2- Culturally Responsive PracticeCentral Taranaki Kāhui Ako

Kathe Tawhiwhirangi Date: 08.08.19

Kia hora te marinoKia whakapapa pounamu te moanaHei huarahi mā tātou i te rangi nei

Aroha atu, aroha maiTātou i a tātou katoa

Hui ē! Tāiki ē!

Whakataka te hau ki te uruWhakataka te hau ki te tongaKia mākinakina ki utaKiā mātaratara ki taeKia hī ake ana te atakuraHe tio, he huka, he hau hūTihei Mauirora

Cease the winds from the westCease the winds from the southLet the breeze blow over the landLet the breeze blow over the seaLet the red tipped dawn come with a sharpened airA touch of frost, the promise of a glorious day

Rumatiki - waiata session Some notes from his kōrero :-) Link to kupu

Questioon from Rumatiki: What is our expectation of this session?● A song that respresent us● A waiata re a sense of belonging● Explaining our community● Something that bonds us tgeter● The same● Our tamariki● All of the abve● Sense of whānau - for us● Connectedness● Sense of familiarity - conectedn

ess● Whanau and family● Connectedness● Sense of place ● All of that

Rumatiki - waiata session Some notes from his kōrero :-)

⤿ A dilemna is we are not just Taranaki⤿ If we were to define this cohort - in a box...Graeme (Midhurst) at one end and Rawhitiroa at the lother⤿ Mangwhero- at the other end of Eltham⤿ Have tried to stay away from naming schools (A bit hard to translate Avon :-)⤿ 4 x verses - can be sung dependent on who is in the room perhaps..⤿ Last verse - more generic⤿ 3rd verse - for those mainly around Stratford⤿ 2nd verse - turning inland⤿ 1st verse - north and south

Rumatiki - waiata session Some notes from his kōrero :-)

➸ Mangaehu joins up with Patea➸ Ngati Maru terms have deliberately not been used in here➸ Te ihi waka - the brow of a canoe➸ Started composing this waiata 2 weeks ago - needed to get a sense of the geographical positioning of your Kāhui Ako and a sense of the people here

➸ 2nd waiata - a spontaneous moment

➸ The ngiri version - a haka without actions➸ 1st line of each verse = a Kaea➸ Learn the 4th verse 1st :-)

Purpose• To particpate in discussions around what Culturally Responsive Practice

(CRP) might look like for us across our Central Kāhui Ako • To consider authoring a Central Kāhui Ako Leadership-specific/centric

self review tool

Expected outcome/sThere are shared and common understandings around Culturally Responsive Practice

A Central Kāhui Ako CRP Framework is being crafted

What’s on Top

⤿ Work-wise?

⤿ Non work?

Your CPP Mothership

Folders within

Today’s slide deck

Collaborative Professional Rdg/Viewing

What did we do last time???

A quick refresher…..

1-19-Central Kāhui Ako-Feb 13th

A teacher A principal

1. I pronounce all my Māori students names accurately

1 2 3 4

2. I know my Māori students learning styles

1 2 3 4

3. I know who the mana whenua and iwi are of this area

1 2 3 4

4. I pronounce all local Māori names correctly

1 2 3 4

5. I make an effort to connect with the whānau of my students 1 2 3 4

6. I know my mihi

1 2 3 4

7. I know the whakapapa of my Māori learners 1 2 3 4

8. I know the whakapapa around our local marae

1 2 3 4

9. I have read Ka Hikitia

1 2 3 4

10. I know about the 5 cultural competencies in Tātaiako + the principles of Te Whāriki 1 2 3 4

11. I understand that sitting on tables is inappropriate

1 2 3 4

12. My Māori students feel safe in my classroom I know this because… 1 2 3 4

13. I use basic commands in my learning environment 1 2 3 4

14. I provide opportunity for my students to use Te Reo

1 2 3 4

15. I know karakia for…. * The start of the day* Kai* End of the day 1 2 3 4

16. I know at least, two local legends 1 2 3 4

Cultural awareness BINGO activity

Tātaiako

19-KOHA Quizz(2)

Tangata WhenuatangaWhat opportunities are there for students to strengthen their language, identity and culture?

What local stories and/or significant landmarks can the students connect to historically?

Learning that is authentic to where the child is coming from

Providing contexts for learning where the language, identity and culture is...affirmed. Place based, socio- cultural awareness and

knowledge

Treaty of WaitangiArticle 1:

KawanatangaHonorable governance and leadershipHow do we ensure we lead and govern honourably for and with Māori?

Local historyLocal legends

A teaching approach to enable Māori achieving success as Māori - 3mins 25

Working with iwi - 7mins 05 Tangata Whenuatanga

Names

(Phase 1)

Brainshare (Phase 2)

Themes identified

How do we serve, and care, for our learners?

If we asked our learners about whether they felt cared for and/or valued, what might they say?

