TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council

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TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
TATAIAKO                               -
CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                 KA HIKITIA
                 Managing for Success

MANAGING FOR SUCCESS
KA HIKITIA
 -
MAORI ACHIEVING
EDUCATION  SUCCESS
    -
AS MAORI

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TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

FOREWORD
E ngä iwi, tënä koutou katoa.                                    How much do the teachers know of their students’ history,
                                                                 tikanga, and worldview – and how is this reflected in the
E ngä tohunga, ngä pukenga, ngä kaiako i ngä kura o te
                                                                 classroom curriculum and environment? What aspirations
motu, tënä koutou.
                                                                 do whänau and iwi have for their young people? How
E ai ki te korero: ‘Whaia te iti kahurangi; ki te tuohu koe,     visible and involved are whänau and iwi in the teaching
me he maunga teitei’.                                            and learning culture of the school or early childhood
                                                                 education service?
Pursue the highest ideals; if you must submit, let it be to a
lofty mountain.                                                  These are the kind of questions that Tätaiako will challenge
                                                                 teachers, teacher educators, early childhood education
All of us – families, communities, teachers – want our
                                                                 services, and schools to answer. I strongly endorse Tätaiako
children to reach their full potential. This resource maps
                                                                 for everyone involved in education.
out a path to the pinnacle of excellence.
                                                                 Ka taea e tätou te taumata e tika ana mö ä tätou tamariki
New Zealand’s education system is among the best in the
                                                                 kia piki. E kore tätou e tuohu!
world. We know that our top-achieving students rank among
the highest in the OECD.                                         Kia kaha, kia ora.
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      Hon Dr Pita Sharples
our students. To fulfil this commitment, and to ensure New       Associate Minister of Education
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.

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TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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TATAIAKO:                              -
CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
Tätaiako: Cultural Competencies for Teachers of Mäori                              further by schools/ECE services together with iwi to include
Learners is about teachers’ relationships and engagement                           expectations relevant to the local context.
with Mäori learners and with their whänau and iwi.                                 The competencies are:
Designed for teachers in early childhood education (ECE)
services and in primary and secondary schools, it will support                     ■■   Wänanga: participating with learners and communities
your work to personalise learning for and with Mäori learners,                          in robust dialogue for the benefit of Mäori learners’
to ensure they enjoy education success as Mäori.                                        achievement.

Ka Hikitia – Managing for Success, the Government’s strategy                       ■■   Whanaungatanga: actively engaging in respectful working
for Mäori achieving education success as Mäori, emphasises                              relationships with Mäori learners, parents and whänau,
the importance of the teacher-learner relationship:                                     hapü, iwi and the Mäori community.
    Evidence shows that high-quality teaching is the most                          ■■   Manaakitanga: showing integrity, sincerity and respect
    important influence the education system can have on                                towards Mäori beliefs, language and culture.
    high-quality outcomes for students with diverse learning
                                                                                   ■■   Tangata Whenuatanga: affirming Mäori learners as Mäori.
    needs. Evidence also shows that effective teaching and
                                                                                        Providing contexts for learning where the language, identity
    learning depends on the relationship between teachers
                                                                                        and culture of Mäori learners and their whänau is affirmed.
    and students and students’ active engagement.1
                                                                                   ■■   Ako: taking responsibility for their own learning and that
Ka Hikitia also stresses the importance of identity, language
                                                                                        of Mäori learners.
and culture – teachers knowing where their students come
from, and building on what students bring with them; and                           While the competencies are not formal standards or criteria,
on productive partnerships among teachers, Mäori learners,                         they are linked to the Graduating Teacher Standards and
whänau, and iwi.                                                                   Registered Teacher Criteria developed by the New Zealand
                                                                                   Teachers Council.
    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
                                                                                   Cultural locatedness
    parental involvement in school is sustained and focused                        Cultural locatedness refers to the focus of the competencies
    on learning activities.                                                        at different stages of a teaching career.

