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A key take away from this first part of the learning journey was getting to know my why and being clear on this. This picture for me paints a thousand words, but I don't have that many - but its whānau, role modelling, opportunities, high expectations, assuming intelligence, strength based, mana enhancing, being proud of who we are. This is my why.

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1. Pepeha - This was a lovely start to study. Deepening my understanding and looking closer at my own Pepeha. I enjoyed seeing my pepeha as a 'journey' and its okay that it may change in time. I made the choice to change my current pepeha that I was comfortable with to the non-Māori version  on the advice and guidance of (Kopai, 2023).

2. Policies and Frame works - I developed my knowledge across many of these important documents - my wanderings are still, how do new educators access this knowledge, so that we are not on the same page and the obligations of teachers are being met.

3. Professional Identity - Looking at my stance and committing to ensuring that I remain in control of the balance I want to maintain in my mahi, study and whānau.

4. The Code - It was important to be reminded of our code and who we are accountable to. I having these commitments top of mind is what should guide my practise each day and ensure that I question what I am doing and am I fulfilling these obligations.

5. Culturally Empowering Practise - This was one of my favourite modules and the ideas within this module crossover into all of the modules as it is related to te Tiriti o Waitangi.

6. Professional Well-Being - Understanding that we are not perfect and we are not expected to be in this mahi. Operating with integrity and being kind to ourselves is going to help us be better practitioners. I had an 'aha' moment  which is part of the change in practise I've already made. This relates to how the goals are written. Originally before I read and reflected on this module, I was taught that goals have to be quantitive and measurable, much like the SMART goals that we all know well.
I've since realised through this module and by having professional conversations that He Pikorua allows us to move away from this type of assessment and goal setting where we see fit. Make it work for the situation and the mokopuna and whānau. Student and Teacher voice are a great way to see shifts, particularly in behaviour. This has been a really key component of improving my practise and knowledge of my role.

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Cluster 3 is very unique and wide spread in terms of the schools locations.
The three main areas are extremely diverse in terms of socioeconomics and cultural diversity. This is one reason that we need offices situated in remote areas. The Kaipara region, where I am based has the larger percentage of Māori and Pacific families and there are poverty and unemployment issues, however in another area of our cluster they are at the other end  of the socioeconomic continuum and do not have the poverty issues to deal with.
This is what makes our cluster unique and quite tricky to navigate. Travel is a huge barrier as we have a lot of ground to cover with our kura being wide spread.

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I found that each module I did had connection with the other, I often would forget which module I was doing as it was very similar or had some key learnings that I had already thought about in another module. While some times it was confusing, I did like it as it helped me to gain a deeper understanding of certain areas.
Cultural Diversity and valuing cultural responsive practise is a theme that came through strong for me within all of the modules. I love that Te tiriti o Waitangi is grounded within the key documents we use as our guiding principals as RTLB. It gives me confidence in my own values and the way I operate in my mahi.

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How has my learning changed my practise?

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How has my learning changed my practise?

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Child centred - Always remember that should be the motivation behind any mahi that I do.

Strength based. This has come through so clearly in all of the modules, and even more so in the neurodiverse and takiwātanga modules. This is one of the main connections I have made between cultural responsiveness and neurodiversity. Build confidence by finding out what the child loves and thrives in. Look at the environment determine whether there are any adaptations that can be made to enhance positive learning outcomes for our mokopuna.

Grown in confidence - as mentioned the way in which I have been operating has been validated - meeting with whānau, ensuring those connections are made early on and strengthen them where necessary - this is an ongoing goal of mine and it has been difficult in certain cases, but all the learning I have done supports that this is vital, so this is top of mind when I am working with a student.

Using frame works such as He Pikorua, He Urunga Tu, Hikairo Schema, Tapasa and sharing these with the kura I work with.

Taking the Māori lens and Pacific lens into my mahi and being mindful of this when students are in need of support. The documents used above are key in these situations as they give clear examples as to how kaiako can support these learners better. (Mcfarlane, 2009) and the Te Pikinga Ki Runga framework has challenged my thinking further. I am considering using this as a guide when working with Māori whānau, ensuring that we are covering and checking in on the 12 dimensions. Using this framework could help to identify where the focus for support needs to be. In addition, I found the case study very useful. Teachers need exemplars or action - what does this look like in the classroom? This was a lovely example of how important these aspects are to Māori whānau and how affective using a model like this to determine goals and strategies best suited to the mokopuna.

I have been motivated throughout these modules to be more proactive in my mahi, not waiting for responses, but making myself seen so that there are opportunities to do more action. From this attitude has come an invite to a fono, being invited to develop some pacific family connections in another kura. A planned marae visit for our cluster that I am part of planning. This is all alongside what I am already doing in terms of cases and study, but all intertwined and part of what makes this mahi rewarding and meaningful.