Te Pouherenga Kaiako o Aotearoa New Zealand Teachers Council

Brian Ruawai-Hamilton Policy Adviser: Māori [email protected]

Te Pouherenga Kaiako o Aotearoa New Zealand Teachers Council

“Tātaiako – Cultural Competencies for Teachers of Māori Learners Or Your Professional Self Through a Looking Glass” - Early Childhood Conference 2014

Deborah Wansbrough Policy Adviser: ECE [email protected]


Outline & Aims of Today • Mihi whakatau / Greeting / introduction • A very brief flick through “The Council” – your professional body – role, functions and Projects • Exploring and defining terms and concepts - Ko wai, no whea ahau – who’s that in the mirror? • Ka Hikitia, Tātaiako and the RTC •An exploratory journey not a final destination.

Maunga Taranaki

http://www.nzhistory.net.nz/node/2332

Principal Workshop Aims This workshop and the accompanying exercises aim: • To explore and celebrate resilience and the delivery

of quality ECE in a way that recognises the Identity, Culture and Language of the tamariki / mokopuna,

• to explore and enhance teacher, and centre competencies in meeting the aims of the policy documents Ka Hikitia and Tātaiako.

• to take participants on a journey to see themselves as cultural beings and as such to become aware that -

• Cultural competencies are a necessary part of who they are as professionals and should be reflected in how they should teach..”

Ko wai te tangata nei? Cultural Locatedness - Sites / places of

significance to me

Maunga Taranaki


Ko wai te tangata nei – people, places, formative influences

Ko wai te tangata nei? Cultural Locatedness- Values & Beliefs / Sites & places of significance Socialisation - • As a teacher you would have learned about the

word that describes “the process that prepares one for life in a society”, including ones cultural values & beliefs.

• The photos you have previously seen say something about the processes that prepared me and my whānau for life in the communities (societies) we inhabit. How many understood the language used in the mihi whakatau and are able to participate comfortably in the customs practiced in some of the places pictured? I guess that although they are of this society they would be foreign to most of you.

• Please take out the mirror in your bag and look into it then answer the worksheet.

A Defining Moment - Worksheet Exercise

• Please read and follow the instructions set out on the worksheet.

• Feel free to seek clarification if you are unsure about the instructions.

• There are no right or wrong answers. • It should take you no more than seven (7)

minutes. • We will return to this worksheet throughout

this presentation.


New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa

STATUTORY PURPOSE The New Zealand Teachers Council is to; • provide professional leadership in teaching, • enhance the professional status of teachers in

schools and early childhood education and • contribute to a safe and high quality teaching

and learning environment for children and other learners.

S 139AA Education Act 1989


Presentation Date

The professional body for all registered teachers working in early childhood, primary, secondary, tertiary and other teaching situations. Established under the Education Standards Act 2001 and replaced the Teacher Registration Board on 1 February 2002.

In the process of being disestablished and a new body Education Council of Aotearoa New Zealand will be formed

New Zealand Teachers Council / Te Pouherenga Kaiako o Aotearoa


Role of the Teachers Council as the professional body

Mission Statement (Whakatauki) Ū ki te ako, tu tangata ai āpopo Excel in teaching so our learners may excel in the future

The Role includes • To support a high quality teaching profession • To set, maintain and promote standards of

excellence in teaching. • To provide professional leadership to support

effective teaching and learning.


Functions of the Council • Provide professional leadership. • Encourage best teaching practice. • Determine standards for teacher registration. • Approve and monitor teacher education programmes. • Identify research priorities. • Develop & Promote the code of ethics for the

profession. • Establish & Maintain a register of teachers (103,000). • Exercise disciplinary functions • Establish a Māori medium and Early Childhood

Advisory Group


Professional Standards setting, Leadership Initiatives and other Projects

• A Code of Ethics for Teachers – established 2007, developed in consultation - workshops available

• Initial Teacher Education programme requirements

including GTS • Registration policy - Of particular importance to PRTs • Guidelines for Induction and Mentoring and Mentor

