2012 - Education Council Hapai O ki... · 2012 Ngä Ähuatanga. Professional Learning Journeys Te Häpai Ö – Induction and Mentoring in Maori-medium Settings Education Council

Professional Learning Journeys

Te Häpai Ö Induction and Mentoring in Mäori-medium Settings

2012

Ngä Ähuatanga

Professional Learning JourneysTe Häpai Ö – Induction and Mentoring in Maori-medium Settings

Education Council

ContentsIntroduction ................................................................................. 1

Ähuatanga: Whanaungatanga ................................................... 2

Ähuatanga: Manaakitanga ......................................................... 4

Ähuatanga: Kaitiakitanga ....................................................... 6-9

Ähuatanga: Rangatiratanga ...................................................... 10

Ähuatanga: Kotahitanga ...................................................... 12-15

Ähuatanga: Mätauranga ..................................................... 16-23

Ähuatanga: Wairuatanga ......................................................... 24

Ngä Tauira Aromatawai ............................................................. 26

Performance Indicators: Sample Checklist 1 ............................ 27

Performance Indicators: Sample Checklist 2 ............................ 28

Observation Notes: Sample Template 1 ................................... 29

Observation Notes: Sample Template 2 ................................... 30


Education Council1

Introduction Te Häpai ÖThe following templates have been developed to support the implementation of a Te Amorangi ki Mua model of induction and

mentoring in Mäori-medium settings. The templates form part of Te Häpai Ö – the provision of resources to support the Pia. While

the design of these templates is underpinned by the philosophies that drive Te Amorangi ki Mua, they are provided as guides only and

should be adapted to fit within the specific and unique contexts evident in each Mäori-medium setting. Adapting the templates is best

done in conjunction with Pou Tautoko and other key participants in Te Amorangi ki Mua such as advisors, principals, community leaders,

rangatira, kuia, and kaumätua, who provide peer review and examples of best practice for the Pia.

All templates are available on the Education Council website.

Ngä Ähuatanga me ngä Paearu mö ngä Pouako kua RëhitatiaThe first set of templates illustrates how the seven ähuatanga1 provide a functional framework for induction and mentoring. Utilised in

conjunction with the contextual tools described in the table below, the ähuatanga have practical application in the provision of support

in Te Amorangi ki Mua. The contextual tools and ähuatanga can be ‘packaged’ and utilised in various ways to support the professional

learning and development of the Pia.

WhakatauäkïMäori proverbs that provide metaphors which the Pou Tautoko and Pia use as a philosophical resource for

interpreting the ähuatanga in a range of contexts.

Hei Ako Key indicators that reflect the Practising Teacher Criteria.

Ngä Paearu mo ngä

Pouako kua Rëhitatia

The Practising Teacher Criteria (PTC) for ‘quality teaching in Aotearoa’2 that are clearly evident

within each of the ähuatanga Mäori.

AkoPedagogical and reflective questions aligned to each of the ähuatanga Mäori, designed to guide the Pou

Tautoko in appraising the professional practice of the Pia.

Hei Wänanga Focus question of study.

Hei Tauira Suggested examples of evidence.

Section seven

Te HäpaI Ö kI MurI

1. Refer to Section 4 of the A5 document for a description of the seven ähuatanga – essential elements.

2. New Zealand Teachers Council (2010). Registered Teacher Criteria. Wellington: New Zealand Teachers Council.

web ref4 www.educationcouncil.org.nz


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YeAR 1/2 AKO: WHANAUNGATANGA COMPleTION DATe

What type of support does the Pia

require to build collaborative, supportive,

and effective professional relationships?

(Whanaungatanga)

/ /

What practices in the kura support

sound relationships between the Pia

and other professionals, and the school

community? (Manaakitanga)

/ /

With whom does the Pia need to build

key relationships in order to ensure the

wellbeing of all äkonga? (Kaitiakitanga)

/ /

Who is the Pia responsible to and

who is responsible for the Pia? How

are those responsibilities manifested?

(Rangatiratanga)

/ /

How does the kura communicate what

it expects of the Pia in terms of ensuring

the wellbeing and achievement of

äkonga? (Wairuatanga)

/ /

ähuatanga: whanaungatangaWhakatauäkï: Unuhia te rito o te harakeke kei whea te kömako e kö?

Whakatairangatia – rere ki uta, rere ki tai;

Ui mai koe ki ahau he aha te mea nui o te ao?

Mäku e kï atu, he tangata, he tangata, he tangata!

