Hamilton East Teacher Only Day
Monday 26 November 2018
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Karakia Timatanga
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Mā te whakapono
Mā te tumanako
Mā te titiro
Mā te whakarongo
Mā te mahitahi
Mā te manawanui
Mā te aroha
Ka taea e au.
Karakia Timatanga
Ngā Manu Matua o te Kura
Significant Birds of the School
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E ngā uri a Tane
Ngā manu o te whenua
O te rangi
O te ngahere
O ngā awa
O te takutai
Mā ā koutou korokī
Ka rongo mātou
Te Ira Tangata
Te ahua o te rangi
E heke mai nei
Kia whai ora mai mātou
Haumi e, hui e, taiki e!
Legend of Birds Short Film (Full Length) – 1962
An old but interesting video including information about the manu of the school, poor pronunciation but a great learning resource. (Kākapo info not included)
The descendents of Tane
The birds of the land
Of the sky
Of the bush
Of the rivers
Of the coast
From your call
We of human form will hear
The type of day
Descending upon us
So we follow a safe course
Bound and linked together.
Karakia Timatanga
E ngā atua o te pō
Ngā uri a Rangi rāua ko Papa,
Ngā whetu,
Ka puta mai te marama.
I te pouri
E rere te ruru
Hei kaitiaki
Hei tūtei
Ka āio te riri a Tawhiri
Ka tau, ka tau
Ngā hau o te pō!
Haumi e, hui e, taiki e!
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A particular NZ/Aotearoa way of greeting groups
Karakia - settling, safety, blessing and thanks
Mihi - Welcome. Acknowledging powers greater, the departed, the land and people, tangata whenua and Manuhiri
Whanaungatanga - we are all important and this allows us to connect and feel comfortable together - especially if we do not know each other.
Kaupapa - Important, but comes after all the acknowledgements.
The guardians of the night
The descendants of Rangi and Papa
The stars,
the emerging moon.
In the darkness
The owl flies
A guardian
A sentinel
Calming the actions of Tawhirimatea
Settle and calm,
the winds of the night
United, ready together!
Karakia o te Ruru
E rere te ruru
Hei kaitiaki
Hei tūtei
Ka tau te riri i te pō
Ka paki te atatū
Kia pai ake ai te rā!
Tihei mauri ora
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The owl flies
A guardian
A sentinel
Calming the anger in the darkness
The morning will be fine
So the day will be a fabulous one!
This is the essence of life
Nocturnal.
Sharp night sight and hearing.
Seen by Māori as in the power of witches. Also a messenger to gods in heaven.
Feared and revered.
A sentinel. Alert. Hunter.
Many carvings have the large alert eyes of the ruru.
Karakia o te Kiwi
E Tane Mahuta
Ka tau te huarere kei waho
Kia kite ai mātou
Ngā taonga o te ao nei.
Tiakina mai mātou
Anō nei mātou he kiwi
Matatu tōna tairongo
Koi ōna rongo ki te ao
Kia tae ai mātou ki te tihi
Haumi e, hui e, taiki e!
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O Tane Mahuta
Settle the weather without
So we may see
The treasures of this world.
Help us
As if we are kiwi
Enduring, alert in sensing
Sharp in awareness of the world,
so we can climb to success.
Bound and affirmed together.
Kiwi are quiet, inquisitive nocturnal birds.
Relative to size they have very powerful legs.
Māori believed the kiwi was protected by Tane Mahuta. Prized feathers for kahu. Poor sight, but exceenet other senses.
Iconic bird of Aotearoa
Karakia o te Kākapo
E Tane Mahuta
Koinei tā matōu karanga
Ki te manu motuhake,
te kākapo.
He morehu
He tauira mā tōna kaha ki te whakaora
Me pērā mātou i te manu rā
Kia kaha ki te mahi
Kia whai matauranga
ia rā, ia rā.
Kia manaaki atu.
Ko te tauira ia o te oranga!
Tihei mauri ora!
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Tane Mahuta
This is our call
To this special bird
The Kakapo
A remnant
An example through its strength to survive
We must be like that bird
Be strong in our efforts
Strive for knowledge
Each day
Share our help
It (the kākapo) is the example of living.
