Professional Learning Journeys Te Häpai Ö Induction and Mentoring in Mäori-medium Settings 2012 Ngä Ähuatanga
Contents Introduction... 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
Section seven Te Häpai Ö ki Muri Introduction Te Häpai Ö The 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 website. web ref4 www.educationcouncil.org.nz Ngä Ähuatanga me ngä Paearu mö ngä Pouako kua Rëhitatia The first set of templates illustrates how the seven ähuatanga 1 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. Whakatauäkï Mäori 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 Ako The Practising Teacher Criteria (PTC) for quality teaching in Aotearoa 2 that are clearly evident within each of the ähuatanga Mäori. Pedagogical 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. 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. 1
Ähuatanga: Whanaungatanga Whakatauäkï: 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) 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) continued 2
Ähuatanga: Whanaungatanga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 3
Ähuatanga: Manaakitanga Whakatauäkï: 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) 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) continued 4
Ähuatanga: Manaakitanga continued 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 Tauira Evidence 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). Completion Date: Pou Tautoko: Pia: Tumuaki: 5
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) 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) continued 6
Ähuatanga: Kaitiakitanga continued 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 Tauira Evidence could include: audio visual recording of song, story, dance; cultural studies activities; curriculum planning and activity. Completion Date: Pou Tautoko: Pia: Tumuaki: 7
Ähuatanga: Kaitiakitanga Whakatauäkï: 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) 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) continued 8
Ähuatanga: Kaitiakitanga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 9
Ähuatanga: Rangatiratanga Whakatauäkï: 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) 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) continued 10
Ähuatanga: Rangatiratanga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 11
Ähuatanga: Kotahitanga Whakatauäkï: 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) 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 strengthsbased 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) continued 12
Ähuatanga: Kotahitanga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 13
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). 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) continued 14
Ähuatanga: Kotahitanga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 15
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) 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) continued 16
Ähuatanga: Mätauranga continued 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 17
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. Hei Ako: Assist the Pia to use the whakatauäkï to: 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) Year 1/2 AKO: MÄTAURANGA Completion DATe 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) continued 18
Ähuatanga: Mätauranga continued 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. What mätauranga needs to be considered when implementing a learning programme? Provide evidence. What mätauranga needs to be considered when planning and implementing learning programmes to maximise the potential of the äkonga? Provide evidence. Hei Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 19
Ähuatanga: Mätauranga Whakatauäkï: Mä te huruhuru te manu ka rere. Hei Ako: Assist the Pia to use the whakatauäkï to: 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) Year 1/2 AKO: MÄTAURANGA Completion DATe 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) continued 20
Ähuatanga: Mätauranga continued 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, selfevaluation, 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 Tauira Evidence 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. Completion Date: Pou Tautoko: Pia: Tumuaki: 21
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) Year 1/2 AKO: MÄTAURANGA Completion DATe 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) continued 22
Ähuatanga: Mätauranga continued 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 Tauira Evidence could include: assessment tools - formative and summative; portfolios; evaluations; anecdotal notes; evidence supporting overall teacher judgments of student achievement (OTJs). Completion Date: Pou Tautoko: Pia: Tumuaki: 23
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) 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) continued 24
Ähuatanga: Wairuatanga continued 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 Tauira Evidence could include: Pia observation notes; a professional development plan; reflective journal; review of professional literature; professional discussions; professional readings; attendance at conferences. Completion Date: Pou Tautoko: Pia: Tumuaki: 25
Section seven Te Häpai Ö ki Muri 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 website. web ref4 www.educationcouncil.org.nz 26
Performance Indicators: Sample Checklist 1 KIA MÖHIO KOE KI TÖ KURA Ngä ture me ngä tikanga Wiki 1-5 Ngä Tikanga Whänui (General) 1 2 3 4 5 Me möhio ki ngä kaiako katoa me ö rätou tünga kei te kura. (Know all the staff members and their positions in the kura.) Me möhio ki ngä äkonga i tö akomanga me ö rätou whänau. (Know all the children in your class and their parents and their backgrounds.) Me möhio ki ngä whare me ngä tawhä o te kura. (Know the school settings and boundaries.) Me möhio ki te pünaha whakamaru o te kura. (Know the school s security system.) Me 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.) 8 Me möhio ki ngä ture a te kura. (Know the school rules.) Ngä Tikanga mö roto i tö Akomanga (In the Classroom) A B C Me möhio ki ngä äkonga kei tö akomanga. (Know the students on your class list.) Whakaritea he rëhita ko ngä ingoa o ö äkonga kei runga, ä, e hia ngä tau o tënä, o tënä. (Prepare a class register.) Me 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.) E F Me möhio ki ngä take hauora o ngä äkonga. (Know about any health issues your students have.) Whakaritea ngä wähi noho mö ngä äkonga i tö akomanga. (Prepare the class layout for the students.) 27
Performance Indicators: Sample Checklist 2 KIA MÖHIO KOE KI TÖ KURA Ngä ture me ngä tikanga Wiki 1-5 Ngä Tikanga Whänui (General) 9 10 11 12 13 14 15 16 Me möhio ki ngä wä e tü ai ngä hui a ngä kaimahi. (Know when all the staff meetings are.) 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.) Me möhio ki ngä tikanga ka whäia i te wä takaro me te wä tina. (Know the procedure for interval and lunch times.) Me möhio ki ngä ture hoko kai a te kura. (Know how the school s lunch ordering system works.) Me 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.) Me möhio ki ngä tikanga kia whäia ina tüpono pä mai he mate whawhati tata. (Know the emergency procedures.) 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.) Me 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) G H I J K L Me möhio ki ngä körero o roto i te marautanga Mäori me te marautanga Päkehä. (Know the Mäori and English curriculum.) 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.) 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.) Me 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.) Me 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.) Me möhio ka pëhea te tango/hoko rauemi, pene, aha ränei mä ngä äkonga. (Know how to acquire resources and stationery for students.) 28
Observation Notes: Sample Template 1 HE KÖRERO MÄTAI Pia (PRT): Rä (Date): Pou Tautoko (Mentor): Wä Mätai (Time of Observation): Te Marautanga: Pängarau, Taumata 1, Te Ine me te Ähuahanga He paearu (PTC): (8) He whakaatu mai mä roto i äna mahi (7): Ka whakaröpü taonga i runga i te ähua o ngä taonga, përä i töna möhio, töna märama ki te ähua ki o te ako haere a te te tae, i te nui, me te maha o nga tapa. 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?): Completion Date: Pou Tautoko: Pia: Tumuaki: 29
Observation Notes: Sample Template 2 HE KÖRERO MÄTAI Pia (PRT): Rä (Date): Pou Tautoko (Mentor): Wä Mätai (Time of Observation): Te Marautanga: Te Reo Mäori, Taumata 2, ä-tä, (1): Ka He paearu (PTC): (6) He äta wänanga, he whakamahere, whakaputa i öna whakaaro me ngä whakaaro o ëtahi atu i roto i he whakatinana hoki i tëtahi hötaka ako e tika ana. äna tuhinga me äna tänga. 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?): Completion Date: Pou Tautoko: Pia: Tumuaki: 30