Caring for Māori learners, as culturally

located beingsDemonstrating integrity, sincerity and respect towards Māori beliefs, language and culture

Treaty of WaitangiArticle 2:

RangatiratangaRetaining sovereigntyMāori self determination, authority, agency

Manaakitanga describes the immediate responsibility and authority of the host to care for their visitors emotional, spiritual, physical and mental wellbeing (ERO Indicators)

Manaakitanga

What is Manaakitanga?4:40 mins

In the New Zealand setting, these understandings also need to be extended to include developing and sustaining language, culture and identity to ensure all students have the opportunity to learn and experience education success

ERO School Evaluation Indicator: Pg15

Names...

(Phase 1)

Brainshare (Phase 2)

Themes identified

How often do we converse with our parents? Are these interactions usually positive, or otherwise?

Is conversing with your students a ‘norm’ during your day? Is it

direction-heavy?

Communication, problem solving, innovation

Participating with learners and communities in robust dialogue for the benefit of Māori learners’

achievement

Treaty of WaitangiArticle 3:

OritetangaPromote equity

Effective teachers of Māori students are able to engage in effective teaching interactions with Māori students as Māori.

Wānanga

Media Gallery - Enabling e-Learning

The major impact of focusing on Māori achieving success as Māori (MASAM) has been the parent and community involvement at Waerenga o Kuri. As a result of deliberately creating programmes where the parents can come and join in with their children’s learning, parents feel welcome and included in their child's education. Student, Herepo Wynyard talks about how the involvement of her whānau both online (through her e-portfolio), and face-to-face at school has encouraged success with her learning goals.

TranscriptTags: Primary, e-Portfolios, Communication, Community engagement, Inclusion, MASAM, Māori, Whānau engagement

Wānanga

Names...

(Phase 1)

Brainshare (Phase 2)

Themes identified

Treaty of Waitangi Quizz

How well do you know your students? Your parents?Colleagues?

What deliberate steps could you take to honour relationships and give time to this on a regular basis to nurture, develop and strengthen relationships in your classroom? Staffroom?

Relationships (students, iwi, hapu, family) with high expectations

Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapu, iwi and the

Māori community

Treaty of WaitangiArticle 3:OritetangaPromote equity

Whakawhanaungatanga is the process of establishing links, making connections and relating to the people one meets by identifying in culturally appropriate ways, whakapapa linkages, past heritages, points of engagement, or other relationships. Establishing whānau connections is kinship in its widest senseERO School Evaluation Indicator: Pg15 & 16

Whanaungatanga

Mana-the power in knowing who you are

Whanungatanga 4 mins

Name...

(Phase 1)

Brainshare (Phase 2)

Themes identified

On any given day, what opportunities do you provide for your students to share their learning with others?

Reciprocal teaching and learning

Taking responsibility for our own learning and that of our Māori learners . Practice in the classroom and beyond

Treaty of WaitangiArticle 4:Spoken promiseCultural/Religious FreedomsHow do we support Māori learners to access their language, culture and identity?

Ako is grounded in the principle of reciprocity and also recognises that students and their whānau cannot be separated. Ako describes a teaching and learning relationship “where the child is both teacher and learner” (Pere, 1982, cited in Berryman et al., 2002) and the educator is also learning from the student in a two-way process.

Ako

ERO School Evaluation Indicator: Pg16

Video clip - Russell Bishop (Ako) 10 ways to teach me

(Phase 1)

Brainshare (Phase 2)

Themes identified

Effective teachers of Māori students (link)Rate yourself through your student’s eyes, whānau eyes, your eyes!

Crafting docs

Ako ManaakitangaTangataWhenuatanga Wānanga

Whanaungatanga

Central Kāhui Ako Framework

Resources - 1Māori Achieving Success as Māori - TEMPLATE

Enabling e-Learning (MASAM) page Ka Hikitea - Accelerating Success

Tataiako - Cultural competencies for teachers of Māori students

What exactly does Māori Achieving Success as Māori, mean to you?

Ruia - Teacher Appraisal for Māori Learners’ success

Me and My School survey School Leadership and Student Outcomes

Case Study - Opotiki College

Case study - Sylvia Park School Case study - Te Ara Whānui KKM Case study - Waverly School

Webinar: Understanding Collaborative Inquiry

Template - Our Code, Our Standard Te Takanga o te wāYrs 1-8 Māori HistoryNote: Pg 17

Māori History in the NZ Curriculum ERO Success Indicators

Resources - 2 Rdgs & Videos Clips to set and support this kaupapa

Going forward?...

●●● ● ● ●

Final word/sA reflective word, sentence, statement, wondering, next step….from today

Kathe Tawhiwhirangi | Regional Manager, Coordinator, Lead facilitatorCORE Education Ltd, PoriruaM: 021 527 004 | W: 04 979 7805 | E: kathe.tp@core-ed.ac.nz W: http://www.core-ed.org | FB: http://www.facebook.com/coreeducation