Hei Ako: Assist the Pia to use the whakatauäkï to engage in ethical, respectful, positive, and collaborative professional relationships with:

• äkonga and their whänau

• tumuaki and colleagues

• the teaching community.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he whiri, he whakapümau hoki i ngä hononga ngaio e tika ana, e arotahi ana ki te ako me te

noho-ora o ngä äkonga katoa. (PPR 1)

• Fully registered teachers establish and maintain effective professional relationships focused on the learning and well-being of all äkonga. (PTC 1)

Education Council


Completion Date: / /

Pou Tautoko: Pia: Tumuaki:

3

YeAR 1/2 AKO: WHANAUNGATANGA COMPleTION DATe

What professional relationships does

the Pia need to establish in order to

contribute successfully to meeting the

student achievement targets and kura

strategic goals? (Kotahitanga)

/ /

How do whänau contribute to the

learning and teaching of äkonga?

(Mätauranga)

/ /

Hei Wänanga

What have you done to know and understand the

kura? Provide evidence.

What do you do to form relationships with äkonga?

Provide evidence.

What do you do to form a relationship with the

tumuaki? Provide evidence.

What do you do to form relationships with your

colleagues? Provide evidence.

Hei TauiraEvidence of: attendance and participation in hui (eg staff and community); effective relationships built as outlined in ‘kura’ handbooks,

prospectus, New Zealand Teachers Council’s Code of Ethics for Registered Teachers/Ngä Tikanga Matatika mö ngä Pouako kua Rëhitatia,

Te Riu Roa (NZEI) newsletter, and/or contractual conditions of employment; contribution to newsletters/pänui, photos, videos of school

functions; attendance at sports, cultural and recreational gatherings, extra-curricular activities, parent-teacher interviews, camps,

fundraisers, gala days, and concerts.

ähuatanga: whanaungatanga continued


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YeAR 1/2 AKO: MANAAKITANGA COMPleTION DATe

How does the Pia create a nurturing

environment that demonstrates

mutual respect for all äkonga?

(Whanaungatanga/Manaakitanga)

/ /

What culturally responsive teaching

strategies does the Pia use to

promote the wellbeing of all äkonga?

(Kaitiakitanga)

/ /

How does the Pia recognise and promote

the leadership qualities of each äkonga?

(Rangatiratanga)

/ /

How does the Pia use their knowledge of

how to settle a learner to ensure learning

occurs? (Wairuatanga)

/ /

How does the Pia ensure each and every

äkonga feels that they are a respected

and valued member of the class?

(Kotahitanga)

/ /

What professional learning support does

the Pia need to ensure that they are able

to effectively promote the wellbeing of all

äkonga? (Mätauranga)

/ /

ähuatanga: ManaakitangaWhakatauäkï: He käkano i ruia mai i Rangiätea.

Hei Ako: Assist the Pia to use the whakatauäkï to:

• provide and maintain a teaching and learning environment that is physically, socially, culturally, and emotionally safe

• acknowledge and respect the languages, heritages, and cultures of all äkonga

• comply with relevant regulatory and statutory requirements.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä ngä pouako kua rëhitatia he whakaatu mai i töna whai kia noho ora ngä äkonga katoa. (PPR 2)

• Fully registered teachers demonstrate commitment to promoting the wellbeing of all äkonga. (PTC 2)

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Hei Wänanga

How do I show in my practice that I actively promote

the well-being of all äkonga for whom I am

responsible? Provide evidence.

How are äkonga with diverse abilities and dispositions

catered for in the class, kura, and the school

community? Provide evidence.

What strategies are used to acknowledge the socio–

cultural context of the äkonga? Provide evidence.

Hei TauiraEvidence could include: samples of children’s work/portfolio/reflections; examples of work celebrating the child; photos of the classroom

environment; examples of tuakana/teina interactions; management plans (emergency, medical, accident, attendance/absences, EOTC).

ähuatanga: Manaakitanga continued


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YeAR 1/2 AKO: KAITIAKITANGA COMPleTION DATe

How does the Pia establish relationships

between non-Mäori and Mäori?

(Whanaungatanga)

/ /

Does the kura welcome other cultures,

languages, and heritages, and if so, to

what extent? (Manaakitanga)

/ /

What is the role of the kura in upholding

the bicultural partnership established by

Te Tiriti o Waitangi? (Kaitiakitanga)

/ /

How does the Pia model to their learners

the qualities of a bicultural person?

(Rangatiratanga)

/ /

How does the Pia acknowledge other

values and ways of doing things?

(Wairuatanga)

/ /

How does the kura uphold its

responsibilities under Te Tiriti o Waitangi?

(Kotahitanga)

/ /

How does the Pia ensure equitable

learning outcomes for all äkonga?

(Mätauranga)

/ /

ähuatanga: kaitiakitanga Whakatauäkï: Mä whero, mä pango ka oti te mahi.