Teachers – Best practice project resulted in nationwide workshop

programme – National evaluation of PRTs and mentor teachers by

NZCER – Te Hāpai Ō for Māori medium – workshops


Professional Standards setting, Leadership Initiatives and other Projects (Continued)

• Whakamanahia Te Reo – Graduate Te Reo Proficiency Project

– A 3 phased project now in stage 3 - trialling a language proficiency framework for Māori medium graduates

• Teachers and the Social Media - Guidelines, scenarios to support teachers

• Registered Teacher Criteria – developed and promulgated

– Six years plus in research and development – RTC replaced STD’s & became mandatory 2011 – Incorporated into other projects eg I&M and ……

• Teacher Appraisal project – a 3 stage - 18 month undertaking by professional leaders – incorporated

the Registered Teacher Criteria & TĀTAIAKO • About to begin phase 2 of this project.

NZTC - Professional Standards setting, Leadership Initiatives and other Projects (Cont.)

Te Tiriti o Waitangi – • The Constitutional basis of Civil Government of

this nation • All systems and structures should recognise or

reflect the dual heritages mentioned in Te Tiriti, in meaningful ways, (but do they?)

• All of the projects and documents produced by NZTC eg., Code of Ethics, Graduating Teacher Standards, Registered Teacher Criteria have overarching statements about Treaty rights and responsibilities.

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I ngā wā o mua – This is NZ – Some facts and figures about a Māori learner today

The Ministry of Education (MOE) calculated that about 15,500 Māori children started school in 2011.

For every 100 of these tamariki / mokopuna Māori (child / grandchild) the following characteristics can be applied;

– 89 will have participated in early childhood education prior to school [98]

– 87 will go to school in the North Island – 60 will attend a decile 1-4 school – 17 will enter Māori-medium education – 18 will not have achieved basic literacy and numeracy

skills by age 10 [4] Note; the brick coloured number at the end of the statement is the

comparable figure for Non Māori.

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I ngā wā o mua – This is NZ – Some facts and figures about a Māori learner today(Continued)

For every 100 tamariki / mokopuna Māori (child / grandchild) who started school in 2011

– 3 will be frequent truants by Years 9 and 10 – 5 will be stood-down from school [1] – 34 will leave secondary school without a qualification

[13] – 16 will become disengaged from education,

employment or training by age 17 [6} – 48 will leave school with NCEA Level 2 or better [75] – 20 will leave school with a university entrance

standard – 10 will attain a bachelors level degree by age 25 [25].

Note; the brick coloured number at the end of the statement is the comparable figure for Non Māori.

Let’s take a step back in time in order to explore some possible explanation for the origins of the above characteristics and possibly gain some insight.

Cultural Competence and Related terms

• Best Evidence Synthesis and other Research has shown that the relationship between the Kaiako and the Ākonga is a key component of achievement success of the latter.

• The idea of more effective cross-cultural capabilities is captured in many terms similar to cultural competence. Cultural knowledge, cultural awareness, and cultural sensitivity all convey the idea of improving cross-cultural capacity.

• Cultural Knowledge: Familiarization with selected cultural characteristics, history, values, belief systems, and behaviours of the members of another ethnic group (Adams, 1995).

Cultural Competence and Related terms - Continued

Cultural Awareness - sensitivity & understanding of another ethnic group. Usually involves internal changes in terms of attitudes and values. Also refer to the qualities of openness and flexibility that people develop in relation to others. Cultural awareness must be supplemented with cultural knowledge (Adams, 1995).

Cultural Sensitivity - Knowing that cultural differences as well as similarities exist, without assigning values, i.e., better or worse, right or wrong, to those cultural differences (National Maternal and Child Health Center on Cultural Competency, 1997).

Cultural Competence – Continued How close is this to your definition at Question 4?

Cultural competence, is defined as a set of congruent behaviours, attitudes, and policies that come together in a system, agency, or among professionals and enables that system, agency, or those professionals to work effectively in cross-cultural situations (Cross, Bazron, Dennis, & Isaacs, 1989). Q? Is that you, does your centre do that?


My Definition of a Bi-cultural Kiwi

A Bi-cultural Kiwi is someone who is able to participate fully and easily in both Māori and Pakeha systems and institutions and customary practices. This includes ability in language.