    Identity, language and culture count – knowing where                           For people entering initial teacher education, and for
    students come from and building on what students bring                         graduating teachers, the focus is märama: developing an
    with them. Productive Partnerships – Mäori students,                           understanding of one’s own identity, language and culture;
    whänau and educators sharing knowledge and expertise                           developing an understanding of the relevance of culture in
    with each other to produce better outcomes2.                                   New Zealand education; and developing an understanding
                                                                                   of and openness to Mäori knowledge and expertise.
These principles form the basis of Tätaiako. The
competencies are about knowing, respecting, and working                            For registered teachers, the focus is möhio: knowing how to
with Mäori learners and their whänau and iwi so their                              validate and affirm Mäori and iwi culture, and applying that
worldview, aspirations, and knowledge are an integral part                         knowledge. For school and ECE service leaders, the focus is
of teaching and learning, and of the culture of the school                         mätau: being able to lead and engage others in validating
or ECE service.                                                                    and affirming Mäori and iwi culture.

The competencies                                                                   Using the competencies
Each competency describes related behaviours for teachers                          Tätaiako is an important resource for teachers, boards of
at different stages of their teaching career, and what the                         trustees, educational leaders, and providers of professional
results could look like for learners and their whänau.                             learning development and initial teacher education.
Teachers will need to ensure they have the competencies                            The Teachers Council has produced guidance for schools
of all stages up to their current level. The behavioural                           and early childhood centres on using the competencies.
indicators listed are not exhaustive and can be developed                          You’ll find it at www.teacherscouncil.govt.nz.
1   Ka Hikitia – Managing for Success: The Mäori Education Strategy 2008 – 2012.   For an online version of this booklet, visit
    http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx         www.minedu.govt.nz/tataiako.
2   Ibid.

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TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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TATAIAKO COMPETENCIES

                                            Ako
                                       Practice in the
                                   classroom and beyond

      Wänanga                                                            Whanaungatanga
   Communication,                                                            Relationships
   problem solving,                                                     (students, school-wide,
      innovation                                                        community) with high
                               Mäori learners achieving                      expectations
                              education success as Mäori

               Manaakitanga                          Tangata Whenuatanga
            Values – integrity, trust,               Place-based, socio-cultural
                sincerity, equity                    awareness and knowledge

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                             WĀNANGA
                             Participates with learners and communities in robust
                             dialogue for the benefit of Māori learners’ achievement.

                              Wānanga has links to Graduating                                     Wānanga has links to Registered
                              Teacher Standards 5, 6, 7                                           Teacher Criteria 5, 11, 12

                              ENTRY TO ITE                      GRADUATING TEACHER                REGISTERED TEACHER               LEADER
                              • Demonstrates an open mind       • Knows how to support            • Uses specific strategies and   • Actively encourages,
                                to explore differing views and     effective teaching                 protocols for effective           supports, and where
                                reflect on own beliefs and        interactions, co-construction     communication with whānau,       appropriate challenges Māori
                                values.                           and co-operative                  hapū, iwi and the community.     parents, whānau, hapū, iwi
                                                                                                                                                                      TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                                                                  learner-focussed activities.                                       and community to determine
                              • Shows an appreciation that                                        • Communicates effectively
                                                                                                                                     how they wish to engage
                                views which differ from their    • Understands and can               with Māori parents and
                                                                                                                                     about important matters at
                                own may have validity.            describe the purpose and          whānau about their child’s
                                                                                                                                     the school/ECE service.
                                                                  process of wānanga and its        learning.
                                                                  application in a classroom                                       • Actively and routinely
                                                                                                  • Engages with Māori learners,
                                                                  and community context.                                             supports and leads staff to
                                                                                                    whānau, hapū, iwi and Māori
                                                                                                                                     engage effectively and
                                                                • Has the skills to utilise         communities in open dialogue
                                                                                                                                     appropriately with Māori
                                                                  wānanga in the                    about teaching and learning.
                                                                                                                                     parents, whānau, hapū, iwi
                                                                  classroom/ECE service and
                                                                                                  • Acknowledges and accesses        and the Māori community.
                                                                  in interactions with parents,
                                                                                                    the expertise that Māori
                                                                  whānau, hapū, iwi and the                                        • Actively seeks out, values and
                                                                                                    parents, whānau, hapū and
                                                                  community.                                                         responds to the views of Māori
                                                                                                    iwi offer.
                                                                                                                                     parents, whānau, hapū, and
                                                                • Understands that Māori
                                                                                                                                     the Māori community.
                                                                  parents, whānau, hapū
                                                                  and iwi have expertise                                           • Engages the expertise of
                                                                  in their own right.                                                parents, whānau, hapū, iwi
                                                                                                                                     and Māori communities in the
                                                                                                                                     school/ECE service for the

