Te Kotahitanga Effective Teaching Profile

Professional Reading           The Te Kotahitanga Effective Teaching Profile
By Russell Bishop and Mere Berryman, 2009

In this article Bishop and Berryman outline 2 understandings that teachers of Maori students possess and 6 ways these effective teachers relate and interact with Maori students on a daily basis. Their study centred around the suggestions of secondary Maori students as to how to improve education for themselves and their peers, supported by their principal, teachers and whanau. Kotahitanga means the collaborative response towards a commonly held vision.

2 Key Understandings that teachers of Maori students possess:

• Relationships and interactions between teachers and students in the classroom are key to effective teaching of Maori students
• Effective teachers take a positive, non-deficit view of Maori students, and see themselves as capable of making a difference for them

Effective interactions rely on the following 6 ways...

1. Manaakitanga (caring for students as Maori and acknowledging their mana)
2. Mana motuhake (having high expectations)
3. Nga whakapiringatanga (managing the classroom to promote learning)
4. Wananga and ako (using a range of dynamic, interactive teaching styles)
5. Kotahitanga (teachers and students reflecting together on student achievement in order to move forward collaboratively)

Points taken from this reading

• See Maori students as culturally-located, self-determined and very much part of the learning conversations
• Create a secure and well managed learning environment
• Ensure the engagement of every student in the class, seeking opportunities for small group discussions to gather student voice and hear experiences
• Use a range of teaching strategies
• Understand the two aspects of ako- the imparting and acquisition of knowledge 

What does this mean for my practice?

• An awareness that I am not the only speaker/contributor in the classroom
• Continue to reject deficit thinking
• Value and acknowledge the unique experiences of these students
• Allow opportunity for students to support other students
• Consider the reason why students respond as they do
• Encourage every student to have a say about the direction of their learning
• Continue to promote the educational achievement for Maori students

Pupil Participation and Pupil Perspective: 'carving a new order of experience'

Pupil Participation and Pupil Perspective: 'carving a new order of experience'
By Jean Rudduck & Julia Flutter
Homerton College, Cambridge, UK, 2000

In this article Rudduck and Flutter explain the changing historical views of the rights and roles and 'voice' of children in society and, more recently, in education. They note that it is the school improvement movement of the 1990's that has provided educators, researchers and policy makers the opportunity to investigate the issue of pupil participation and voice within our schools. Researchers such as Patricia Phelan et al. argue that it important to give attention to students' view of things that affect their learning. By providing pupils an opportunity for sharing their experiences of being a learner, we as educators are likely to see greater commitment and motivation from them. It is important therefore to develop new structures, and activities along with new ways of finding out how students are finding school.

Some key factors for consideration are...

• Find out what students think about the relevance of the curriculum, and its purpose
• Consultation, negotiation and "blank canvas" planning provide opportunities for such inquiry
• Problem solving tasks where students can use their own ideas
• Boys have their own style of learning e.g., reading that is relevant to their interests and rich in practical knowledge, group planning and projects, skills for living (map reading...), and small challenges that build to something large.

What does this mean for my practice?

• Provide opportunities for students to express how they are finding the learning
• Consult with students and gather student voice at various stages of planning, learning and assessment
• Provide opportunities for students to reflect on issues affecting their lives
• Platforms that value and acknowledge student contributions, about their learning or experiences
• Make connections  between the relevance of school knowledge to everyday problems
• Consider the needs of groups of students in the class such as boys, Maori, GATE students, by gaining their insights

Learning in the Fast Lane-Chapter 1. Acceleration: Jump-Starting Students Who Are Behind

Learning in the Fast Lane by Suzy Pepper Rollins
Acceleration:
Key points about the acceleration framework:

• Generate thinking, purpose, relevance and curiosity
• Clearly articulate the learning goal and expectations
• Scaffold and practice essential prerequisite skills
• Introduce new vocabulary and review prior knowledge
• Dip into the new concept
• Conduct formative assessment frequently

Acceleration is more about preparing the student for success in their current learning rather than focusing solely on mastering concepts of the past. It is about their success in the learning of this week, on this content.

Acceleration is achieved by...

• increasing the relevance of the learning by applying a real-life purpose at the heart of the learning, explaining the learning goal and expectations, and making connections between prior knowledge and new learning
• explicitly introducing new terminology or vocabulary ahead of the class learning
• ensuring that the basic skills are understood before introducing the new concept
• explicitly teaching the new skills needed to master the new concept, just in time for new class learning
• providing the big picture of where the instruction is going
• providing active, fast-paced learning opportunities, aiming to learn on time with peers
• track progress formatively throughout the intervention

What does it mean to my practice?

1. Make strong connections between the Maths intervention group and the class Maths programme by providing "just in time" teaching ahead of the class learning e.g., "This is what you are going to see tomorrow"
2. Clearly convey the big picture of the learning goal and its relevance
3. Debug the prerequisites of the new learning especially unfamiliar vocabulary
4. Establish ways of tracking progress, formatively

Registered Teacher Criteria and Tataiako

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?