Navigate to learning experiences that adhere to Standards 1, 3-6 of the Teaching Profession. Included are the aligning Tātaiako and Tapasā competencies.
Ngā Paerewa mō te Umanga Whakaakoranga
Standards for the Teaching Profession
| STANDARD | ELABORATION OF THE STANDARD |
| Standard 1: Te Tiriti o Waitangi partnerships Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand. | • Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. • Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. • Practise and develop the use of te reo and tikanga Māori. |
| Standard 3: Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. | • Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community. • Communicate effectively with others. • Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. • Communicate clear and accurate assessment for learning and achievement information. |
| Standard 4: Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. | • Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. • Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. • Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. • Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. • Create an environment where learners can be confident in their identities, languages, cultures and abilities. • Develop an environment where the diversity and uniqueness of all learners are accepted and valued. • Meet relevant regulatory, statutory and professional requirements. |
| Standard 5: Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. | • Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. • Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. • Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. • Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. • Design learning that is informed by national policies and priorities. |
| Standard 6: Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. | • Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all. • Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. • Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. • Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning. • Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning. • Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning. |
Ngā Āheinga Tātaiako
Tātaiako Competencies
There were some instances where kaikōrero/kaihāpai, such as Teina and Moana-Aroha, fell under the ‘Leader’ columns of the Tātaiako competencies.
| COMPETENCY | CERTIFICATED | EXAMPLES |
| Wānanga: Communication, problem solver, innovation Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. | Engages with Māori learners, whānau, hapū, iwi and Māori communities in open dialogue about teaching and learning. | • Student teachers engaging in discussions and robust debate. • Effective learning and teaching interactions between student teachers and kaihāpai, kairapu, and guest speakers. • Co-constructing learning (waiata and name of cohort) |
| Whanaungatanga: Relationships (students, school-wide, community) with high expectations. Actively engages n respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community. | • Can describe from their own experience how identity, language and culture impact on relationships. | • Effective relationships with Māori (and all) learners. • Effective teacher – know self to know others. • Connection between kaihāpai and student teachers maintained. • Productive partnerships. • High expectations – intensive as Summer Intensive. |
| Manaakitanga: Values – integrity, trust, sincerity, equity. Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture. | • Values cultural difference. • Demonstrates an understanding of core Māori values such as: manaakitanga, mana whenua, rangatiratanga. • Shows respect for Māori cultural perspectives and sees the value of Māori culture for New Zealand society. • Is prepared to be challenged, and contribute to discussions about beliefs, attitudes and values. • Has knowledge of the Treaty of Waitangi and its implications for New Zealand society | • Effective Teaching Profile (Te Kotahitanga). • Caring for Māori student teachers (and student council) as culturally located beings. • Treating Māori student teachers (and student council), whānau and iwi equitably with sincerity and integrity. |
| Tangata Whenuatanga: Place-based, socio-cultural awareness and knowledge. Arms Māori learners as Māori – provides contexts for learning where the identity, language and culture (cultural locatedness) of Māori learners and their whānau is armed. | • Knows about where they are from and how that informs and impacts on their own culture, values and beliefs. | • Effective language and cultural practices for Māori learners. • Te reo Māori / ā-iwi. • Tikanga Māori / ā-iwi. • Place-based education – Ihumātao. • All learning and interaction occurs within a cultural context. • Knowledge of whakapapa – knowing who student teachers are, where they are from and who they belong to (identity, language, culture). |
| Ako: Practice in the classroom and beyond. Takes responsibility for their own learning and that of Māori learners. | • Recognises the need to raise Māori learner academic achievement levels. • Is willing to learn about the importance of identity, language and culture (cultural locatedness) for themselves and others. • Can explain their understanding of lifelong learning and what it means for them. • Positions themselves as a learner. | • Student teacher reflections. • Student teacher feed-up, feed-across, feed-back. • Reciprocal teaching/ learning; student teacher, kāhuihāpai, guest speakers, student council. • Effective learning by student teachers. • Effective pedagogy adopted by kāhui hāpai and guest speakers. • Effective curriculum for ITE (Initial Teacher Education). |
Ngā Turu Tapasā
| TURU | ELABORATION OF THE STANDARD | EXAMPLE |
| Turu 1: Identities, languages and cultures Demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners. | 1.1 Understands his or her own identity and culture, and how this influences the way they think and behave. 1.2 Understands the importance of retention and transmission of Pacific identities, languages and cultural values. 1.3 Is aware of the diverse ethnic-specific differences between Pacific groups and commits to being responsive to this diversity. 1.4 Understands that Pacific world-views and ways of thinking are underpinned by their identities, languages and culture. | • Teaching to diversity. • Kāhuihāpai and guest speakers as adaptive experts. • Treating Māori student teachers (and student council), whānau and iwi equitably with sincerity and integrity. • Knowing who student teachers are, where they are from and who they belong to (identity, language, culture). • Multi-ethnic Pasifika student teacher. |
| Turu 2: Collaborative and respectful relationships and professional behaviour Establishes and maintains collaborative and respectful relationships and professional behaviours that enhance learning and wellbeing for Pacific learners. | 2.1 Understands his or her world-views and ways of building relationships differ from those of Pacific learners. 2.2 Understands that there are different ways to engage and collaborate successfully with Pacific learners, parents, families and communities. 2.3 Is aware of the importance of respect, collaboration and reciprocity in building strong relationships with Pacific learners, their parents, families and communities. | • Teu le va with student teachers within a learning context. • Student teacher feed-up, feed-across, feed-back. • Reciprocal teaching/ learning; student teacher, kāhuihāpai, guest speakers, student council. • Effective relationships. with Pasifika (and all) learners. • Effective teacher (kaihāpai, guest speaker) – know self to know others. • Meaningful and respectful relationships between kaihāpai and student teachers maintained. • Productive partnerships. |
| Turu 3: Effective Pacific pedagogies Implements pedagogical approaches that are effective for Pacific learners. | 3.1 Recognises that all learners including Pacific are motivated to engage, learn and achieve. 3.2 Knows the importance of Pacific cultural values and approaches in teaching and learning. 3.3 Understands that Pacific learners learn differently from each other, and from their non-Pacific peers. 3.4 Understands the aspirations of Pacific learners, their parents, families and communities for their future and sets high expectations. | • Effective learning by student teachers. • Effective pedagogy adopted by kāhui hāpai and guest speakers. • Effective curriculum for ITE (Initial Teacher Education). • High expectations. |
Tapasā Competencies
Te Kōpaki a Ruiha Epiha 