The essence of life
Nocturnal and flightless. A unique parrot. Largest in the world.
Herbivore.
Camouflage from above - from hawks and eagles.
Solitary.
Long lived.
Excellent climber- can reach crown of trees - for berries.
Able to parachute/glide to ground, but not fly.
Karakia o te Takahe
E ngā atua
Whakapainga mātou o ngā akomanga nei
Awhinatia mātou
Kia whakawhitiwhiti kōrero ai,
He pērā i te waha o te Takahe
He morehu
He manu rangatira
O te wao nui a Tane.
Hei tauira ia
Kia whakaora tonu mātou
Mō ake tonu atu
Tihei mauri ora
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The gods
Make us
of the classrooms safe
Help us
to communicate
Like the takahe communicates.
A survivor
A regal bird
From the great forest of Tane
An example to us
So we may continue to be healthy
For all time
This is the essence of life!
Flightless. Chatty bird with other takahe.
The bird who came back from the dead. Was rediscovered in Fiordland.
Had a north island cousin, the now extinct larger, Moho.
A regal bird, crowned with a large red beak.
Sharp scissor like beak - great for eating the soft shoot parts of grasses.
Karakia o te Tūī
Ka koroki te tūī
Kia āio ki runga
Ki raro
Ki roto
Ki waho
Te Wao nui a Tane
Ko onā uri
Whakarongo ki te korokī o te tūī rā
Tui, tui tuia
Hei tū matatū
Onā karu koi
Te māngai o Tane
Te manu ariki o te ngahere.
Tihei, mauri ora
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Ka koroki te tūī
Be calm above
below
within
without
The Great Forest of Tane
and his descendents
Listen to the song of the tūī
Singing, singing, singing out.
Standing alert and watchful
His eyes sharp
The mouthpiece of Tane
The aristocratic bird of the forest
Sneeze, this is the essence of life
Incredible mimic of birds and sounds.
Māori sometimes kept as pets.
Great orators were compared to the tui. “Ko te korokoorotui te kaikōrero” The orator has the voice of a tūī.
Kowhai a favourite food as well as flowers in harakeke.
Karakia o te Kea
E rere rā te kea
Kei runga ake.
Onā parirau
He pērā i ngā hihi o te rā
Koi ōna karu
Koi tōna roro
He manu ariki
o ngā tihi tio
Nō te ao o mua
He tohu matauranga
Ki a matoū
Tihei mauri ora
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The kea flies
Above
Its wings
Like the rays of sunshine
Sharp eyes
Sharp of mind
A chiefly bird
From the frozen peaks
Of the old world
A symbol of knowledge
to us
This is the sneeze of life!
A link to a Papatoetoe East student student story about how the kea got his bright underwings and losts has lovely birdsong voice
Green. Bright orange under wings.
Only alpine parrot in the world.
Very intelligent bird. Makes tools and implements to do tasks.
Cheeky. Seen as the clown of the mountains. Kāi Tahu guardian.
Hunted to endangered status - fears of attacks on lambs.
Pepeha o te Kura
The links of the school to
the ancestors and the whenua
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Ko Taupiri te maunga
Ko Waikato te awa
Ko Tainui te waka
Ko Waikato te iwi
Ko Ngāti Wairere te hapū
Ko Hukanui te marae
Ko Kirikiriroa ki te Rawhiti te kura
Waipahihihi - Pā Tawhito (Ancient Pā)
Putukitiki - Gully, Pā overlooked this gully. Redoubt appears to have been built on part of pā. Gibbons stream in Gully.
Ngāti Parekirangi - hapū who inhabited the area of Hamilton East.
Hui Items and Focus
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Ko wai Tātou
The importance of who we are.
Culture is important.
Also we are of Aotearoa collectively.
We have a Treaty and in the first instance need to get this right - still a work in progress
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Ko Wai Tātou? Importance of Whakapapa
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Ko wai koe?
Deeper
Waters you connect to:
Sea, lake, stream, river
Deeper still
Waters in the placenta. Whose waters do you come from.
Placenta = Whenua.
Whenua = Papatuanuku
Whenua ki te whenua.