Hei Ako:Assist the Pia to use the whakatauäkï to demonstrate respect for the heritages, languages, and cultures of both partners to the

Treaty of Waitangi.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä ngä pouako kua rëhitatia he whakaatu i töna ü ki te hononga käkano-rua ki Aotearoa. (PPR 3)

• Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa New Zealand. (PTC 3)

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Hei Wänanga

How do I model, in my professional work, respect

for the cultural heritages of both Treaty partners in

Aotearoa New Zealand? Provide evidence.

Hei TauiraEvidence could include: audio–visual recording of song, story, dance; cultural studies activities; curriculum planning and activity.

ähuatanga: kaitiakitanga continued


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YeAR 1/2 AKO: KAITIAKITANGA COMPleTION DATe

What relationships does the Pia need

to establish and/or maintain in order to

work effectively within the bicultural

context of Aotearoa New Zealand?

(Whanaungatanga)

/ /

What support does the Pia need to meet

expectations of whänau, hapü, and iwi

in terms of the aspirations they have for

their tamariki? (Manaakitanga)

/ /

How does the Pia actively show respect

for the heritage languages of the Treaty

of Waitangi partners? (Kaitiakitanga)

/ /

How does the Pia model high

expectations for learning and teaching?

(Rangatiratanga)

/ /

How do Pou Tautoko support the Pia to

critique their practice in terms of how it

reflects the bicultural context of Aotearoa

New Zealand? (Wairuatanga)

/ /

How well aligned are the expectations

of the Pia and the kura in terms of

the achievement of äkonga Mäori?

(Kotahitanga)

/ /

ähuatanga: kaitiakitangaWhakatauäkï: Toi te kupu, toi te mana, toi te whenua.

Hei Ako: Guide the Pia to use the whakatauäkï in their teaching and learning environment to:

• practise and develop the relevant use of te reo me ngä tikanga ä-iwi in context

• specifically and effectively address the educational aspirations of äkonga Mäori

• model high expectations for learning and teaching.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitia he mahi tika, he mahi pai i roto i te horopaki käkano-rua o Aotearoa. (PPR 10)

• Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand. (PTC 10)

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How can the Pia engage in professional

discussions that consider and support

teaching and learning in the bicultural

context of Aotearoa New Zealand?

(Mätauranga)

/ /

Hei Wänanga

How does ‘Toi te kupu, toi te mana, toi te whenua’

advocate for the bicultural context of teaching and

learning in Aotearoa New Zealand? Provide evidence.

What ‘toi te kupu’ strategies have been successful in

your practice? Provide evidence.

What strategies aligned to ‘toi te mana’ have led to

achievement for äkonga? Provide evidence.

Identify those activities from your teaching and

learning programme that promote ‘toi te whenua’.

Provide evidence.

Hei TauiraEvidence could include: achievement records; student achievement goals/expectations; copies of profiles; audio and visual recordings of

proficiency of tamariki; LEOTC; reflective journals; conferencing (parent, äkonga, teachers, other professionals); minutes of whänau hui.

ähuatanga: kaitiakitanga continued


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YeAR 1/2 AKO: RANGATIRATANGA COMPleTION DATe

To what extent does the Pia extend

their professional network in order

to benefit teaching and learning?

(Whanaungatanga)

/ /

What opportunities does the Pia

take to contribute to leadership roles

and responsibilities within the kura?

(Manaakitanga)

/ /

How can the Pia contribute to curriculum

policies within the kura or in regional/

national teaching and learning initiatives?

(Kaitiakitanga)

/ /

How does the Pia demonstrate ‘te tü

pakari, te tü rangatira’ in the kura?

(Rangatiratanga)

/ /

How does the Pia describe their

leadership style? (Wairuatanga)/ /

To what extent does the Pia uphold their

leadership responsibilities for teaching

and learning? (Kotahitanga)

/ /

ähuatanga: rangatiratangaWhakatauäkï: Ina te mahi, he rangatira.

Hei Ako: Assist the Pia to use the whakatauäkï and demonstrate rangatiratanga by:

• actively contributing to the professional learning community

• undertaking areas of responsibility effectively

• managing their workload effectively

• taking responsibility for their ongoing professional learning.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he tü hei kaihautü, hei kaiärahi pai e whaihua ai te whakaako me te ako. (PPR 5)

• Fully registered teachers show leadership that contributes to effective teaching and learning. (PTC 5)

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How does the Pia validate and utilise

traditional as well as contemporary ways

of knowing and doing to support their

own learning and the learning of their

äkonga? (Mätauranga)

/ /

Hei Wänanga

What skills, knowledge, and dispositions do you

admire in a leader and give credence to ‘Ina te mahi,

he rangatira’? Provide evidence.

In what ways do you emulate ‘Ina te mahi, he

rangatira’? Provide evidence.

Hei TauiraEvidence could include: acting as kaiwhakawä/kaitätaki kapa haka; participating in national panels; attending leadership hui; taking

charge of a kura initiative such as fruit for schools and fundraising activities; leading a curriculum area; acting as kaikörero for cluster;

representing the school, the profession, and/or the community.