    BEHAVIOURAL INDICATORS
                                                                                                                                     benefit of Māori learners.
TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
Outcomes: examples of learner voice                                 Outcomes: examples of whānau voice (MGF* 3.4)

               My teacher:                                                         • Māori parents, whānau, hapū, iwi and Māori communities are key
                                                                                     stakeholders in the school/ECE service.
               • talks with me about my learning
                                                                                   • Our preferences are determining the kind of engagement we have
               • wants my parents, whānau, hapū, iwi and the community to have a     with the school/ECE service.
                 say and makes it possible
                                                                                   • We can engage with staff and the school/centre on our own terms
               • listens to my views and those of my peers                           and in our own way.
               • shares their views with me and my peers                           • As parents and whānau, we are well-informed, feel confident and are
                                                                                     part of what our children are doing at school.
               • cares about what we think
                                                                                   • Our knowledge and perspectives are well respected, highly valued
               • shares good news (and the not so good) with my parents and
                                                                                     and fully integrated in ways that benefit our children’s education.
                 whānau

    OUTCOMES
                                                                                   • I have good discussions with the teachers about my child’s learning.
               • hears what my parents, whānau, hapū, iwi and community say,
                 expect and want.

                                                                                   *   The Measurable Gains Framework (MGF) assesses progress towards achieving the goals
                                                                                       and actions of Ka Hikitia.
                                                                                                                                                                            TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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                             WHANAUNGATANGA
                             Actively engages in respectful working relationships with Māori learners,
                             parents and whānau, hapū, iwi and the Māori community.

                              Whanaungatanga links to                                            Whanaungatanga links to Registered
                              Graduating Teacher Standard 6                                      Teacher Criteria 1

                              ENTRY TO ITE                    GRADUATING TEACHER                 REGISTERED TEACHER              LEADER
                              • Can describe from their own   • Understands the impact of        • Has respectful working        • Is visible, welcoming and
                                experience how identity,        their own identity, language       relationships with Māori        accessible to Māori parents,
                                language and culture impact     and culture (cultural              learners and their whānau,      whānau, hapū, iwi and the
                                on relationships.               locatedness) on relationships.     hapū and iwi which enhance      Māori community.
                                                                                                                                                                   TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                                                                                                   Māori learner achievement.
                                                              • Demonstrates a willingness                                       • Actively builds and maintains
                                                                to engage with iwi and Māori     • Actively seeks ways to work     respectful working
                                                                communities.                       with whānau to maximise         relationships with Māori
                                                                                                   Māori learner success.          learners, their parents,
                                                              • Knows the importance and
                                                                                                                                   whānau, hapū, iwi and
                                                                impact of teacher-learner
                                                                                                                                   communities which enable
                                                                relationships and the
                                                                                                                                   Māori to participate in
                                                                school/ECE service-home
                                                                                                                                   important decisions about
                                                                partnership on Māori learner
                                                                                                                                   their children’s learning.
                                                                achievement.
                                                                                                                                 • Demonstrates an appreciation
                                                              • Recognises the need to have
                                                                                                                                   of how whānau and iwi
                                                                learning relationships with
                                                                                                                                   operate.
                                                                Māori learners, whānau,
                                                                hapū, iwi and communities.                                       • Ensures that the school/ECE
                                                                                                                                   service, teachers and whānau
                                                              • Has the tools and strategies
                                                                                                                                   work together to maximise
                                                                to develop successful
                                                                                                                                   Māori learner success.
                                                                relationships with Māori
                                                                learners, whānau, hapū, iwi
                                                                and communities.