The importance of whakapapa/genealogy
“Without fluency in my whakapapa and identity my existence has no depth.”
A statement from a year 8 graduate at the time of departing Thames South School in 2017.
Whakapapa Celebration
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Stories – Best told by an expert to start
Mana whenua stories.
Treaty importance
Whānau groups:
Whakapapa Celebration Day
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the things they have had passed down – provide the base for success.
Iwi Information to Support Whakapapa Investigations
Iwi information - two great website links.
Supporting tamariki and whānau in finding their whakapapa
It has taken 6 generations to arrive at the point we are now - loss of tikanga, reo, whanaungatanga.
School was one of the means used to create this disconnection.
In some senses we have an obligation to improve this.
Kōrero Tuku Iho
Stories passed down to us
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Ngā Tapuwae o Hotumauea: Māori Landmarks on Riverside Reserves
The information included here is about many of the pā sites in the Hamilton area.
Heritage New Zealand - Study Tour Guide for schools. Lots of information, but misses history at Rangiaowhia. Wars for Waikato
A Pou in Hamilton City on the East River Bank depicting the hapu Mokohape, part of the Ngā iwi confederation, the first people to inhabit the area of Waikato River before the arrival of Tainui Waka descendants. During battles, the Nga Iiw people were dispersed, enslaved or married into the new arrivals.
Kōrero Tuku Iho
Stories passed down to us
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A report prepared for Tainui Group Holding Ltd and Chedworth Park Ltd. Pages 5 - 17
“An Assessment of the Potential Impact that any Expansion and development of the Ruakura Estate might have on Cultural Values and Mana Whenua.
An interesting article with considerable information about Ngāti Parekirangi a female descendent of Wairere and the hapū named after her.
A Pou in Hamilton City on the East River Bank depicting the hapū Mokohape, part of the Ngā iwi confederation, the first people to inhabit the area of Waikato River before the arrival of Tainui Waka descendants. During battles, the Nga Iwi people were dispersed, enslaved or married into the new arrivals.
Kōrero Tuku Iho
Stories passed down to us
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King Tawhiao used these words in his waiata tangi as a tribute to the famed Ngati Wairere gardens and cultivations on the slopes of Te Koopu Mania O Kirikiriroa (Garden Place). In this way he acknowledged the gardening expertise of Ngati Wairere ancestors who had developed lush cultivations in Kirikiriroa. The produce from the gardens has provided food for trade and to feed the local people over many centuries.
Many of the Ngati Wairere people who developed and maintained the gardens live in Kirikiriroa Pa which was located between what is now London and Bryce Streets. Ngati Wairere abandoned the pa in 1864 just prior to the arrival of British troops.
This whakatauki is now used as a metaphor for growth and development.
“ I whakawhiti atu ai te koopu mania o Kirikiriroa. Me ona mara kai te ngawha whakatupu ake te whenua momona”
“ I cross the smooth belly of Kirikiriroa, its gardens bursting of the fullness of good things”
Our Area - The Tainui Waka Area
Whakatauki
Mokau ki runga, Tamaki ki raro, Mangatoatoa ki waenganui
Pare Hauraki, Pare Waikato
Te Kaokaoroa o Pātetere ki te Nehenehenui.
Mokau above, Tamaki below, Mangatoatoa in the centre
The area of Hauraki, the area of Waikato
The area extending from the Kaimais through Putaruru and Tokoroa
Across to the Rohe Potae (King Country).
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The Tainui Marae
Whakatauki
Mokau ki runga, Tamaki ki raro, Mangatoatoa ki waenganui
Pare Hauraki, Pare Waikato
Te Kaokaoroa o Pātetere ki te Nehenehenui.
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MAC - What is the Purpose of MAC?
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Why the focus on Māori students?
Who else does the programme benefit?
MAC - Māori Achievement Collaborative
Facilitator Role and Support
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At the gate /Kei te kēti /Kei te Waharoa
If I stand at the school gate and look in…
Where do I see myself?
Where do I hear myself?
Where do I feel myself?
Do they know me? Ko wai au?
Is this my place? Do I belong here?
Where do I come from?
What is special about me..my story…
Is this a place to feel safe?
