Evidence RTC (PTC) and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 1
Establish and
maintain effective professional relationships focused on the learning and
well-being of ākonga
|
i. Engage in ethical, respectful,
positive and collaborative professional relationships with:
· ākonga
· teaching colleagues, support staff and
other professionals
· whānau and other carers of ākonga
· agencies, groups and individuals in the
community
|
WHANAUNGATANGA:
Actively engages in respectful
working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community
|
· What do I do to establish working
relationships with my ākonga Māori,
their whānau, and my colleagues and others to support learning?
· How do I get to know (in a meaningful
way) the needs of my ākonga Māori?
· How do I find out about the expectations
of whānau for their children and their education?
· How do I share with my colleagues what I
know and do that helps me engage in a respectful, positive and meaningful way
with my ākonga Māori, whānau and
community? How do I support my
colleagues to engage in a similar way?
· How do I work with agencies, groups, and
individuals in the community to help my ākonga Māori?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 2
Demonstrate
commitment to promote the well-being of all ākonga
|
i.
Take
all reasonable steps to provide and maintain a teaching and learning
environment that is physically, socially, culturally and emotionally safe
ii.
Acknowledge
and respect the languages, heritages and cultures of all ākonga
iii.
Comply
with relevant regulatory and statutory requirements
|
MANAAKITANGA:
Demonstrates integrity,
sincerity and respect towards Māori beliefs,
language and culture
|
· How do I show in my practice that I
actively promote the well-being of all ākonga for whom I am responsible?
· How do I (or what steps do I take to)
create a teaching and learning environment that is physically, socially,
culturally and emotionally safe for my ākonga Māori?
· How do I acknowledge, accept, and / or
use in my practice te reo Māori
and tikanga Māori appropriately
in the teaching and learning environment?
· How do I allow opportunities (or use what
opportunities do I provide) for my ākonga Māori and whānau Māori to include who they are and what they
know in their learning, and to share that with others, at school / kura?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 3
Demonstrate
commitment to bicultural partnership in Aotearoa New Zealand
|
i. Demonstrate respect for
the heritages, languages and cultures of both partners to the Treaty of
Waitangi
|
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
|
· How do I reflect in my professional work
respect for the cultural heritages of both Treaty partners in Aotearoa New
Zealand?
· What do I purposefully do in my learning
environment and in the teaching and learning opportunities (as opposed to
accidental) that show / demonstrates respect for te reo Māori and tikanga Māori?
· How do I include and ensure all ākonga have an understanding of
the Treaty of Waitangi in a way that is authentic, relevant, purposeful and
meaningful?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 4
Demonstrate
commitment to on-going professional learning and development of personal professional
practice
|
i.
Identify
professional learning goals in consultation with colleagues
ii.
Participate
responsively in professional learning opportunities within the learning
community
iii.
Initiate
learning opportunities to advance personal professional knowledge and skills
|
AKO:
Takes responsibility for
their own learning and that of Māori learners
|
· How do I continue to advance my
professional learning as a teacher?
See Suggested Further PLD Opportunities for how to
advance your professional learning as a culturally competent / culturally
responsive teacher.
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 5
Show leadership
that contributes to effective teaching and learning
|
i.
Actively
contribute to the professional learning community
ii.
Undertake
areas of responsibility effectively
|
WĀNANGA:
Participates with learners
and communicates in robust dialogue for the benefit of Māori learners’ achievement
|
· How do I help support my colleagues to
strengthen teaching and learning in my setting?
· How do I share with my colleagues what I
know and do that helps ākonga Māori
better engage in the learning process in my learning environment?
· How do I support my colleagues to help
their ākonga Māori better engage
in the learning process in their learning environment?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 6
Conceptualise,
plan and implement an appropriate learning programme
|
i.
Articulate
clearly the aims of their teaching, give sound professional reasons for
adopting these aims, and implement them in their practice
ii.
Through
their planning and teaching, demonstrate their knowledge and understanding of
relevant content, disciplines and curriculum documents
|
AKO:
Takes responsibility for
their own learning and that of Māori
learners
|
· What do I take into account when planning
programmes of work for groups and individuals?
· How does my learning programme reflect
the culture and language of ākonga Māori and their whānau?
· How do I seek the opinion and
contribution of whānau Māori
and Māori community to
inform my learning programme?
· How does my learning programme equip all
learners with the knowledge, skills, and understanding to interact positively
and participate in a bicultural/multicultural society?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 7
Promote a
collaborative, inclusive and supportive learning environment
|
i.
Demonstrate
effective management of the learning setting which incorporates successful
strategies to engage and motivate ākonga
ii.
Foster
trust, respect and cooperation with and among ākonga
|
MANAAKITANGA:
Demonstrates integrity,
sincerity and respect towards Māori
beliefs, language and culture
|
· How does my teaching practice promote an
environment where learners feel safe to explore ideas and respond
respectfully to others in the group?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 8
Demonstrate in
practice their knowledge and understanding of how ākonga learn
|
i.
