Think about your students’ needs and for each of the cultural competencies:
i.
Rate yourself on the scale to indicate where you are in terms of your knowledge and confidence
around each competency
ii.
Provide examples/evidence from your practice that demonstrate each competency
Whanaungatanga:
Focusing
Inquiry
Actively engaging in respectful working relationships with Maori learners, parents
and whanau, hapu, iwi and the Maori community.
Basic
Developing
Effective
Highly effective
Developing
Effective
Highly effective
EVIDENCE:
1.
Learning
Inquiry
Basic
EVIDENCE:
1.
Manaakitanga:
Focusing
Inquiry
Showing integrity, sincerity and respect towards Maori beliefs, language and culture
Basic
Developing
Effective
Highly effective
Developing
Effective
Highly effective
EVIDENCE:
2.
7.
Learning
Inquiry
Basic
EVIDENCE:
2.
7.
Tangata Whenuatanga:
Focusing
Inquiry
Basic
Affirming Maori learners as Maori. Providing contexts for learning where the
language, identity and culture of Maori learners and their whanau is affirmed.
Developing
Effective
Highly effective
Developing
Effective
Highly effective
EVIDENCE:
3.
9.
10.
Learning
Inquiry
Basic
EVIDENCE:
3.
9.
10.
1
 Secondary Student Achievement Team  UC Education Plus – adapted from Tātaiako - Teacher Council RTC's for Te Tapuae o Rehua
Inquiry Cluster 12 July 2012
Ako:
Taking responsibility for their own learning and that of Maori learners.
Focusing
Inquiry
Basic
Developing
Effective
Highly effective
Developing
Effective
Highly effective
EVIDENCE:
4.
6.
8.
12.
Learning
Inquiry
Basic
EVIDENCE:
4.
6.
8.
12.
Wānanga::
Focusing
Inquiry
Participating with learners and communities in robust dialogue for the benefit of Maori
learners’ achievement
Basic
Developing
Effective
Highly effective
Developing
Effective
Highly effective
EVIDENCE:
5.
11.
12.
Learning
Inquiry
Basic
EVIDENCE:
5.
11.
12.
Summary
Focusing inquiry - Implications for developing teacher’s
knowledge + skills
2
Learning inquiry - Implications for next inquiry
 Secondary Student Achievement Team  UC Education Plus – adapted from Tātaiako - Teacher Council RTC's for Te Tapuae o Rehua
Inquiry Cluster 12 July 2012
Cultural competencies self rating guidance
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
3
Basic
Developing
Irregular attempts to
engage meaningfully
with whānau and
senior management
on matters relating
to teaching, learning
and achievement for
Māori learners.
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.
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.
Starting to create
for and with Māori
learners, learning
contexts that
reflect and affirm
identity, language
and culture.
Creates, for and with
Māori learners,
learning contexts that
reflect and affirm
identity, language and
culture.
Fully aware of the
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.
Can articulate
what teaching
practices and
other
support/resources
will be required to
address the needs
and aspirations of
Māori learners.
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 evidencebased teaching
strategies, using
evidence of impact
and feedback to
inform decisions about
future teaching.
Provides
opportunities 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
given some input
into, and
responsibility for,
their learning.
Māori learners are directly involved in and
take responsibility for leading their own
learning, as appropriate.
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.
Effective
Highly effective
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.
 Secondary Student Achievement Team  UC Education Plus – adapted from Tātaiako - Teacher Council RTC's for Te Tapuae o Rehua
Inquiry Cluster 12 July 2012
Tātaiako
http://www.teacherscouncil.govt.nz/required
/Tataiako.pdf
Te Kotahitanga (ETP)
http://tekotahitanga.tki.org.nz/
AKO:
Ako: They can use a range of strategies that promote
Takes responsibility for their own learning and effective teaching interactions and relationships with
that of Māori learners
their learners.
(Ako means to learn as well as to teach. It refers both to
the acquisition of knowledge and to the processing and
imparting of knowledge. More importantly ako is a
teaching-learning practice that involves teachers and
students learning in an interactive dialogic relationship.)
MANAAKITANGA: Demonstrates integrity,
Manaakitanga: They care for the students as culturally
sincerity and respect towards Māori beliefs,
located human beings above all else. (Mana refers to
language and culture
authority and āki is the task of urging someone to act. It
refers to the task of building and nurturing a supportive
and loving environment.)
WĀNANGA:
Wānanga: They are able to engage in effective teaching
Participates with learners and
interactions with Māori students as Māori. (As well as
communities in robust dialogue for the
being known as Māori centres of learning, wānanga as a
benefit of Māori learners’ achievement
learning forum involves a rich and dynamic sharing of
knowledge. With this exchange of views, ideas are given
life and spirit through dialogue, debate and careful
consideration in order to reshape and accommodate
new knowledge.)
WHANAUNGATANGA:
Whakapiringatanga: They are able to create a
Actively engages in respectful working
secure, well-managed learning environment by
relationships with Māori learners, parents and
incorporating routine pedagogical knowledge with
whānau, hapū, iwi, and the Māori community
pedagogical imagination. (Whakapiringatanga is a
process wherein specific individual roles and
responsibilities are required to achieve individual
and group outcomes.)
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
4
Mana motuhake: They care for the performance of
their students. (In modern times mana has taken on
various meanings such as legitimation and authority
and can also relate to an individual’s or a group’s
ability to participate at the local and global level.
Mana motuhake involves the development of
personal or group identity and independence.)
Kotahitanga: They promote, monitor and reflect on
outcomes that in turn lead to improvements in
educational achievement for Māori students.
(Kotahitanga is a collaborative response towards a
commonly held vision, goal or other such purpose or
outcome.)
 Secondary Student Achievement Team  UC Education Plus – adapted from Tātaiako - Teacher Council RTC's for Te Tapuae o Rehua
Inquiry Cluster 12 July 2012