ähuatanga: rangatiratanga continued


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YeAR 1/2 AKO: KOTAHITANGA COMPleTION DATe

What links does the Pia make (with

whänau and community groups) in order

to celebrate appropriately the differences

and similarities of groups of äkonga?

(Whanaungatanga)

/ /

How does the Pia utilise a strengths-

based approach in their teaching

practice? (Manaakitanga)

/ /

In what ways does the Pia demonstrate

valuing of others, their experiences,

cultures, and languages; for example

valuing tikanga ä-iwi and/or reo ä-iwi?

(Kaitiakitanga)

/ /

How does the Pia support äkonga to

share their strengths and interests: for

example through tuakana/teina grouping

or allowing them to fulfil leadership

roles? (Rangatiratanga)

/ /

What ethical matters does the Pia

consider when dealing with other

cultures and languages? (Wairuatanga)

/ /

ähuatanga: kotahitangaWhakatauäkï: Töku reo, töku ohooho,

Töku reo, töku mäpihi maurea.

Hei Ako: Collaborate with the Pia to reflect the whakatauäkï by:

• demonstrating knowledge and understanding of social and cultural influences on learning by working effectively in the context

of the kura

• selecting teaching approaches, resources, technologies, and learning and assessment activities that are inclusive and effective for

all äkonga

• modifying teaching approaches to address the needs of individuals and groups of äkonga.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he urupare tika ki te whänui o ngä wheako reo, ngä wheako ahurea, ngä pümanawa, ngä mea e

pärekareka ana, ngä mea hoki e matea ana e ngä äkonga – takitahi mai, röpü mai. (PPR 9)

• Fully registered teachers respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of äkonga. (PTC 9)

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How confident is the Pia when working

with diverse interest groups of äkonga?

(Kotahitanga)

/ /

What professional learning support

does the Pia need to go beyond their

own cultural and language constraints

to understand diversity in teaching and

learning? (Mätauranga)

/ /

Hei Wänanga

What strategies do you use to enable learners to bring

their own world-view (cultural, linguistic, spiritual) to

their learning? Provide evidence.

Hei TauiraEvidence could include: learning stories; videos or photos of classroom activities; observations; planning of specific strategies; inquiry

learning; problem-solving; whänau participation; engaging community experts and local knowledge; co-constructing activities.

ähuatanga: kotahitanga continued


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YeAR 1/2 AKO: KOTAHITANGA COMPleTION DATe

What relationships and networks

does the Pia need to ensure a learning

environment which is inclusive

and supportive for all äkonga?

(Whanaungatanga)

/ /

What tikanga (protocols and strategies)

does the Pia use to address the

educational, cultural, and social needs of

each äkonga? (Manaakitanga)

/ /

How does the Pia protect the rights and

values of each äkonga? (Kaitiakitanga)/ /

How does the Pia role model respect,

co-operation, and trust with äkonga?

(Rangatiratanga)

/ /

What inherent values does the Pia need

to support a collaborative, inclusive, and

learning environment? (Wairuatanga)

/ /

ähuatanga: kotahitanga Whakatauäkï: Tangata i akona ki te käinga, tünga ki te marae, tau ana.

Hei Ako: Assist the Pia to apply the whakatauäkï to:

• demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate

äkonga

• foster trust, respect and cooperation with and among äkonga.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he whakarite i tëtahi taiao ako e häpai ana i te mahi tahi, i te kauawhi, i te tautoko tahi. (PPR 7)

• Fully registered teachers promote a collaborative, inclusive, and supportive learning environment. (PTC 7).

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How can Pou Tautoko, whänau, and

Pia work together to ensure that the

graduate profile is a realistic outcome for

learners at the kura? (Kotahitanga)

/ /

What professional learning support does

the Pia need to engage every äkonga

successfully in learning? (Mätauranga)

/ /

Hei Wänanga

How do you build a learning environment where every

äkonga is respected? Provide evidence.

Hei TauiraEvidence could include: photos; classroom and schoolwide behaviour management plans; reward systems; whakatau strategies;

classroom layout photos explaining how it is inclusive; tuakana/teina peer grouping; participation in pöwhiri, poroporoaki, and/or

karakia.

ähuatanga: kotahitanga continued


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YeAR 1/2 AKO: MÄTAURANGA COMPleTION DATe

What support does the Pia need to

develop a professional learning network

in order to enjoy the benefits of ‘te mahi

ngätahi’? (Whanaungatanga)

/ /

What opportunities are available to the

Pia to learn from, and contribute to,

the learning of others in the sector?

(Manaakitanga)

/ /

Who will guide and support the Pia to

identify their professional learning needs?

