The Effective Teaching Profile
Making a difference for Māori students’
educational achievement
Te Kotahitanga
Phase 5
Genesis of the Effective Teaching Profile
• During the interviews-as-chat, Māori students told
researchers what it would take to engage them in
learning.
• They talked about the practices of teachers with whom
they engaged. They also talked about the practices of
teachers with whom they did not engage.
• The Effective Teaching Profile came from the
experiences of these Māori students and some of their
teachers.
The Effective Teaching Profile
Culturally appropriate and responsive teachers
demonstrate the following understandings:
a)they positively reject deficit theorising as a
means of explaining Māori students’ educational
achievement
b)they know and understand how to bring about
change in Māori students’ educational
achievement and are professionally committed to
doing so in the following ways:
The Effective Teaching Profile
Manaakitanga
They care for Māori students as culturally located
individuals
Mana motuhake
They care for the performance of Māori students
Ngā whakapiringatanga
They create and maintain a secure, well-managed
learning environment
The Effective Teaching Profile
Wānanga
They engage in effective teaching interactions with
Māori students as Māori
Ako
They use a range of strategies that promote
effective teaching and learning interactions and
relationships with their Māori students
Kotahitanga
They promote, monitor and reflect on learning
outcomes which, in turn, leads to improvements in
educational achievement for Māori students
The Effective Teaching Profile
Culturally responsive and appropriate teachers demonstrate
the following understandings:
a) They positively reject deficit theorising
b) They know and understand how to bring about change in
educational achievement and are professionally committed to
doing so in the following ways:
1. Caring for Māori students as culturally-located individuals
2. Caring for the participation and achievement of Māori students
3. Creating a secure, well-managed learning environment
4. Engaging in effective teaching interactions
5. Using a range of teaching strategies to promote change
6. Promoting, monitoring and sharing outcomes for, and with,
Māori students
Culture within The Effective Teaching
Profile
“Culture is what holds a community together, giving a
common framework of meaning. It includes how people
communicate with each other, how we make decisions, how
we structure our families and who we think are important. It
expresses our values towards land and time and our
attitudes towards work and play, good and evil, reward and
punishment.
Culture is preserved in language, symbols and customs and
celebrated in art, music, drama, literature, religion and social
gatherings. It constitutes the collective heritage, which will
be handed down to future generations.”
(Quest Rapuara, 1992, p. 7).
Culturally Appropriate
Effective teaching requires teachers to create
culturally appropriate contexts for learning so that
students are able to see and/or hear evidence of
their own culture within the classroom environment
and learning contexts.
Culturally Responsive
Effective teaching requires teachers to create
contexts for learning that are responsive to the
cultural experiences of the learner. That is, students
are able to, and encouraged to, bring their own
prior experiences and knowledge to their classroom
activities in order to make more sense of new
learning.
THINK, PAIR, SHARE
Thinking about the previous two
slides, work with a partner to consider
and discuss possible examples of
both culturally appropriate and
culturally responsive contexts for
learning within your own curriculum
areas?
Effective Teaching Interactions
Whole
Co-construction
Feed forward academic (+/-)
Feedback academic (+/-)
Prior experiences and
knowledge
Feed forward behaviour (+/-)
Feedback behaviour (+/-)
Monitoring
Instruction
Individual
Group
C
U
L
T
U
R
E
Traditional to Discursive Classrooms (Bishop, & Glynn, 1999 p. 47)
Traditional
Discursive
Learners
Recipients
Rarely ask questions beyond seeking
clarification of instructions
Co-inquirers
Raise questions, evaluate questions and
answers
Knowledge
Reified
Passed down
Transmitted
Reproducible
Empiricist
Reciprocally developed
Co-constructed
Builds on prior experiences
Spirals
Pedagogy
Input of new knowledge
Achieving control
Evaluation and assessment of set
knowledge
Practising, listening, reproducing
All students do the same task
Co-participant in “conversation”
Doing, stating, theorising
Wide range of assessment practices and
purposes employed
Wide range of learning activities
Tasks vary among students
Motivation
Extrinsic
Grades focus
Intrinsic
Learning focus
Teacher
Transmitter of knowledge
Asking questions
Evaluates all pupils answers
Explains conceptual relationships
As facilitator / guide
Raising questions
Facilitates students’ theorising / explanations
Models the learning process
A learner among learners