Can I stand here?
Particularly pertinent for Māori tamariki/whānau, but also important for all.
What can we do about this?
How does our school culturally locate tamariki?
Enrolment processes?
Welcoming protocols?
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A culturally Located School
Where to start?
Normalising Te Ao Māori in the Classroom
Hamilton East context is very diverse.
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The MAC context is support for Māori tamariki first, through conscious decisions from firstly, the tumuaki about the need for change. Building on this it is the realisation of Ka Hikitia in the school though staff, whānau and tamariki actions.
Māori continue to be the least successful group academically
Many culturally disconnected from whakapapa.
MASAM is a new concept, initiated in 2011 - Māori students able to embrace success as Māori
I te tuapapa, te kākano tahi
He taonga te kākano rua
Me awhi te kākano maha
At the beginning existed one culture
Treasure our bicultural heritage
Embrace our many cultures.
Normalising Practice
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languages” are respected, and shared.
Welcoming protocols
Gaining full attention/instructions for learning - using Māori phrases, change up to Samoan etc.
Te Reo in class - possibly lessons, but especially integrated.
Extension Te Reo available for tamariki leaders with a passion and interest. (Concepts of Māori giftedness).
Karakia/Blessings
Pepeha, whakapapa, for all, staff, school & individual. Whakapapa displayed
Kapa Haka as curriculum and learning.
Māori Role models - displays
Career focus - role models, range of choices.
Waiata - a bank of Māori (plus other waiata)
5 Kupu a week
Displays - Reo, whakapapa, history, whakatauki,...
Stories/history of our place are known, observed and heard.
The Classroom Paepae
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Normalising Māori in the school/classroom/ staff/BOT setting.
The Paepae
appropriately welcomed.
Benefits:
in other classes. Concept of ako.
3. (noun) orators' bench.
Kia mutu rawa tā rātou, kātahi anō te paepae o te manuhiri ka tū mai ki te whakautu, ki te waiata, ā, ka whakatakoto i tāna koha (TWK 46:12). / When theirs finished, the orators' bench of the visitors stand to respond, to sing and lay down their koha. (Māori Dictionary Online)
Unpacking the Classroom Paepae
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How to grow the classroom paepae
On the paepae
Default Setting is:
Tikanga Māori & Te Reo Māori
What the Classroom Paepae
Sounds Like and Looks Like-Examples
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Tamariki know to be seated on the mat
Kaikarakia
“Tēna koutou. Me karakia tātou.” Karakia said by all.
(“Kia karakia tātou” - let us pray/do a karakia, “Me karakia tātou.” We should pray/karakia)
Kaikōrero
“Ata marie e hoa mā.” (Be at peace this morning my friends)
“Ngā mihi nui ki te kaikarakia a Jenny.” (Many thanks to our leader of the karakia, Jenny)
“Tēnā koe e te kaiako, a Whaea Jane.” (Greetings to the teacher, Whaea Jane. This could change depending on who is on the paepae)
“Nā reira, tēnā koutou, tēnā koutou, tēnā tātou katoa” (So, welcome once, twice and three times to us all)
Kaikōrero says his/her pepeha.
“Me waiata tātou” (We should sing)
Waiata
Adult/kaiako speaks, calls the roll, sets the day
Off to learning tasks.
Default Setting is:
Te Reo Māori
For the wee ones, juniors, 5 year olds, kaiako could sit and say line by line:
Karakia - though class could do this together.
Kaiako support with mihi, pepeha and then all sing waiata.
Benefits of the Classroom Paepae
As Whakatau - Welcome
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Not much longer than mat time
Captures the whānau and a tamaiti as part of the class whānau.
Starts a stronger connection
Children are all more aware of the new student.
Creates an emotional and “spiritual” connection.
Whānau including the tamaiti are honoured and feel special.
This small effort can create strong bridges of whānau involvement.
It is a Kiwi/Māori/Aotearoa way - distinguishes the school.
Reinforces with tamariki a way to create kotahitanga and especially show manaaki
Manaaki becomes reciprocal - “Manaakitia mai, manaakitia atu”.
