Criteria Ten: Work effectively within the bicultural context of Aotearoa New Zealand
Key Indicators:
- Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
- Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
Link to the New Zealand Curriculum:
The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities (p.9)
RTC 10 & e-learning - guiding question:
How can e-learning support my teaching to take into account the bicultural context of teaching and learning in Aotearoa New Zealand.
Questions I have asked myself:
- What is my understanding of a bicultural partnership?
- How have I incorporated this knowledge into my planning and execution of lessons?
- Have I actively sought appropriate assistance at this planning stage?
- What are the educational aspirations of my Māori learners?
- How do I plan to develop these aspirations?
- Are my expectations clearly communicated for my Māori learners?
- How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the treaty?
- How do I develop and maintain links with these cultures – including the families/whānau?
- How do I fit in to the local community? (Do I have a link with the local marae?)
- How do I practise and develop my use of te reo Māori? (use of Māori greetings, terms and descriptive words)
- Who would best mentor me in this work?
Strategies that have helped me:
- Understand and use existing models of effective practice e.g. Kotahitanga and Ka Hikitia, Te Mana Kōrero.
- Classroom observations by appropriate observer focussing on this area.
- Involvement in professional development – individual, staff, community in the context of the Treaty of Waitangi and our bicultural history.
- Actively seeking feedback on performance in this area from staff, students and whānau.
- Access student voice resources within school setting.
- Use of student voice to gauge educational aspirations.
- Attending cultural events at school or in the local community.
Evidence that might support this:
- List of professional development undertaken.
- Samples of student voice (and the voice of others) that demonstrates appropriate use of te reo (and/or English).
- Notes on opportunities taken to learn or practice skills in less known cultural area.
- Examples of changes made to planning based on cultural opportunity.
- Student achievement data.
- Student achievement data.
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