    BEHAVIOURAL INDICATORS
TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
Outcomes: examples of learner voice                                     Outcomes: examples of whānau voice (MGF 3.2)

               My teacher:                                                             • We feel welcome and included.

               • I get on well with my teacher/s.                                      • We have great relationships with the school/ECE service.

               • My teacher knows my parents and whānau.                               • All of my interactions with the school have been good (even when
                                                                                         there has been an issue, or I have had concerns)
               • My teacher treats me and my whānau with respect.
                                                                                       • We have positive and productive relationships with teachers and
               • My parents, whānau and community feel welcome at the school.            leaders of the school/ECE service.
               • My teachers are visible in the local Māori community/at local Maōri   • I know my children’s teachers and the principal and they know
                 community events.                                                       who I am.
               • My teacher knows who my mates are.

    OUTCOMES
               • I know my teacher as a person.
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                              MANAAKITANGA
                              Demonstrates integrity, sincerity and respect towards Māori beliefs,
                              language and culture.

                               Manaakitanga links to Graduating                                      Manaakitanga links to Registered
                               Teacher Standards 3, 4, 6                                             Teacher Criteria 2, 7

                               ENTRY TO ITE                       GRADUATING TEACHER                 REGISTERED TEACHER                  LEADER
                               • Values cultural difference.       • Recognises own cultural          • Displays respect, integrity and   • Actively acknowledges and
                                                                    beliefs and values.                sincerity when engaging with        follows appropriate protocols
                               • Demonstrates an
                                                                                                       Māori learners, whānau, hapū,       when engaging with Māori
                                 understanding of core Māori      • Demonstrates respect for
                                                                                                       iwi and communities.                parents, whānau, hapū, iwi
                                 values such as: manaakitanga,      hapū, iwi and Māori culture in
                                                                                                                                                                            TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                                                                                                                                           and communities.
                                 mana whenua, rangatiratanga.       curriculum design and            • Demonstrably cares about
                                                                    delivery processes.                Māori learners, what they         • Communications with Māori
                               • Shows respect for Māori
                                                                                                       think and why.                      learners are demonstrably
                                 cultural perspectives and sees   • Can explain the importance
                                                                                                                                           underpinned by cross-cultural
                                 the value of Māori culture for     of acknowledging iwi and         • Displays respect for the local
                                                                                                                                           values of integrity and
                                 New Zealand society.               Māori values in school/            Māori culture (ngā tikanga-
                                                                                                                                           sincerity.
                                                                    ECE service and classroom          ā-iwi) in engaging with Māori
                               • Is prepared to be challenged,
                                                                    practices.                         learners, their parents           • Understands local tikanga and
                                 and contribute to discussions
                                                                                                       whānau, hapū, iwi and               Māori culture sufficiently to be
                                 about beliefs, attitudes and     • Understands that each Māori
                                                                                                       communities.                        able to respond appropriately
                                 values.                            learner is part of a wider
                                                                                                                                           to Māori learners, their
                                                                    whānau and what that might       • Incorporates Māori culture
                               • Has knowledge of the Treaty                                                                               parents, whānau, hapū and
                                                                    mean for a teacher.                (including tikanga-ā-iwi) in
                                 of Waitangi and its                                                                                       Māori community about
                                                                                                       curriculum delivery and
                                 implications for New Zealand     • Understands the Treaty of                                              what happens at the school/
                                                                                                       design processes.
                                 society.                           Waitangi and its implications                                          ECE service.
                                                                    for teaching in New Zealand.     • Can describe how the Treaty
                                                                                                                                         • Leads and supports staff to
                                                                                                       of Waitangi influences their
                                                                                                                                           provide a respectful and
                                                                                                       practice as a teacher in the
                                                                                                                                           caring environment to enable
                                                                                                       New Zealand educational
                                                                                                                                           Māori achievement.
                                                                                                       setting.

