment
information that has been gathered formally
and informally
Key competency: Wānanga
12. use critical inquiry and problem-solving effectively
in their professional practice
Key competency: Wānanga, Ako
17Education Counc i l
Ministry of Education © Crown copyright, 2011
New Zealand matatū aotearoa 45-47 Pipitea Street All rights reserved, enquiries should be
PO Box 1666, Thorndon made to the publisher.
Wellington 6140 First published in August 2011
Phone +64 4 463 8000 978-0-908347-08-7 Tātaiako (print)
www.minedu.govt.nz 978-0-908347-09-4 Tātaiako (online)
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