What is our kaupapa? What is our why?

To quote our handbook and the Ako Mātātupu website:

The aim of our work is to help all children to fulfil their potential, by disrupting the inequities that exist in education and in society. 

We believe that one of the best ways to achieve this aim is to gather extraordinary individuals and equip them to serve the amazing young people in our underserved communities.

Evidence shows that teaching is the most significant in-school factor that can positively affect educational inequality, and we aim for our programme participants to grow as exceptional teachers and education leaders who can make the biggest difference possible, alongside the many other great teachers and school leaders already in the profession, to help all children realise their potential. According to Delpit (2006), education reform can happen in the classroom:

“By knowing their students and their students’ intellectual heritage and using that knowledge in their instruction, by always demanding students’ best, by fighting against societal stereotypes, and by helping students understand the important role they can play in changing their communities and the world, teachers truly can revolutionize the education system and save this country, one classroom at a time.”

Delpit, 2006, p.231

Our Waiata

Why this experience impacted me:

He aha te kaupapa is the title of the Te Ahitū waiata. Although I was not there when they composed this waiata, it still impacted me. We sang it after MJ performed her ‘Ten pieces of advice for the teachers of young brown scholars.’ I was so moved by this spoken word poem that I felt I was part of a crusade. This is a crusade towards a better tomorrow for our educationally malnourished students. They continue to fall to the wayside in our shit-show of an education system. I will take this experience to help me hold on to our vision in a mainstream setting. I will let it be my WHY.

What I learned and will take into my classroom:

• Foster a safe and inclusive space
• Compose a waiata with my classes

The composing process of our waiata will be the part that I will take into my classroom. Just as Charles had done with our cohort, I will establish a learning-focused (Standard 4) relationship where everyone of all nationalities has input into the waiata composition. I hope to achieve this by fostering trust, respect, and cooperation with all my students, just as Charles did, within an environment where it is safe to take risks. It is okay to bring who they are. I want to create a space where each individual’s diversity and uniqueness are accepted and valued, especially for our Māori and Pasifika students.

Standard / Competency	A student teacher
Standard 1: Te Tiriti o Waitangi partnership 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 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. – Create an environment where learners can be confident in their identities, languages, cultures and abilities.  – 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.
Tātaiako: Whanaungatanga Actively engages in 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.
Tātaiako: Manaakitanga 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
Tātaiako: Tangata Whenuatanga: 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
Tātaiako: Wānanga Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.	– Demonstrates an open mind to explore differing views and reflect on own beliefs and values.  – Shows an appreciation that views which differ from their own may have validity.
Tataiako: Ako 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. – Positions themselves as a learner.
Tapasā 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.
Tapasā 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 worldviews 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.
Tapasā 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.