TATAIAKO CULTURAL COMPETENCIES FOR TEACHERS OF MA-ORI LEARNERS - Education Council
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TATAIAKO - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
KA HIKITIA
Managing for Success
MANAGING FOR SUCCESS
KA HIKITIA
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MAORI ACHIEVING
EDUCATION SUCCESS
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AS MAORI
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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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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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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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6
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.
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
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.
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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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
TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
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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
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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
16TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS
GRADUATING
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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.
17TÄTAIAKO: 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.
18TÄTAIAKO: 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
19Ministry 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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