Default Setting is:
Te Reo Māori
Whakapapa - Developing a Taonga
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Whakapapa Books - Created at Flanshaw
Not new, but a template to whakamana a tamaiti, his or her whānau, kura, hapū and iwi.
At Flanshaw - the goal is to have each Māori graduate (extending to others) leave with a record of whakapapa completed with whānau.
“Without fluency in my whakapapa and identity my existence has no depth.”
A statement from a year 8 graduate at the time of departing Hoterini ki te Tonga, Thames South School in 2017.
Whakapapa Books
A koha at Graduation
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In the first instance - acknowledgement goes to Cherie Taylor-Patel and team at Flanshaw for this concept. (Many schools have developed similar books or information for students and their school) and it is an acknowledgement to all of these kura and kaiako/whānau who have usd similar concepts.
These next slides give a “possible” framework for development.
People of this land, My Whakapapa, My school, Me.
Mana Whenua, Tōku whakapapa, Tōku Kura, Ko Au.
Format and Purpose
Design and Components
of Whakapapa Books
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Who supports students
“Without fluency in my whakapapa and identity my existence has no depth.”
A statement from a year 8 graduate at the time of departing Hoterini ki te Tonga, Thames South School in 2017.
Design and Components
of Whakapapa Books/Stories
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Structure of Pukapuka Whakapapa/Whakapapa Book
Values, Key Competencies/
Graduate Profile
PB4L
Kia Tau
Kia Kaha
Kia Toa
Kia Manawanui
Graduate Profile/Key Competencies
Wairua
Oranga
Whanaungatanga
Uhumanea
Te Reo
Values, Key Competencies/
Graduate Profile
1 | 2 | 3 | 4 |
Strong development sense of Wairua, essence of self and others = Te Kohure, mature plant/tree | Growing Development Māhuri = sapling | Some Development Te Pihinga - seedling, young plant | Starting Development: Kākano - Seed |
Wairua
Wairuatanga
Spirit/Essence of a person
Tamaiti | 23/4 - a | July Hui | 23/4 I am considering others more and not interrupting. |
Whānau | 25/4 -b | | 25/4 At the marae, respectfully acknowledges kaumatua. Acknowledges and respects all the aunties. Gives awhi to the babies when they are sad. |
Kaiako | 25/4 - c | | 25/4 Heeni is now showing respect of the feelings and space of others. Has ensured XXXX has space to calm down. |
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2
3
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Importance of Role Models
Māori Role Models
What is seen
Let’s start with messages Māori and others get about Māori from the media (in general).
These are deficit and negative;
What we want
Positive role models our tamariki can all see.
To present Māori tamariki with a range of role models that are positive. Role models who are successful and have attributes as examples.
Other tamariki also see these models in a positive light.
Chip away at the negative image of Māori often displayed in media.
Positive Māori Role Models tend to be narrow and limited - Sports, music, performance, haka, ...
Role Models for Māori
National
Local
Also include role models from across the school cultural makeup, but the main target group needs to be Māori.
Māori Tamariki need to see other options, choices and directions.
Photographs and a Blurb
Dr Lance Sullivan
(NZer of the Year 2017)
I am a doctor who has developed a range of services to support Māori Health...
Where to Next?
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These two documents can be used both as an individual assessment/reflection tools or a group tool to find hotspots and areas for growth.
Where are the strengths and gaps in the school?
Next Steps to Success - Te Arawhata Angitu
Māori Achievement Collaborative - Self Review Continuum
Development of documents plans linked to Iwi/hapū Aspirations:
Holistic assessment space for tamariki in the school - linked to GP, Behaviour, culture of school - values/virtues and iwi desires.
The Treaty of Waitangi
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2
The Treaty of Waitangi/Tiriti of Waitangi
A fun challenge - 5 - 6 minutes
The Treaty In Brief Some simple information about the treaty.
Treaty of Waitangi - A Brief History
Information about the treaty:
Some Taonga/Gems
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Kupu - A SPARK App made available during the Te Wiki o Te Reo Māori.
Kupu is really easy to use. Users simply take a picture, Kupu will then use image recognition to identify what the object is in the picture and provide Te Reo Māori translations for the object(s).