Bi-cultural (Māori/Pakeha) New Zealanders

------- Māori population ____ Non Māori New Zealand population – Where did you put yourself?

Māori Mono-culturalism

Pakeha Mono-culturalism

This is New Zealand - A perspective on Bi-culturalism - This slide relates to questions 2 & 3 on the Worksheet


I ngā wā o mua – This is NZ – Some facts and figures about Māori reality today

• Resilience for too many tamariki Māori (1in 4) is about survival - trying to satisfy what Maslow called the basic needs. Their engagement in education is dependent on acceptance or understanding of their reality.

Yesterday, the Deputy Commissioner from the Children’s Commission gave you some rather sobering facts and figures about certain groups of children (tamariki / mokopuna).

1. All educational institutions are collectives of opinions, policies and procedures whose default settings are the predominant values and beliefs - powerful sites of socialisation.


KA HIKITIA: ACCELERATING SUCCESS - 2013-2017 The New Zealand Government Māori Education Strategy

Critical Factors for Māori to enjoy educational success as Māori in terms of Identity, Culture and Language

1. Quality provision, leadership, teaching and learning, supported by effective governance

2. Strong engagement and contribution from all who have a role to play

TATAIAKO – Is About

The Cultural Skills, knowledge, attributes

required to Build Relationships of meaning with

tamariki / mokopuna and whanau

Building on Te Whāriki

A Systematic Approach

A Research / Best Practice Approach

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TATAIAKO – Is About (cont)

Adopting an ākonga / Tamariki / Mokopuna

achievement focused Approach

A kaupapa Māori Approach

A Professional Approach (Meaningful, Deliberate

and Purposeful Disposition – Kiri Jacuiery)

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Cultural competencies

Ako – A reciprocal learning process •Practice and beyond

Wānanga •communication, problem solving, innovation, robust debate

Manaakitanga •High value placed on caring for - integrity, trust, sincerity, equity

Tangata whenuatanga •place-based, socio-cultural awareness and knowledge of self

Whanaungatanga •High value placed on building and maintaining relationships of meaning and with high engagement expectations


Registered Teacher Criteria Ngā Paearu mō ngā Pouako Kua Rēhitatia

Four overarching statements including Te Tiriti o Waitangi

Two Professional Dimensions: Professional relationships and values Professional knowledge in practice

Twelve Criteria - Indicators for each criterion - Reflective questions


•Knowing and working with Tātaiako – A solo and group Exercise Your template has one of the 5 cultural competencies on it with questions about how it might be expressed.

Consider what is involved in the competency then write your own responses to the questions in the appropriate columns.

Then discuss with others with the same template

Now review your responses with the behavioural indicators in Tātaiako and the supporting resource


• Outlines five cultural

competencies

• Supports student achievement through

teacher practice

• Registration and re-registration

• Induction and mentoring

Guide lines RTC

Tātaiako appraisal

The Connections

`

• Self • Joint/shared

• Alignment • Professional growth

• Inquiry into practice

• Trust • Valid information

• Commitment to action Open to

learning conversations

Evaluative Capability

Responsibility Performance Management

Tangata whenuatanga

Wānanga Whanaungatanga

Manaakitanga

Ako

Conceptual Framework for Appraisal

Ako


Thinking about evidence

Presentation A range of presentation methods: either electronic or hard copy, videos, photographs, reflective journal /portfolio, etc.

Sources A range of sources: documentation, observation, questionnaires, interviews, student work, etc.

Perspectives A range of perspectives: from children, students, whānau, colleagues, leaders, community people, etc.


The development of a professionally intentional teacher. Better learning for tamariki / mokopuna Māori and indeed all children/students. Useful links: http://www.teacherscouncil.govt.nz/content/t%C4%81taiako-cultural-competencies-teachers-m%C4%81ori-learners http://www.teacherscouncil.govt.nz/content/tātaiako-cultural-competencies-teachers-māori-learners-resource-use-graduating-teacher

This all leads to:

http://www.teacherscouncil.govt.nz/rtc




































Te Pouherenga Kaiako o Aotearoa New Zealand Teachers Council

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