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Your voyage starts here

Tapasā seeks to guide and support teachers and Pacific learners, their parents, and families towards their 'destination' - a shared vision and aspiration of educational achievement and success for Pacific learners. This diagram outlines the steps to understanding the main principles of Tapasā under the three competencies or Turu.

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Mālō nī, Kia orana, Talofa lava, Mālō e lelei, Fakaalofa lahi atu

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Tapasā seeks to guide and support teachers and Pacific learners, their parents, and families towards their 'destination' - a shared vision and aspiration of educational achievement and success for Pacific learners.

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This Framework lays out how to bring together the different services to support Akonga.
Considers-
- Information sharing protocols (both cohort and individual)
- Bringing community agencies, schools, RTLB, MOE, LSC together to make decisions and collaborate.
- Sharing and collaboration of resources and skills
- Student and whanau at the centre.

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- Strength Based
- Collaborative
- Mokopuna and Whanau centred
- Culturally Affirming
- Inclusive
- Ecological
- Evidenced Informed

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Flexible and tailored (tiered support model)
Ecological- child environment and relationships + (UDL)
Voice Choice and Agency- collaborative
Building and Growing Cultural competence
Collaborative teaming
Outcomes focussed

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He Pikorua in action acknowledges the blending of collective energies. It provides a process to promote collaborative relationships that support an inquiry approach.

We use culturally responsive frameworks to be effective, respectful and safe in our practice

(see Voice, choice and agency for more information).

Kaitakawaenga and Te Pikinga ki Runga guide practitioners in their interactions to support information-gathering and planning. Kaitakawaenga build whakawhanaungatanga to support the mokopuna and whānau by acknowledging and reflecting Māori values, beliefs, knowledge and ways of thinking. These approaches also make appropriate whakapapa connections that define Māori.

This model is based on the four dimensions that underpin Māori health and represent the foundational beliefs of life:

te taha hinengaro (psychological)

te taha wairua (spiritual)

te taha tinana (physical)

te taha whānau (relational).

More about Te Whare Tapa Whā

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He Pikorua in action acknowledges the blending of collective energies. It provides a process to promote collaborative relationships that support an inquiry approach. We use culturally responsive frameworks to be effective, respectful and safe in our practice (see Voice, choice and agency for more information).

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On website is examples of each element in practice

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Sits alongside RTLB Frameworks and He Pikorua

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Sits alongside RTLB Frameworks and He Pikorua

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Indigenous framework - has been presented globally. Endorsed by kaumātaua.
Based on Metaphor of engagement - Powhiri

Application examples:
- CAP needs to show partnership participation and protection (links to treaty)
- Gaining support from iwi
- Including history of the venue/ area
- Whakawhanaungataunga - trust is gained

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Website with links to RTLB scope and service

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Nau mai haere mai, welcome

Welcome to the Ministry of Education Resource Teacher: Learning and Behaviour (RTLB) kete.

This kete provides support to those involved in the RTLB service and background information for anyone who wants to know more about the work of RTLB.

Read about The RTLB service.

Read more

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Home - Resource Teacher: Learning and Behaviour

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Welcome to the Ministry of Education Resource Teacher: Learning and Behaviour (RTLB) kete. This kete provides support to those involved in the RTLB service and background information for anyone who wants to know more about the work of RTLB. Read about The RTLB service. Read more

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Tātaiako provides a guide for teachers, their employers, Initial Teacher Education providers and providers of on-going teacher professional learning to think about what it takes to successfully teach Māori learners.

It is a starting point for schools and early childhood education services to develop cultural competence. It is most effective when whānau, hapū and iwi work together with schools and services to determine the cultural competencies that are particular to their communities.

A culturally responsive teacher will recognise during their journey towards demonstrating cultural competence that is is important to see themselves as learners alongside whānau and all decisions are made in partnership.

Tātaiako helps teachers to understand and value what is important when taking a Māori world view in relation to teaching Māori learners. It is a framework that highlights five competencies that are essential values that need to be present when engaging Māori learners.

Wānanga

Participating with learners and communities in robust dialogue for the benefit of Māori learners' achievement.

Whanaungatanga

Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community.

Manaakitanga

Showing integrity, sincerity and respect towards Māori beliefs, language and culture.

Tangata Whenuatanga

Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed.

Ako

Taking responsibility for their own learning and that of Māori learners.

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Tātaiako: cultural competencies for teachers of Māori learners :: Teaching Council of Aotearoa New Zealand