From today, Kupu is available for download free from the Google Play Store and the iOS App Store.
A site where you can register via email and receive a range of kupu, phrases, kiwaha and sayings in Te Reo Māori
What does it mean to be Pākehā?
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Reflect on your thoughts about the term Pākehā?
What does it mean?
Where does it come from?
Is it a positive or negative term?
TV One Video asking the question about the term Pākehā on the streets.
In that light - what is the origin of the word Māori?
Alice Sneddon - Don Brash Interview
Excuse the swear word.
Although extreme, this is an attitude and belief of a number that look in at education.
Some teachers in our profession are likely to be included in this attitude towards Te Reo (and Tikanga Māori)
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Teacher Performance Appraisal
and the Treaty of Waitangi
Many components of the standards relate to how we as professionals are ensuring we support, implement and ensure Treaty principles are evident in our practice as educators.
Directly from the Standards. Teachers are expected to be:
1.4 demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in the learning environment
2.4 affirming Māori learners as tangata whenua and supporting their educational aspirations
3.3 . respecting the diversity of the heritage, language, identity and culture of families and whānau
4.2 demonstrating a commitment to a Tiriti o Waitangi based Aotearoa New Zealand
Performance Appraisal and the Treaty
EXAMPLES OF DEMONSTRATING A COMMITMENT TO TANGATA WHENUATANGA AND TE TIRITI O WAITANGI PARTNERSHIP IN THE LEARNING ENVIRONMENT INCLUDE:
• showing an understanding of and respect for Māori language, culture and customary protocols (tikanga Māori)
• fostering an understanding of Te Tiriti o Waitangi, and its implications within the learning environment
• taking active steps to achieve equitable outcomes for Māori learners
• valuing and promoting te reo Māori and tikanga Māori in school or centre management and in teaching and learning
• articulating and fostering high expectations of Māori learners
• providing contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau, hapū and iwi are affirmed
• promoting a learning environment that provides culturally responsive and engaging contexts to enable Māori achievement.
From Page 8 The Code of Professional Responsibility: Examples in Practice.
Next Steps - Our Code and Standards
Some of the examples from the standards
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Key Indicators - from Education Council Standards | Evidence | Principal Tick |
Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. | Treaty learning. Pepeha, whakapapa, stories | |
Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. | Learn the stories/history of the first people of Aotearoa. | |
Practise and develop the use of te reo and tikanga Māori. | Personal, professional learning. Normalise introduction | |
Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. | Me, my culture - learning about this. Learning - tikanga. | |
Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. | Investigating holistic growth of tamariki as Māori, Pākehā, Tongan… Learn Te Reo Māori. | |
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Our Code, Our Standards
These Indicators are taken from the standards. First – we need to understand the indicator/statement.
The table can then be used to consider individually or as a team, what evidence we can use to support meeting of these standards in our professional practice as kaiako.
Key Indicators - from Education Council Standards | Current level Basic, Proficient, Advanced | Evidence |
Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. |
|
|
Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. |
|
|
Practise and develop the use of te reo and tikanga Māori. |
|
|
Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. |
|
|
Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. |
|
|
Strengthening My Ability
in Te Ao Māori
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Teachers in Aotearoa are expected to include aspects of the Māori world view, starting with the Treaty and a growing requirement for teachers to incorporate practice which is:
What are your current strengths, abilities and knowledge?
Where to next?
Karakia Whakamutunga
Tū tonu ngā rakau matua
o te kura nei
Hei tohu maumahara
o te wā o mua.
Tū tonu
Hei tohu kaha
mō ngā tamariki mokopuna
E ako ana ki raro i o koutou maru
Tū tonu
Hei whakaruruhau
o te kura.
Toitū te whenua, toitū te ngahere, toitū te mana.
Tuturu whakamaua, kia tina, TINA.
Haumi e, hui e, taiki e!
Continue to stand, the trees
Of this school
A memorial
To times before
Continue to stand
As a sign of strength
For the children
To continue learning beneath your protection
Continue to stand
As a shelter for the school
Land remains, the forest remains and, mana is upheld
Tuturu whakamaua, kia tina, TINA.
Haumi e, hui e, taiki e!
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