(Kaitiakitanga)

/ /

To what extent does the Pia take

responsibility for their ongoing

professional learning? (Rangatiratanga)

/ /

How can the Pia be supported to

develop a career plan based on te whare

tapawhä; that is, one that balances both

professional and personal development?

(Wairuatanga)

/ /

ähuatanga: Mätauranga Whakatauäkï: Mä te whakaaro nui e hanga te whare; mä te mätauranga e whakaü.

Hei Ako: Assist the Pia to apply the whakatauäkï to:

• identify professional learning goals in consultation with colleagues

• participate responsively in professional learning opportunities within the learning community

• initiate learning opportunities to advance personal professional knowlege and skills.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he whakapau kaha kia haere tonu ana akoranga ngaio, me te whakawhanake i töna ake

ngaiotanga. (PPR 4)

• Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice. (PTC 4)

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How do the identified professional

learning needs of the Pia relate to the

kura-wide goals? (Kotahitanga)

/ /

What does the Pia already know and

what do they still need to learn about

teaching and learning? (Mätauranga)

/ /

Hei Wänanga

How can you take responsibility for your own

professional learning to develop your own philosophy

of teaching? Provide evidence.

How does professional discourse support practice and

inquiry? Provide evidence.

Hei TauiraEvidence could include; evidence of professional development attended; minutes of professional conversations including feedback/

feedforward; descriptions of leadership roles; a career plan; reflective journals; evidence of further study.

ähuatanga: Mätauranga continued


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To what extent does the Pia work

collaboratively with their colleagues to

develop and plan teaching and learning

programmes? (Whanaungatanga)

/ /

How can Pou Tautoko operate as both

critical friend and guide to the Pia in

their professional conversations about

planning and implementing learning

programmes? (Manaakitanga)

/ /

How do kura systems and processes

support the Pia to work collaboratively

when planning? (Kaitiakitanga)

/ /

How does the Pia use their strengths and

interests to lead learning and curriculum

issues in the kura? (Rangatiratanga)

/ /

How does the Pia plan successful learning

programmes that are responsive to the

diverse learning and cultural needs of

their learners? (Wairuatanga)

/ /

ähuatanga: Mätauranga Whakatauäkï: Ko te manu e kai ana i te miro, nöna te ngahere,

Ko te manu e kai ana te mätauranga, nöna te ao.


• articulate clearly the aims of their teaching, giving sound professional reasons for adopting these aims and implementing them in

their practice

• demonstrate, through their planning and teaching, their knowledge and understanding of relevant content, disciplines, and

curriculum documents.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he äta wänanga, he whakamahere, he whakatinana hoki i tëtahi hötaka ako e tika ana. (PPR 6)

• Fully registered teachers conceptualise, plan, and implement an appropriate learning programme. (PTC 6)

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To what extent does the Pia plan

and implement appropriate learning

programmes that contribute to meeting

kura-wide goals? (Kotahitanga)

/ /

How does the Pia use their professional

knowledge of learners in their planning in

order that each äkonga reaches their full

potential? (Mätauranga)

/ /

Hei Wänanga

What mätauranga needs to be considered when

planning a learning programme? Provide evidence.


implementing a learning programme? Provide

evidence.


planning and implementing learning programmes

to maximise the potential of the äkonga? Provide

evidence.

Hei TauiraEvidence could include: evidence of contributing to and utilising school wide planning, long term planning, and/or unit planning;

participation in the development of the school vision; learning stories; teaching observation reports; participation in the development of

the kura curriculum.



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How does the Pia access the skills and

knowledge of others to contribute to

their own understanding of how äkonga

learn? (Whanaungatanga)

/ /

How can the kura provide opportunities

for genuine sharing of personal and

professional understandings of teaching

and learning? (Manaakitanga)

/ /

How does the Pia use specific learner

strategies to support äkonga with ‘how

to learn’? (Kaitiakitanga)

/ /

To what extent does the Pia understand

their own learning style – a great teacher

is a great learner? (Rangatiratanga)

/ /

What values underpin the Pia’s

understanding of learning and the role of

pouako in that process? (Wairuatanga)

/ /

ähuatanga: Mätauranga Whakatauäkï: Mä te huruhuru te manu ka rere.


• enable äkonga to make connections between their prior experiences and learning and their current learning activities

• support äkonga to engage with, practise, and apply new learning to different contexts (mä te huruhuru)

• encourage äkonga to take responsibility for their own learning (te manu ka rere)

• assist äkonga to think critically about information and ideas to reflect on their learning.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he whakaatu mai mä roto i äna mahi töna möhio, töna märama ki te ähua o te ako haere a te

äkonga. (PPR 8)

• Fully registered teachers demonstrate in practice their knowledge and understanding of how äkonga learn. (PTC 8)

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How do the Pou Tautoko and Pia agree to

and adopt a unified approach to teaching

and learning; and how does this fit with

the kura-wide vision? (Kotahitanga)

/ /

How does the Pia use reflection, self-

evaluation, and learning conversations

to improve their own practice and their

understanding of how äkonga learn?