     BEHAVIOURAL INDICATORS
                                                                                                                                         • Actively acknowledges and
                                                                                                                                           acts upon the implications of
                                                                                                                                           the Treaty of Waitangi for
                                                                                                                                           themselves as a leader and
                                                                                                                                           their school/ECE service.
Outcomes: examples of learner voice                             Outcomes: examples of whānau voice (MGF 3.2)

                My teacher:                                                     • The school/ECE service respects and embraces Māori language
                                                                                  and culture.
                • respects my culture
                                                                                • Being Māori is highly valued at this school/ECE service.
                • treats me and my peers fairly and with respect
                                                                                • Our perspectives and our values are respected.
                • pronounces Māori names well, if not perfectly
                                                                                • The teachers care about our children and always talk positively
                • knows about the local tikanga                                   about them.
                • understands my sense of humour

                • uses te reo Māori in class and encourages us to speak Māori
                  if we want.

     OUTCOMES
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                              TANGATA 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.

                               Tangata Whenuatanga links to                                        Tangata Whenuatanga links to
                               Graduating Teacher Standards 1, 3                                   Registered Teacher Criteria 3, 9, 10

                               ENTRY TO ITE                     GRADUATING TEACHER                 REGISTERED TEACHER                   LEADER
                               • Knows about where they are     • Can explain the importance       • Harnesses the rich cultural        • Consciously provides
                                 from and how that informs        of local history in the New        capital which Māori learners         resources and sets
                                 and impacts on their own         Zealand school setting and         bring to the classroom by            expectations that staff will
                                 culture, values and beliefs.     what this means for them.          providing culturally                 engage with and learn about
                                                                                                                                                                             TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                                                                                                     responsive and engaging              the local tikanga,
                                                                • Can explain how knowledge
                                                                                                     contexts for learning.               environment, and community,
                                                                  of local context and local iwi
                                                                                                                                          and their inter-related history.
                                                                  and community is important       • Actively facilitates the
                                                                  in supporting Māori learners       participation of whānau and        • Understands and can explain
                                                                  to achieve in and through          people with the knowledge of         the effect of the local history
                                                                  education.                         local context, tikanga, history,     on local iwi, whānau, hapū,
                                                                                                     and language to support              Māori community, Māori
                                                                • Has the tools and skills to
                                                                                                     classroom teaching and               learners, the environment,
                                                                  engage local knowledge and
                                                                                                     learning programmes.                 and the school/ECE service.
                                                                  history (or the people who
                                                                  hold that knowledge) to          • Consciously uses and actively      • Actively acknowledges Māori
                                                                  support teaching and               encourages the use of local          parents, hapū, iwi and the
                                                                  learning programmes.               Māori contexts (such as              Māori community as key
                                                                                                     whakapapa, environment,              stakeholders in the
                                                                • Understands that Māori
                                                                                                     tikanga, language, history,          school/ECE service.
                                                                  learners bring rich cultural
                                                                                                     place, economy, politics, local
                                                                  capital to the learning                                               • Ensures that teachers know
                                                                                                     icons, geography) to support
                                                                  environment and how to                                                  how to acknowledge and
                                                                                                     Māori learners’ learning.
                                                                  maximise that to enhance                                                utilise the cultural capital
                                                                  learning potential.                                                     which Māori learners bring to

     BEHAVIOURAL INDICATORS
                                                                                                                                          the classroom in order to
                                                                                                                                          maximise learner success.
Outcomes: examples of learner voice                                   Outcomes: examples of whānau voice (MGF 3.2 and 3.4):

