Te Tiriti o Waitangi partnership
Demonstrate commitment to
Tangata whenuatanga and Te
Tiriti o Waitangi partnership in
Aotearoa New Zealand.
Understand and recognize the unique status of Tangata Whenua in
Aotearoa New Zealand.
- Communicates effectively
with Māori parents and
whānau about their
child’s learning.
- Engages with Māori
learners, whānau,
hapū, iwi, and Māori
communities in open
dialogue about teaching
and learning.
- Has respectful working
relationships with
Māori learners and their
whānau, hapū, and iwi
that enhance Māori
learner achievement.
Understand and acknowledge the histories, heritages, languages, and cultures
of partners to Te Tiriti o Waitangi.
- Actively seeks ways to
work with whānau to
maximize Māori learner
success.
- Displays respect, integrity, and sincerity when
engaging with Māori
learners, whānau, hapū,
iwi, and communities.
- Demonstrably cares about
Māori learners, what they
think and why.
Practice and develop the use of te reo and tikanga Māori.
- Displays respect for
the local Māori culture
(ngā Tikanga-ā-iwi) in
engaging with Māori
learners, their parents
whānau, hapū, iwi, and
communities.
- Incorporates Māori
culture (including
Tikanga-ā-iwi) in
curriculum delivery and
design processes.
- Can describe how
the Treaty of Waitangi
influences their
practice as a teacher
in the New Zealand
educational setting.
Consciously plans and uses
pedagogy that engages
Māori learners and caters
to their needs.
Plans and implements
programs of learning
that accelerate the progress
of each Māori learner
identified as achieving
below or well below
expected achievement
levels.
Actively engages Māori
learners and whānau in
the learning (partnership)
through regular, purposeful
feedback and constructive
feed-forward.
Harnesses the rich
cultural capital that
Māori learners bring
to the classroom by
providing culturally
responsive and engaging
contexts for learning.
Actively facilitates the
participation of whānau
and people with the
knowledge of local
context, Tikanga, history, and language to support
classroom teaching and
learning programs.
Consciously uses and
actively encourages
the use of local Māori
contexts (such as
whakapapa, environment,
Tikanga, language, history,
place, economy, politics,
local icons, and geography) to
support Māori learners’
learning.
Validates the prior
knowledge that Māori
learners bring to their
learning.
Maintains high
expectations of Māori
learners succeeding
as Māori.
Takes responsibility for
their own development
of Māori learner
achievement.
Ensures congruency
between learning at home
and at school.
As much as I am a teacher, so much I am a learner too. I am not so much confident in teaching Te Reo as much as teaching other learning areas. However, my low ability in Te Reo does not significantly affects me in any way to facilitate the learning of Te Reo Maori.
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