(Mätauranga)

/ /

Hei Wänanga

What is your understanding of ‘Ako’ and how do you

apply this principle to your practice? Provide evidence.

Collect evidence of the learning styles of äkonga in

your class.

What strategies can you use to reflect the knowledge

and understanding of how äkonga learn?

Hei TauiraEvidence could include: evidence of applying theory to practice, such as Rose Pere’s concept of ‘ako’, Howard Gardner’s theory of

Multiple Intelligences, Benjamin Bloom’s Taxonomy, Inquiry Models of Learning, Fogarty’s Intellect, Thinker’s Keys, De Bono’s Hats, Habits

of the Mind, and/or Kolb’s Theory of Learning Styles.



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continued…

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To what extent does the Pia share

assessment information with others?

(Whanaungatanga)

/ /

How do Pou Tautoko model effective

data gathering, analysis, and use, and

provide regular prompts for the Pia to

gather a range of assessment data?

(Manaakitanga)

/ /

How does the Pia ensure the validity

and security of assessment information?

(Kaitiakitanga)

/ /

How does the Pia demonstrate

leadership through assessment practice?

(Rangatiratanga)

/ /

What considerations does the Pia give

to their reporting practices to ensure

that they are appropriate and that they

enhance the mana of all involved?

(Wairuatanga)

/ /

ähuatanga: Mätauranga Whakatauäkï: Ka mate käinga tahi, ka ora käinga rua.

Hei Ako: Assist the Pia to use the whakatauäkï to analyse achievement information in order to:

• identify progress and the ongoing learning needs of äkonga

• provide regular and ongoing reflection to guide and support further learning

• enable whänau participation in the teaching and learning programme

• communicate assessment and achievement information to äkonga, whänau, and te hapori ako.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he äta tätari, he whakamahi tika i ngä möhiohio aromatawai i kohia mai i ngä mahi ökawa, mahi

öpaki hoki. (PPR 11)

• Fully registered teachers analyse, and appropriately use assessment information, which has been gathered formally and

informally.(PTC 11)

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Do the formal and informal assessment

practices of the Pia provide information

useful for monitoring and reporting

against the kura’s annual student

achievement targets? (Kotahitanga)

/ /

What professional learning and

development does the Pia require in

order to gather and use assessment

information to accelerate the learning of

their äkonga? (Mätauranga)

/ /

Hei Wänanga

How will you gather assessment data? Provide

evidence.

How will you analyse assessment data? Provide

evidence.

How will use assessment data? Provide evidence.

Hei TauiraEvidence could include: assessment tools - formative and summative; portfolios; evaluations; anecdotal notes; evidence supporting

overall teacher judgments of student achievement (OTJs).



Education Council

continued…

24

YeAR 1/2 AKO: WAIRUATANGA COMPleTION DATe

Do the Pia’s relationships with äkonga,

whänau, and the learning community

facilitate engagement and feedback

about their practice? (Whanaungatanga)

/ /

How does the Pou Tautoko support the

Pia to examine the impact of their own

beliefs on their professional practice?

(Manaakitanga)

/ /

How can ‘Te Amorangi ki Mua’ guide

the Pia toward using critical inquiry and

problem-solving as a normal part of their

professional practice? (Kaitiakitanga)

/ /

As a leader of learning, how does the

Pia use reflection, critique, and critical

thinking to accelerate the learning of

their äkonga? (Rangatiratanga)

/ /

How does the Pia resolve ethical issues in

their professional practice? (Wairuatanga)/ /

ähuatanga: wairuatanga Whakatauäkï: He kokonga whare e kitea, he kokonga ngäkau e kore e kitea.

Hei Ako: Encourage the Pia to consider the whakatauäkï when:

• engaging with evidence and professional literature to reflect and refine practice

• responding professionally to feedback from äkonga, whänau, colleagues, and the wider learning community

• examining their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of

äkonga.

Ngä Paearu mö ngä Pouako kua Rëhitatia: • Ko tä te pouako kua rëhitatia he mahi tika i te uiui arohaehae me te whakaoti rapanga i roto i ana mahi ngaio. (PPR 12)

• Fully registered teachers use critical inquiry and problem-solving effectively in their professional practice. (PTC 12)

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How can the Pia be exposed to unified

practices of inquiry and problem-solving

in the kura? (Kotahitanga)

/ /

To what extent does the Pia reflect on,

and refine, their professional practice as

a result of engaging with evidence and

professional literature? (Mätauranga)

/ /

Hei Wänanga

How can the whakatauäkï ‘He kokonga whare e

kitea, he kokonga ngäkau e kore e kitea’ help you

to develop critical inquiry skills in your professional

practice? Provide evidence.