                It feels good to be Māori at this school and my teacher:              • The school/ECE service is like an extension of our community – you
                                                                                        can tell it is a local school.
                • knows how to involve me and what I bring to my learning
                                                                                      • Iwi and Māori language and culture are increasingly being included
                • is interested in what I know already                                  in the curriculum and school/ECE service activities.
                • knows how to make things we learn relevant 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 local tikanga, language
                                                                                        and culture.
                • knows about this area, the environment, the 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 my whānau                               • They do a good job at linking what they teach to things our kids can

     OUTCOMES
                                                                                        relate to.
                • knows me as an individual, and how I am part of my whānau, hapū,
                  iwi and community.
                                                                                                                                                                TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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                              AKO
                              Takes responsibility for their own learning and that of Māori learners.

                               Ako links to Graduating Teacher                                       Ako links to Registered Teacher Criteria
                               Standards 2, 4, 5, 7                                                  4, 6, 8, 12

                               ENTRY TO ITE                       GRADUATING TEACHER                 REGISTERED TEACHER                 LEADER
                               • Recognises the need to raise     • Is able to articulate a          • Consciously plans and uses       • Actively displays a genuine
                                 Māori learner academic             teaching philosophy that           pedagogy that engages Māori        commitment to Māori learner
                                 achievement levels.                reflects their commitment to,      learners and caters for their      success.
                                                                    and high expectations of           needs.                           • Consciously sets goals,
                               • Is willing to learn about the
                                                                                                                                                                              TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

                                                                    Māori learners achieving as                                           monitors, and strategically
                                 importance of identity,                                             • Plans and implements
                                                                    Māori.                                                                plans for higher achievement
                                 language and culture (cultural                                        programmes of learning
                                                                                                                                          levels of Māori learners.
                                 locatedness) for themselves      • Understands that Māori             which accelerate the progress
                                                                                                                                        • Actively prioritises Māori
                                 and others.                        learners come with prior           of each Māori learner
                                                                                                                                          learner achievement, including
                                                                    knowledge underpinned by           identified as achieving below      accelerated progress of Māori
                               • Can explain their
                                                                    identity, language, and            or well below expected             learners achieving below or
                                 understanding of lifelong
                                                                    culture.                           achievement levels.                well below expected
                                 learning and what it means for
                                                                                                     • Actively engages Māori             achievement levels.
                                 them.                            • Has a wide range of skills,
                                                                    strategies, and tools to           learners and whānau in the       • Implements a teacher appraisal
                               • Positions themselves as a                                             learning (partnership) through     system that specifically includes
                                                                    actively facilitate successful
                                 learner.                                                              regular, purposeful feedback       Māori learner achievement as
                                                                    learning for every Māori                                              a focus.
                                                                    learner.                           and constructive
                                                                                                       feed-forward.                    • Provides and supports ongoing
                                                                  • Is open to ongoing learning                                           professional learning and
                                                                                                     • Validates the prior knowledge      development for staff that
                                                                    and understands their own
                                                                                                       that Māori learners bring to       strengthens the school/ECE
                                                                    learning-style preferences.
                                                                                                       their learning.                    service’s ability to raise Māori
                                                                                                     • Maintains high expectations        learner achievement.
                                                                                                       of Māori learners succeeding,    • Actively ensures that Māori

     BEHAVIOURAL INDICATORS
                                                                                                       as Māori.                          learners have access to high
                                                                                                     • Takes responsibility for their     quality culturally relevant
                                                                                                                                          programmes and services.
                                                                                                       own development about
                                                                                                       Māori learner achievement.       • Personally committed to, and
                                                                                                                                          actively works on their own
                                                                                                     • Ensures congruency between         professional learning and
                                                                                                       learning at home and at            development with regard to
                                                                                                       school.                            Māori learner achievement.
Outcomes: examples of learner voice                                    Outcomes: examples of whānau voice (MGF 3.1 and 3.2):

                My teacher:                                                            • Every one of our children is achieving well at this school/ECE service.

