Teacher Only Day

Five Competencies:

1.    Wananga

2.    Whanuangatanga

3.    Manaakitanga

4.    Tangata Whenuatanga

5.    Ako

1. Wananga

Wananga: How do we work in partnership / communicate - teacher/ children/ parents

Conversation and engagement in partnership

Looks like:

·      children, parents, teachers communicating openly and honestly / listening to views / talking

·      Actively encourages and supports and challenges Maori parents, whanau, iwi and community to determine how they wish to engage about important matters

·      Not all decisions are made for Maori - decisions are collaborative

·      Representation of Maori - ensure their is a strong ‘voice’ for Maori in our school / community

·      Board member – Staff

·      Te Roopu Whanau

·      Nga Whakaaro

Sounds like:

·      Sharing with parents / communicating everything / good and bad - with respect ensuring parents are kept informed

·      Children talking with their teacher about their learning

·      Teachers listening to parents / whanau /

Feels like

·      Confident to share

·      My teacher engages me / their is a real partnership in the teaching and learning

How well do you live by your competency?

We do a good job of connecting / communicating / sharing / collaborating with our Maori students / parents

Some specific examples/ opportunities for parents / students  / teachers to be involved and communicate / share / collaborate

Harakeke regeneration

Kapa Haka

Te Roopu Whanau

Matariki

Marae focus

Mihi/Pepeha

Pai Tamariki

Seed to Table

Planning for Te Reo Maori to happen regularly in the class

Student led conferences / link to parents and children and teacher all together - places importance and value on the child and their learning and the importance of sharing/ celebrating their success with their parents / My teacher ‘cares about what I think’

Blogs - another way for children to share their learning success

What could you do better at?

Not all children would be engaging /  - what can we do to improve this?

Making sure we take the time to personalise the relationship /  notice the parents who might not be comfortable with talking / sharing / engage with these parents in a meaningful way.

Te Roopu Whanau well established  - we need to keep the strength in this / make sure they are involved with the Maori strategic plan (currently have a draft)

2. Whanaungataunga - Actively engages in respectful working relationship with Maori learners, parents and whanau, hapu, iwi and the Maori community

Looks Like:

Teacher has working relationships with Maori learners and their whanau - respect

Teacher actively seeks ways to work with whanau to maximise Maori learner achievement

Teachers are visible at Maori community events

Sounds Like:

Listening to voice of Maori - children, parents, whanau, iwi

Feel like:

Positive relationships with teachers

Teacher knows family

Parents feel welcome at school

Teacher knows about child

Child knows teacher well

Whanau feel welcome and included

Respectful, positive and productive relationships

As a school, how well do you live by your competency?  What could you do better at?

How far does whanaungataunga go?  Children, parents, whanau - yes!! Hapu, iwi ??

Te Roopu Whanau

What about those not involved with Te Roopu Whanau?

3. Manaakitanga Values – integrity, trust, sincerity, equity look like @ RSS

Class

Powhiri want to do them right, more than tokenism, with sincerity- Consult resources BOT, Staff,

They are our values. Moari first then english. 

Normalisation of Maori protocol in school environment.

Celebrations like Graduation have maori prominence.

Learning context focus within our program

Treaty of Waitangi workshops and learning connection to start of term units.

Tuakana Taina buddy class, Matariki day,  

Korero Maori

Leadership

Importance of Te Roupu whanau, think tank

Release for Kapa Haka- Priority. 

Maori Strategy- 

Data analysis and planning with focus on Maori

Communication through work days with food. 

4. Tangata Whenuatanga

Looks like & Sounds Like:

Language:

2x 10minutes minimum per week in every classroom

Meeting/greeting in Maori & basic te reo (as per Curriculum level 1 Maori DRAFT policy)

Mihi

Waiata - local myths and legends - identifying with local tangata whenua

kapahaka

Korero Mai


Identity

e.g. mihi/pepeha

kapahaka (own waiata)

Seed2Table


Cultural Context:

e.g.Term based contextual focus e.g. Matariki, te Marae


Place based 

e.g. Te Marae, Harakeke,

How well do we do?  What can we build on?

Consolidating and looking for new opportunities...

Whakapapa - where children are from - making further links e.g. kaumatua.

Having conversations about what we are doing.  Developed our Maori programme.  

Links e.g. to Kia ora FM/Maori TV

5. Ako

Takes responsibility for their own learning and that of Maori learners

·      We felt this means the teacher taking responsibility for their learning about the Maori culture, the needs of Maori and achievement levels. It also means taking risks and bringing in experts.

·      It is important, it brings lifelong benefits and rewards and makes for a better person.

·      Behavioural  indicators are planning and using pedagogy that engages Maori learners and caters for their needs and also accelerate learning.  Teachers can give regular, purposeful feedback and constructive feed forward (as we do all students).  We can think about the prior knowledge of Maori and have high expectations.  Learn about Maori achievement.  Ensure congruency between learning at home and at school.

·      Many of the above is what we do for all students.

From the Maori students point of view this means

·      Let me and my peers know when we are doing well

·      Never give up on us (the most important thing I have learnt in teaching)

·      Knows what works for me and my learning

·      Asks us what we know

·      Shows me how to learn

·      Expects everyone of us to do our best at all times

·      Believes I can succeed

·      Tell 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 we don’t

·      Seems to enjoy learning from us to.

We felt Russell St School was listening to the whanau voice.   We have student led conferences and portfolios so that Maori parents know what their children are learning and can support them at home.  We have AJ and Darryn on the BOT so Maori can make decisions about the teaching and learning programmes.  We also have the raupo whanau group.  We have identified Maori and know their achievement levels. 

1. What is tataiako?

1. Wananga - interactions, communication, discussion with students, whanau, iwi - reporting, co-constructing learning goals.  Building and maintaining relationships. e.g. talking at the marae with the tangata whenua.
2. Ako - Learning and teaching.  Practice in the classroom and beyond. Never give up!
3. Manaakitanga - Values – integrity, trust, sincerity, equity.
4. Whanaungatanga - Relationships with (students,school-wide, community) high expectations - listening to the voice of the Maori students (and whanau and iwi).  Knowing each other well, whanau welcome.  We could improve with iwi connections as a school.
5. Whanaungataunga - Actively engages in respectful working relationship with Maori learners, parents and whanau, hapu, iwi and the Maori community
   Look Like
   Teacher has working relationships with Maori learners and their whanau - respect
   Teacher actively seeks ways to work with whanau to maximise Maori learner achievement
   Teachers are visible at Maori community events
   Sounds Like
   Listening to voice of Maori - children, parents, whanau, iwi
   Feel like
   Positive relationships with teachers
   Teacher knows family
   Parents feel welcome at school
   Teacher knows about child
   Child knows teacher well
   Whanau feel welcome and included
   Respectful, positive and productive relationships
   As a school, how well do you live by your competency?  What could you do better at?
   How far does whanaungataunga go?  Children, parents, whanau - yes!! Hapu, iwi ??
   Te Roopu Whanau
   What about those not involved with Te Roopu Whanau?
6. Tangata whenuatanga - Place-based, socio cultural awareness and knowledge.  Effective language and cultural practices for Maori learners.  (Tikanga/Te Reo, place-based education, cultural contexts)

2. Write about one thing (about your/our current practice) that was reinforced in this workshop.
That it is very important to get to know the children in my class and build a strong student - teacher - parent relationship.

3. Write about one thing that was new or challenged you.
I learnt about Ako and how it is important to cater and include the different learning strategies that help Maori students maximize their learning.

4. What is your (or our) next step?
I need to include a variety of learning strategies in my teaching and try to develop life long learners.