The following chart provides guidance as to what each point on the rating scale may look like in practice. Use this chart when considering where you rate yourself against each of the five cultural competenices.
Cultural competency
Whānaunatanga
Manaakitanga
Tangata
Whenuatanga
Ako
Wānanga
Basic Developing Effective Highly effective
Irregular attempts to engage meaningfully with whānau and senior management on matters relating to teaching, learning and achievement for Māori learners.
Tracking learner progress data but not using it effectively; inconsistent expectations of Māori learners. Pathways for
Māori learners may not match their aspirations.
Teaching and learning is not always culturally responsive to the needs and aspirations of Māori learners. Inconsistent opportunities for student ownership of work, lack of flexibility in teaching and learning approach.
Beginning to remove barriers to learning for
Māori learners and developing awareness of where learners should be in the progressions and beginning to move away from ‘whole class teaching’.
Learning contexts are beginning to consider local context or Māori learners’ interests.
Regular attempts to engage meaningfully with whānau and senior management on matters relating to teaching, learning and achievement for Māori learners.
Developing skills in using learner progress data and in communicating high expectations of Māori learners.
Starting to create for and with Māori learners, learning contexts that reflect and affirm identity, language and culture.
Can articulate what teaching practices and other support/resources will be required to address the needs and aspirations of Māori learners.
Māori learners are given some input into, and responsibility for, their learning.
Engages in, and values, meaningful interactions with whānau, hapu and iwi. Regularly reporting to parents on learner progress,learning and achievement, seeking advice and guidance to best meet the needs of learners, actively reporting to senior management teaching and learning considerations to be passed on to iwi and hapu.
Achieves high levels of performance with Māori learners, has high expectations for Māori and clearly believes that every Māori learner can learn and enjoy education success as Māori with effective teaching.
Learners know that the teacher cares about their learning, has high expectations of them and helps them to succeed.
Creates, for and with Fully aware of the
Māori learners, learning contexts that reflect and affirm identity, language and culture. strengths and needs of
Māori learners; generates contexts for learning that reflect and affirm identity, language and culture; values and seek out expertise and resources as needed.
Provides opportunities Fully aware of who their
Māori learners are, as well as their strengths, needs, aspirations and diverse backgrounds – and use this knowledge to enhance the effectiveness of their teaching. Uses a range of evidence-based teaching strategies, using evidence of impact and feedback to inform decisions about future teaching. for Māori learners to bring what they know to their learning and to express themselves as
Māori through topics or contexts of learning which are culturally responsive. Uses pedagogies that are known to be highly effective for Māori learners.
Māori learners are directly involved in and take responsibility for leading their own learning, as appropriate.
1  Secondary Student Achievement Team  UC Education Plus  – adapted from Mesarable Gains Frame MOE - Rubric 2.1
for Te Tapuae o Rehua Inquiry Cluster 12 July 2012