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Example reflection: Although I understand the Tātaiako cultural competencies, I feel like I struggle understanding how to implement them practically into my everyday teaching practice.

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Example reflection: Although I understand the Tātaiako cultural competencies, I feel like I struggle understanding how to implement them practically into my everyday teaching practice.

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Example goal: I want to learn practical ways to integrate the Tātaiako philosophy into my teaching practice.

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Sharing my pepeha
As I stood to introduce myself I discovered that I was not able to use my mihi to introduce myself.  This is something that I will work on over the holidays as I feel that it is an important part of braiding the rivers, making connections and moving beyond being passive.

I want to encourage the tamariki of my centre to be confident lifelong learners in an evolving world.  This means I need to model this to the whole learning community.

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Day 1

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Goal ... I Would like to foster ways to encourage my team to embrace te ao maori

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What IS culturally responsive pedagogy.
Finding the blend of culturally responsive pedagogy for Maori learners alongside all learners.
Taking away the fear of getting it wrong as pakeha working within Te ao Maori
Is relationally based pedagogy the same as culturally based pedagogy.

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How does my practice reflect bicultural practice and how can I move forward ?

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Deepening understanding to share practical strategies to empower teacher

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How do we encourage the reticent?

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I'm here to deepen my understandings in a broader sense, and gather new ideas and strategies that will empower me to support my team on their own journeys towards balancing the lifeworld with the systemsworld.

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As a kaiako in Aotearoa I have made a commitment to uphold Te Tiriti o Waitangi.  To be a Tiriti responsive kaiako. What does this look like in my practice? How are the 3 principles of partnership, protection and participation evident in my practice? How do I share this with our tamariki, whănau and other kaiako?

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I want to feel more confident in my knowledge of te o Māori and learn ways how I can support our Kaiako in this journey. Weave the 2 rivers and influence the 80% through my leadership.

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I want to feel more confident in my knowledge of te ao Māori and learn ways how I can support our Kaiako in this journey. Weave the 2 rivers and influence the 80% through my leadership.

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Over the years I have found that I have lost confidence, that I used to have.. Renewing confidence, taking the risk is my main goal. Finding ways of being inclusive with Whanau so that I can be authentic.

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Unpacking the UNESCO 4 pillars alongside our current strategic evaluation which is focused on teaching strategies in a bicultural context promoting culture and identity

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To get the braided river concept integrated at board level and management level. I would like to know how to get the focus away from systems world

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Finding the balance between the life world and the system world.

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To develop a greater awareness to see the barriers the system has imposes in our organisation

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To continue to learn as much as I can about te ao Maori so I can do my best for our tamariki, whanau and kaiako

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I try to live in a 'lifeworld' but i think i come across as a 'systemworld' person

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I try to live in a 'lifeworld' but i think i come across as a 'systemworld' person

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I have really enjoyed the stories everyone has shared throughout the 3 days. Thank you for sharing your stories. They have been uplifting and empowering.

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Over the past 3 days there has been shared so many tools which will support our understanding and growth based on cultural responsive pedagogy. It’s now my responsibility to take these, get to know them and create new learning pathways and ways of being. I am excited to do this

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This whakataukī reminds us that our goals cannot be achieved unless we all work together. To understand the importance of having an authentic bi-cultural approach weaved into your practice and throughout your kindergarten and evidenced in your philosophy.  By providing different contexts/lenses of ways you can approach this journey, I hope this will become a common platform that you can use to contextualise how to meet the needs of your Māori tamariki, whānau, iwi and community.

Ko ngā tamariki te pūtake –  keep them safe as they are the central core of the waka!

Attributes on a waka

•       People (Teaching team)

•       Hoe/Paddle (Kaupapa - Purpose)

•       Steerer / Navigator (this role needs to be shared depending on the kaupapa being led, not just an HT role)

•       The navigator is the most important person on the waka - Reads the stars, waves and wind (i.e. the good, the bad and the ugly)

•       Check the wind before you do anything

•       Know yourself, know your waka, how it moves, when it needs to rest

Questions to ask

•       Are all staff on board (collective consensus)?

•       Does everyone have a hoe (have a purpose, feel valued)?

•       Are you all paddling at the same time, and in the same direction (constant communication, equal effort being put in)?

•       ALWAYS check your timing - this will ensure your journey is smooth, without too many setbacks and has flow (check in with eachother)

•       You’ll know your journey of Te Ao Māori is on the right track if you can...

see it, feel it, hear it, taste it, touch it

Kaua e rangiruatia te hāpai o te hoe;

E kore tō tātou waka e ū ki uta.

Don’t paddle out of unison;

Our canoe will never reach the shore.

(Ministry of Education, 2007)

This whakataukī signifies the need for the whole team to work as one and collaborate to bring improvement to the overall practice at your kindergarten to benefit all tamariki.  Your haerenga (journey) in any journey will always be a difficult one unless you ALL are in the same waka, paddling together at the same time.  Kotahitanga, unity is something that needs to be embedded here.

Kotahitanga -

•       This is developing and maintaining a unity of purpose and direction and avoiding approaches and decisions that lead to division and disharmony.

•       A commitment by all through oneness of mind and action to achieving its vision would be the expression of Kotahitanga.

•       Everyone is encouraged to make their contribution, to have their say. Decisions appropriate for all will incorporate strategies that ensure collectivism processes.

When trying to create kotahitanga within a team, please always ensure to create worthiness and empowerment to each other.  This can be done by consistent positive encouragements to ensure a strength approach is applied to continually uplift the mana of each other. This is showing a true sense of the term manaakitanga by creating supportive opportunities amongst your team.

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So many wonderful ideas, frameworks and strategies. It will take time when I get home to sift through and eat up all the knowledge ks pai to mahi 😊

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Goal achieved.

Many new strategies added to my kite. Excited to return to my centre to share.

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Brilliant, so much to absorb, very inspiring 3days. My first action is to know myself & develop my pepeha. This has renewed my heart

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Finding ways of creating space and platforms for kaiako and whanau to safely share to create mutual growth. Ahau + koe = taua for common understanding. He Waka Kotahi. Culturally Responsive Pedagogy is about supporting people.