How can the whakatauäkï ‘He kokonga whare e

kitea, he kokonga ngäkau e kore e kitea’ help you

to develop effective problem solving skills in your

professional practice? Provide evidence.

Hei TauiraEvidence could include: Pia observation notes; a professional development plan; reflective journal; review of professional literature;

professional discussions; professional readings; attendance at conferences.

ähuatanga: wairuatanga continued


Education Council26

Ngä Tauira Aromatawai The following templates can be used as evaluative tools by the Pia and Pou Tautoko. They are presented as samples only and should be

adapted and developed further to suit the particular kura context and the induction and mentoring programme. These templates are not

intended as a complete set of all of the information that is required in a mentoring and induction programme. A robust programme will

involve gathering a range of information and evidence in relation to each of the Ähuatanga andPractising Teacher Criteria. You may

wish to use these templates as a starting point for developing your own format for gathering and documenting information.

All templates are available on the Education Council website.

Section seven

Te HäpaI Ö kI MurI

web ref4 www.educationcouncil.org.nz


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performance Indicators: Sample Checklist 1 KIA MÖHIO KOE KI TÖ KURA

Ngä ture me ngä tikanga

WIKI 1-5 – NGÄ TIKANGA WHÄNUI (GeNeRAl)

1Me möhio ki ngä kaiako katoa me ö rätou tünga kei te kura.

(Know all the staff members and their positions in the kura.)

2Me möhio ki ngä äkonga i tö akomanga me ö rätou whänau.

(Know all the children in your class and their parents and their backgrounds.)

3Me möhio ki ngä whare me ngä tawhä o te kura.

(Know the school settings and boundaries.)

4Me möhio ki te pünaha whakamaru o te kura.

(Know the school’s security system.)

5Me möhio kei hea ngä papawaka mö ngä kaiako.

(Know where staff parking areas are.)

6

Me möhio ki ngä tikanga e whakaeke mai ai he manuhiri, e uru mai ai ngä whänau/ngä kaitiaki

tamariki ki te kura.

(Know the procedure for visitors/guardians/caregivers entering the school.)

7

Me möhio ko wai e whakaaetia ana kia heri atu i ngä äkonga o tö akomanga ki waho o te karaehe/

kura.

(Know who has access to withdraw students from your class/the school.)

8Me möhio ki ngä ture a te kura.

(Know the school rules.)

NGÄ TIKANGA Mö ROTO I Tö AKOMANGA (IN THe ClASSROOM)

AMe möhio ki ngä äkonga kei tö akomanga.

(Know the students on your class list.)

BWhakaritea he rëhita ko ngä ingoa o ö äkonga kei runga, ä, e hia ngä tau o tënä, o tënä.

(Prepare a class register.)

CMe möhio ko wai ngä mätua, ngä kaitiaki ränei o ngä äkonga o tö akomanga.

(Know the parents and/or guardians of your students.)

D

Me möhio ki ngä wähi noho, ngä nama waea, tae atu ki ngä waea pükoro, me ngä ïmëra o ngä

mätua.

(Know parents’ home addresses, phone numbers, cellphone numbers, and email addresses.)

EMe möhio ki ngä take hauora o ngä äkonga.

(Know about any health issues your students have.)

F Whakaritea ngä wähi noho mö ngä äkonga i tö akomanga.

(Prepare the class layout for the students.)


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performance Indicators: Sample Checklist 2 KIA MÖHIO KOE KI TÖ KURA

Ngä ture me ngä tikanga

WIKI 1-5 – NGÄ TIKANGA WHÄNUI (GeNeRAl)

9Me möhio ki ngä wä e tü ai ngä hui a ngä kaimahi.

(Know when all the staff meetings are.)

10

Me möhio ki ngä wä ko koe te tütei i te papa täkaro, i te tünga pahi, me ërä atu kawenga a ngä

kaimahi, ä, he aha te mahi mäu i aua wähi.

(Know when your playground, bus, and other duties are and what they involve.)

11Me möhio ki ngä tikanga ka whäia i te wä takaro me te wä tina.

(Know the procedure for interval and lunch times.)

12Me möhio ki ngä ture hoko kai a te kura.

(Know how the school’s lunch ordering system works.)

13Me möhio he aha ngä tikanga ka whäia i ngä rä e ua ana, e kaha mäkü ana a waho ränei.

(Know what the wet day routines are.)

14Me möhio ki ngä tikanga kia whäia ina tüpono pä mai he mate whawhati tata.

(Know the emergency procedures.)

15

Me möhio he aha ngä kawenga a te kaiako – mö te wähi ki te marautanga, te häkinakina, te tiaki

rauemi, me te whakarite i ngä haere ki te rüma rorohiko, te whare pukapuka, me te höpua kaukau.