Enable
ākonga to make connections between their prior experiences and learning and
their current learning activities
ii.
Provide
opportunities for ākonga to engage with, practise and apply new learning to
different contexts
iii.
Encourage
ākonga to take responsibility for their own learning and behaviour
iv.
Assist
ākonga to think critically about information and ideas and to reflect on
their learning.
|
AKO:
Takes responsibility for
their own learning and that of Māori learners
|
· How does my teaching reflect that I
understand the main influences on how my ākonga learn?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 9
Respond
effectively to the diverse language and cultural experiences, and the varied
strengths, interests and needs of individuals and groups of ākonga
|
i.
Demonstrate
knowledge and understanding of social and cultural influences on learning, by
working effectively in the bicultural and multicultural contexts of learning
in Aotearoa New Zealand.
ii.
Select
teaching approaches, resources, technologies, and learning and assessment
activities that are inclusive and effective for diverse ākonga
iii.
Modify
teaching approaches to address the needs of individuals and groups of ākonga
|
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
|
· How does my knowledge of the varied
strengths, interests and needs of individuals and groups of ākonga influence
how I teach them?
· How does my knowledge and understanding
of the (varies) strengths, interests and needs of my ākonga Māori influence the approaches, resources,
technologies and learning and assessment activities that I select?
· And, how do I know these approaches,
resources, technologies, and learning and assessment activities are effective
for my ākonga Māori?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 10
Work
effectively within the bicultural context of Aotearoa New Zealand
|
i. Practise and development the relevant use
of te reo Māori me ngā tikanga-a iwi
in context
ii. Specifically and effectively address the educational aspirations
of ākonga Māori, displaying high expectations for their learning
|
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
|
· In my teaching, how do I take into
account the bicultural context of teaching and learning in Aotearoa New
Zealand?
· In my learning environment, how do I
include / practice and use te reo Māori in a way that is authentic, relevant, purposeful
and meaningful?
· In my learning environment, how do I
include /practice and use local (and national) Māori/tribal history, stories, whakatuakī, in a way that is authentic, relevant,
purposeful and meaningful?
· How do I include their aspirations in my
learning programme?
· How do I find out what the expectations
and aspirations of whānau are for their tamariki and their education?
· How do I include their aspirations for
their tamariki in my learning programme?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 11
Analyse and
appropriately use information which has been gathered formally and informally
|
i.
Analyse
assessment information to identify progress and on-going learning needs of
ākonga
ii.
Use
assessment information to give regular and on-going feedback to guide and
support further learning
iii.
Analyse
assessment information to reflect on and evaluate the effectiveness of the
teaching.
iv.
Communicate
assessment and achievement information to relevant members of the learning
community
v.
Foster
involvement of whānau in the collection and use of information about the
learning of ākonga
|
WĀNANGA:
Participates with learners
and communicates in robust dialogue for the benefit of Māori learners’ achievement
|
· How do I gather and use assessment
information in ways that advances the learning of my ākonga?
· How do I give regular and on-going
feedback to my ākonga Māori
about their learning in a way that allows them to use that information for
their next steps in learning?
· How do I ensure whānau Māori receive regular and on-going feedback
about their child’s learning in a way that is meaningful and provides them
with opportunities to support and be involved in their child’s learning?
· How do I include whānau Māori in how I collect and use information
about the learning of my ākonga Māori?
· How do I include whānau Māori voice in how I collect and use
information about the learning of my ākonga Māori?
· How do I use the assessment data and
information that I collect on ākonga Māori to evaluate the effectiveness of my
learning programme for them?
|
Evidence RTC and Tātaiako
|
RTC
|
Tātaiako
|
|
Criteria
|
Key Indicators
|
Cultural Competence for Teachers of Māori Leaners
|
Reflective questions
|
|
Criterion 12
Use critical
inquiry and problem solving effectively in their professional practice
|
i. Systematically and critically engage with
evidence and professional literature to reflect on and refine practice
ii. Respond professionally to feedback from
other members of the learning community
iii. Critically examine their own beliefs,
including cultural beliefs, and how they impact on their professional
practice and the achievement of ākonga
|
WĀNANGA:
Participates with learners
and communicates in robust dialogue for the benefit of Māori learners’ achievement
AKO:
Takes responsibility for
their own learning and that of Māori learners
|
· How do I advance the learning of my
ākonga through critical inquiry within my professional learning?
· How do I use professional literature
about effective teaching and learning for ākonga Māori to refine my practice for my ākonga Māori?
· How do I engage in shared professional
learning conversations and communities to help me critically examine my
practices for the benefit of ākonga Māori?
· How do my own beliefs, including cultural
beliefs, impact on the achievement of my ākonga Māori?
|