                • lets me and my peers know when we’re doing well                      • As Māori parents and whānau, we talk with teachers regularly about
                                                                                         our children’s learning.
                • never gives up on us
                                                                                       • The teachers are all committed to ensuring our children do well.
                • knows what works for me and my learning
                                                                                       • We determine the type of information we want to receive about our
                • asks us what we know                                                   children’s learning and also how that information is provided.
                • shows me how to learn                                                • As part of the Māori community, we can make decisions about the
                                                                                         teaching and learning programme at the school/ECE service.
                • expects every one of us to do our best all the time
                                                                                       • We know what our children are learning at school and can support
                • believes I can succeed                                                 them at home.

     OUTCOMES
                • tells me that we are both responsible for how well I do – we both
                  get to celebrate when I do well, or have to try harder if I don’t!

                • seems to enjoy learning from us too.
                                                                                                                                                                   TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

15
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

   -
  TATAIAKO SUMMARY

                                                                  Ako
                                              Practice in the classroom and beyond
                                            Ako - reciprocal teaching/learning; parent,
                                            whänau, hapü, learner, teacher (Ka Hikitia)
                                                Effective learning by Mäori learners
                                                         Effective pedagogy
                                              Effective curriculum for Mäori learners
                                                            GTS 2, 4, 5, 7
                                                            RTC 4, 6, 8, 12

             Wänanga                                                                                Whanaungatanga
 Communication, problem solving,                                                            Relationships (students, school-wide,
          innovation                                                                        community) with high expectations
Students, whänau, and iwi engaging in                                                          Effective relationships with Mäori
     discussions and robust debate                                                                           learners
     Effective learning and teaching                                                           Effective parent, whänau and iwi
  interactions with students, whänau,                                                                  Keeping connected
                  and iwi                       Mäori learners achieving                      Productive partnerships (Ka Hikitia)
Reporting and co-constructing learning                                                                         GTS 6
                                               education success as Mäori
                   goals
                                                                                                               RTC 1
                 GTS 5, 6, 7
               RTC 5, 11, 12

                          Manaakitanga                                                Tangata Whenuatanga
             Values - integrity, trust, sincerity, equity                Place-based, socio-cultural awareness and knowledge
             Effective Teaching Profile (Te Kotahitanga)                Effective language and cultural practices for Mäori learners
        Caring for Mäori learners as culturally-located beings                             Te Reo Mäori/reo ä-iwi
        Treating Mäori students, whänau, and iwi equitably                              Tikanga Maori/tikanga-ä-iwi
                     with sincerity and integrity                                          Place-based education
                             GTS 3, 4, 6                                All learning and interaction occurs within a cultural context
                              RTC 2, 7                                     Knowledge of whakapapa - knowing who children are,
                                                                                where they are from and who they belong to
                                                                                         Identity, language, culture
                                                                                                    GTS 1, 3
                                                                                                 RTC 3, 9, 10