(Know the teachers’ responsibilities - curriculum, sports, resources management, and planning for

computer, library, and swimming times.)

16Me möhio ki ngä wä e tü ai ngä akoranga hähi, ä, he pëhea te ähua o ngä akoranga.

(Know when classes have religious instruction and what is covered.)

NGÄ TIKANGA Mö ROTO I Tö AKOMANGA (IN THe ClASSROOM)

GMe möhio ki ngä körero o roto i te marautanga Mäori me te marautanga Päkehä.

(Know the Mäori and English curriculum.)

H

Me möhio ka pëhea te whakarite i ngä mahi o ia wähanga ako o te marautanga kia hängai ki ngä

taumata o ngä äkonga o tö akomanga.

(Know how to plan lessons for each curriculum area for your class levels.)

I

Me möhio ki ngä wä kua tohua e haere ai tö akomanga ki te whare pukapuka, ki te rüma rorohiko,

ki te höpua kaukau, me ërä atu wähi.

(Know your library, computer, swimming, and other ‘outside the classroom’ timetables.)

JMe möhio he aha te/ngä wä ka hui katoa ngä äkonga, ngä kaiako, me ngä kaiäwhina o te kura.

(Know the times for assemblies and meetings.)

KMe möhio ähea ka wätea ki a koe te pürere whakaahua, ngä rorohiko, me ngä waea.

(Know when you have access to the photocopier, computers, and phones.)

LMe möhio ka pëhea te tango/hoko rauemi, pene, aha ränei mä ngä äkonga.

(Know how to acquire resources and stationery for students.)

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Observation Notes: Sample Template 1

He KöReRO MÄTAI

pia (prT): pou Tautoko (Mentor):

rä (Date): wä Mätai (Time of Observation):

Te Marautanga: Pängarau, Taumata 1, Te Ine me te Ähuahanga

(7): Ka whakaröpü taonga i runga i te ähua o ngä taonga, përä i

te tae, i te nui, me te maha o nga tapa.

He paearu (PTC): (8) He whakaatu mai mä roto i äna mahi

töna möhio, töna märama ki te ähua ki o te ako haere a te

äkonga.

Hei tirohanga: kia möhio te äkonga ki: te tautohu, ki te whakaahua ki äna anö kupu, i ngä ähua ahu-2, ahu-3, e whai ake nei:

te tapatoru, te tapawhä rite, te tapawhä, te porowhita, te pororapa, te taparima, te tapaono, te taimana, te pouaka, te rango, me te

poi.

Te Mätaitanga a te pou Tautoko (Mentor observation): He aha ngä rautaki whakaako pai i kawea ake? (What were the

effective teaching strategies used?) He aha ake anö ëtahi rautaki pai hei whakamahi? (What else could be used?)

Ngä whakaaro Huritao o te pia (prT reflection): He aha ngä mea i whai hua? (What went well?) He aha ngä mea me whakapai

ake? (What needs improvement?) Ki hea inäianei? (What next?)

Hei tirohanga anö (agreed focus of next observation):

He aha ngä tautoko e hiahiatia ana? (what support is needed?):

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Observation Notes: Sample Template 2

He KöReRO MÄTAI

pia (prT): pou Tautoko (Mentor):

rä (Date): wä Mätai (Time of Observation):

Te Marautanga: Te Reo Mäori, Taumata 2, ä-Tä, (1): Ka

whakaputa i öna whakaaro me ngä whakaaro o ëtahi atu i roto i

äna tuhinga me äna tänga.

He paearu (PTC): (6) He äta wänanga, he whakamahere,

he whakatinana hoki i tëtahi hötaka ako e tika ana.

Hei tirohanga: kia möhio te äkonga ki: te whakaatu i öna whakaaro me ngä whakaaro o tëtahi atu i roto i ngä momo reo tuhi

pënei i te reta, te ïmera; te ako i ngä tikanga o te tuhi reta, tuhi ïmera ränei.

Te Mätaitanga a te pou Tautoko (Mentor Observation): He aha ngä rautaki whakaako pai i whakamahia? (What were the

effective teaching strategies used?) He aha ake anö ëtahi rautaki pai hei whakamahi? (What else could be used?)

Ngä whakaaro Huritao o te pia (prT reflection): He aha ngä mea i whai hua? (What went well?) He aha ngä mea me

whakapakari ake? (What needs improvement?) Ki hea inäianei? (What next?)

Hei tirohanga anö (agreed focus of next observation):

He aha ngä tautoko e hiahiatia ana? (what support is needed?):

Documents

2012 - Education Council Hapai O ki... · 2012 Ngä Ähuatanga. Professional Learning Journeys Te Häpai Ö – Induction and Mentoring in Maori-medium Settings Education Council