TATAIAKO

- CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS



TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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KA HIKITIA Managing for Success MANAGING FOR SUCCESS MAORI KA -

HIKITIA

ACHIEVING EDUCATION AS MAORI -

SUCCESS



FOREWORD

E ngä iwi, tënä koutou katoa.

E ngä tohunga, ngä pukenga, ngä kaiako i ngä kura o te motu, tënä koutou.

E ai ki te korero: ‘Whaia te iti kahurangi; ki te tuohu koe, me he maunga teitei’.

Pursue the highest ideals; if you must submit, let it be to a lofty mountain.

All of us – families, communities, teachers – want our children to reach their full potential. This resource maps out a path to the pinnacle of excellence.

New Zealand’s education system is among the best in the world. We know that our top-achieving students rank among the highest in the OECD.

We also know that for too many generations, a significant proportion of Mäori students have not achieved well; have left school young, without worthwhile qualifications, and without any real options for work.

This Government is committed to lifting achievement for all our students. To fulfil this commitment, and to ensure New Zealand’s future economic prosperity and social harmony, we must make the education system work better for Mäori.

We are shifting the emphasis away from Mäori students being responsible for under-achieving in our compulsory education programmes, to look at how education can be delivered in the context of the vibrant contemporary Mäori values and norms, reflecting the cultural milieu in which Mäori students live.

Genuine, productive relationships among teachers and their Mäori students, whänau, iwi and wider communities are vital foundations for effective teaching and learning. This is the focus of Tätaiako: Cultural Competencies for Teachers of Mäori Learners.

TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

How much do the teachers know of their students’ history, tikanga, and worldview – and how is this reflected in the classroom curriculum and environment? What aspirations do whänau and iwi have for their young people? How visible and involved are whänau and iwi in the teaching and learning culture of the school or early childhood education service?

These are the kind of questions that Tätaiako will challenge teachers, teacher educators, early childhood education services, and schools to answer. I strongly endorse Tätaiako for everyone involved in education.

Ka taea e tätou te taumata e tika ana mö ä tätou tamariki kia piki. E kore tätou e tuohu!

Kia kaha, kia ora.

Hon Dr Pita Sharples Associate Minister of Education

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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

TATAIAKO:

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CULTURAL COMPETENCIES FOR TEACHERS OF MAORI -

LEARNERS

Tätaiako: Cultural Competencies for Teachers of Mäori Learners is about teachers’ relationships and engagement with Mäori learners and with their whänau and iwi. Designed for teachers in early childhood education (ECE) services and in primary and secondary schools, it will support your work to personalise learning for and with Mäori learners, to ensure they enjoy education success as Mäori.

Ka Hikitia – Managing for Success, the Government’s strategy for Mäori achieving education success as Mäori, emphasises the importance of the teacher-learner relationship:

Evidence shows that high-quality teaching is the most important influence the education system can have on high-quality outcomes for students with diverse learning needs. Evidence also shows that effective teaching and learning depends on the relationship between teachers and students and students’ active engagement.1

Ka Hikitia also stresses the importance of identity, language and culture – teachers knowing where their students come from, and building on what students bring with them; and on productive partnerships among teachers, Mäori learners, whänau, and iwi.

Parents and whänau play a critical role in supporting their children’s learning right from the start. Evidence shows that learning outcomes are enhanced when parental involvement in school is sustained and focused on learning activities.

Identity, language and culture count – knowing where students come from and building on what students bring with them. Productive Partnerships – Mäori students, whänau and educators sharing knowledge and expertise with each other to produce better outcomes2.

These principles form the basis of Tätaiako. The competencies are about knowing, respecting, and working with Mäori learners and their whänau and iwi so their worldview, aspirations, and knowledge are an integral part of teaching and learning, and of the culture of the school or ECE service.

The competencies

Each competency describes related behaviours for teachers at different stages of their teaching career, and what the results could look like for learners and their whänau. Teachers will need to ensure they have the competencies of all stages up to their current level. The behavioural indicators listed are not exhaustive and can be developed

1 Ka Hikitia – Managing for Success: The Mäori Education Strategy 2008 – 2012. http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx 2 Ibid.

further by schools/ECE services together with iwi to include expectations relevant to the local context.

The competencies are:

Wänanga: participating with learners and communities in robust dialogue for the benefit of Mäori learners’ achievement.

Whanaungatanga: actively engaging in respectful working relationships with Mäori learners, parents and whänau, hapü, iwi and the Mäori community.

Manaakitanga: showing integrity, sincerity and respect towards Mäori beliefs, language and culture.

Tangata Whenuatanga: affirming Mäori learners as Mäori. Providing contexts for learning where the language, identity and culture of Mäori learners and their whänau is affirmed.

Ako: taking responsibility for their own learning and that of Mäori learners.

While the competencies are not formal standards or criteria, they are linked to the Graduating Teacher Standards and Registered Teacher Criteria developed by the New Zealand Teachers Council.

Cultural locatedness

Cultural locatedness refers to the focus of the competencies at different stages of a teaching career.

For people entering initial teacher education, and for graduating teachers, the focus is märama: developing an understanding of one’s own identity, language and culture; developing an understanding of the relevance of culture in New Zealand education; and developing an understanding of and openness to Mäori knowledge and expertise.

For registered teachers, the focus is möhio: knowing how to validate and affirm Mäori and iwi culture, and applying that knowledge. For school and ECE service leaders, the focus is mätau: being able to lead and engage others in validating and affirming Mäori and iwi culture.

Using the competencies Tätaiako is an important resource for teachers, boards of trustees, educational leaders, and providers of professional learning development and initial teacher education.

The Teachers Council has produced guidance for schools and early childhood centres on using the competencies. You’ll find it at www.teacherscouncil.govt.nz.

For an online version of this booklet, visit www.minedu.govt.nz/tataiako.

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- TATAIAKO COMPETENCIES

Ako Practice in the classroom and beyond

Wänanga Communication, problem solving, innovation

Manaakitanga Values – integrity, trust, sincerity, equity

Whanaungatanga Relationships (students, school-wide, community) with high expectations

Mäori learners achieving education success as Mäori

Tangata Whenuatanga Place-based, socio-cultural awareness and knowledge

TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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INDICATORS

BEHAVIOURAL



B OUTCOMES

TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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INDICATORS

BEHAVIOURAL



B OUTCOMES

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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS

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INDICATORS

BEHAVIOURAL