 16
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

GRADUATING
       -
           TEACHER STANDARDS:
LINKS WITH TATAIAKO

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                                     b. have knowledge of tikanga and te reo Mäori to work
                                                              effectively within the bicultural contexts of Aotearoa
Standard One:                                                 New Zealand.
Graduating Teachers know what to teach
                                                           c. have an understanding of education within the
Key competency: Tangata Whenuatanga                           bicultural, multicultural, social, political, economic
                                                              and historical contexts of Aotearoa New Zealand.
a. have content knowledge appropriate to the learners
   and learning areas of their programme.
                                                           Professional Practice
b. have pedagogical content knowledge appropriate to the
   learners and learning areas of their programme.         Standard Four:
                                                           Graduating Teachers use professional
c. have knowledge of the relevant curriculum documents     knowledge to plan for a safe, high quality
   of Aotearoa New Zealand.                                teaching and learning environment
d. have content and pedagogical content knowledge for      Key competencies: Manaakitanga, Ako
   supporting English as an Additional Language (EAL)
   learners to succeed in the curriculum.                  a. draw upon content knowledge and pedagogical content
                                                              knowledge when planning, teaching and evaluating.
Standard Two:                                              b. use and sequence a range of learning experiences to
Graduating Teachers know about learners and                   influence and promote learner achievement.
how they learn
                                                           c. demonstrate high expectations of all learners, focus on
Key competency: Ako                                           learning and recognise and value diversity.
a. have knowledge of a range of relevant theories and      d. demonstrate proficiency in oral and written language
   research about pedagogy, human development and             (Mäori and/or English), in numeracy and in ICT relevant
   learning.                                                  to their professional role.
b. have knowledge of a range of relevant theories,         e. use te reo Mäori me ngä tikanga-ä-iwi appropriately in
   principles and purposes of assessment and                  their practice.
   evaluation.
                                                           f.   demonstrate commitment to and strategies for
c. know how to develop metacognitive strategies of              promoting and nurturing the physical and emotional
   diverse learners.                                            safety of 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.

                                                                                                                           17
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

Standard Five:                                                   Standard Seven:
Graduating Teachers use evidence to promote                      Graduating Teachers are committed members
learning                                                         of the profession
Key competencies: Wänanga, Ako                                   Key competencies: Wänanga, Ako
a. systematically and critically engage with evidence to         a. uphold the New Zealand Teachers Council Code of
   reflect on and refine their practice.                            Ethics/Ngä Tikanga Matatika.
b. gather, analyse and use assessment information to             b. have knowledge and understanding of the ethical,
   improve learning and inform planning.                            professional and legal responsibilities of teachers.
c. know how to communicate assessment information                c. work co-operatively with those who share responsibility
   appropriately to learners, their parents/caregivers              for the learning and wellbeing of learners.
   and staff.
                                                                 e. are able to articulate and justify an emerging personal,
                                                                    professional philosophy of teaching and learning.
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.

18
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

REGISTERED
       -
           TEACHER CRITERIA:
LINKS WITH TATAIAKO

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 knowledge in practice
professional values                                         6. conceptualise, plan and implement an appropriate
1. establish and maintain effective professional               learning programme
   relationships focused on the learning and well-being        Key competency: Ako
   of all äkonga                                            7. promote a collaborative, inclusive and supportive
   Key competency: Whanaungatanga                              learning environment
2. demonstrate commitment to promoting the well-being          Key competency: Manaakitanga
   of all äkonga                                            8. demonstrate in practice their knowledge and
   Key competency: Manaakitanga                                understanding of how äkonga learn
3. demonstrate commitment to bicultural partnership in         Key competency: Ako
   Aotearoa New Zealand                                     9. respond effectively to the diverse language and cultural
   Key competency: Tangata Whenuatanga                         experiences, and the varied strengths, interests and
4. demonstrate commitment to ongoing professional              needs of individuals and groups of äkonga
   learning and development of personal professional           Key competency: Tangata Whenuatanga
   practice                                                 10. work effectively within the bicultural context of Aotearoa
   Key competency: Ako                                          New Zealand
5. show leadership that contributes to effective teaching       Key competency: Tangata Whenuatanga
   and learning                                             11. analyse and appropriately use assessment information,
   Key competency: Wänanga                                      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

                                                                                                                          19
Ministry of Education
45-47 Pipitea Street
PO Box 1666
Thorndon
Wellington 6140
Email education.workforce@minedu.govt.nz
Phone +64 4 463 8000
www.minedu.govt.nz

© Crown copyright, 2011
All rights reserved, enquiries should
be made to the publisher.
Published August 2011
ISBN 978-0-478-38600-4 (print)
ISBN 978-0-478-38601-1 (web)
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