PTS

PTSs aligned with Tātaiako

Standards for the Teaching Profession	Elaboration of The Standard	Tātaiako Cultural Competencies for Teachers of Māori Leaners	Examples
1. Te Tiriti o Waitangi Partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.	• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. • Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. • Practise and develop the use of te reo and tikanga Māori.	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       Advance my own knowledge through professional development ·       Promoting Maori Language week ·       A wall dedicated to Te Reo Maori ·       Use of Te Reo in every day communication e.g. commands, greetings ·       Use of Te Reo words integrated into planning e.g. learning about Kauri trees ·       Use School Journals with Māori stories ·       Student Māori myths ·       Invite expert in to teach students about pounamu symbolism ·       Invite expert in to help teach mihimihi ·       Teaching students Māori ·       Analysing Māori Achievement ·       Actively promote and modelling the correct use and pronunciation of Te Reo as one of the official languages of NZ ·       Promote learning of Māori ākonga ·       Value and promote Tikanga ·       Consult with whānau about learners needs and aspirations
2. Professional Learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. • Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. • Engage in professional learning and adaptively apply this learning in practice. • Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters. • Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	Systematically engaging with evidence and professional literature to reflect on and to refine practice ·       Respond professionally to feedback from members of the learning community ·       Critically examining my own beliefs, including cultural beliefs and how they may impact on professional practice and the achievement of learners -reflective journal -professional mentor -goal setting. resetting, and reflection -appraisal process -professional development -ICT contracts -Planning processes and wall displays -Planning-teaching- reflecting -reading log of professional readings Conscious teaching and higher order thinking skills Cultural factors - signage in classroom, teaching of te reo. De Bonos thinking hats ·       Evidence of grouping and regrouping according to improvement/progress ·       Modelling books show students did/didn't achieved ·       Assessment tools used -Gloss -JAM-IKAN-Probe-Running records-Essential spelling ·       Sharing assessment information with whānau, teachers and students ·       Planning reflects use of assessment as a reflective tool: -Gifted and talented tracking -Rainbow reading -Special needs register-IEP ·       Assessment information appropriately recorded -entries of individual and class ·       Readings ·       Examples of work showing constructed steps ·       Maths planning against stages ·       Photos of students showing progression through an ·       OTJ's explained
3. Professional Relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.	• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community. • Communicate effectively with others. • Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. • Communicate clear and accurate assessment for learning and achievement information.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       Photos of students learning and working together ·       Student's reflection from books ·       Examples of collaborative work and tasks done together ·       Photos of students and TA working together ·       Teaching school values ·       WALT and goals ·       Class Treaty ·       Encourage student led learning ·       -self assess ·       -peer assess ·       Certificates to acknowledge achievement ·       Effective classroom management ·       routines establish early ·       -imetable displayed ·       Positive family communication ·       newsletters ·       website ·       homework feedback ·       Valuing children's work and efforts - displays and publishing books Home school partnership - Hui , Learning conversations, parent teacher interviews, newsletter to parents, personal meet and greet of parents at the beginning and end of days, Parent helpers in the classroom, family 'experts' brought in Seeking support from colleagues for behaviour/wellbeing/fairness issues/academic assistance ·       -SENCO, specialist teacher, Tutor Teacher, Team leader, Principal, Other teachers ·       Staff meeting minutes ·       Curriculum meetings ·       Communication with parents ·       Observations of others ·       Professional development ·       Mentor appraisal ·       Participating and/or organising fun social events for students and teachers e.g. disco, fun days, staff dinners ·       Code of conduct, dress etc..
4. Learning-Focused Culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. • Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks. • Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. • Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety. • Create an environment where learners can be confident in their identities, languages, cultures and abilities. • Develop an environment where the diversity and uniqueness of all learners are accepted and valued. • Meet relevant regulatory, statutory and professional requirements.	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	·       Planner based on needs -Groupings based on assessment data -Reflective comments ·       IEP's ·       Links to curriculum document made ·       LI and SC clear ·       Individual and group goals ·       High interests material/context/equipment to hook students in ·       Written and verbal feedback and feed forward given ·       Differentiated planning ·       Many opportunities for those who need it, to practice some ideas/concepts in a different context ·       Reflection in planning to inform next steps ·       Resources shared which I have created ·       Modelling books ·       Diagnostic snapshots ·       Observations ·       Student Feedback
5. Design For Learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.	Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. • Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. • Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. • Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. • Design learning that is informed by national policies and priorities.	AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	Planner based on needs -Groupings based on assessment data -Reflective comments ·       IEP's ·       Links to curriculum document made ·       LI and SC clear ·       Individual and group goals ·       High interests material/context/equipment to hook students in ·       Written and verbal feedback and feed forward given ·       Differentiated planning ·       Many opportunities for those who need it, to practice some ideas/concepts in a different context ·       Reflection in planning to inform next steps ·       Resources shared which I have created ·       Modelling books ·       Diagnostic snapshots ·       Observations ·       Student Feedback
6. Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all. • Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. • Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners. • Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning. • Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning. • Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.	AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	·       Identify professional learning goals and in consultation with colleagues ·       Participating responsively in professional learning opportunities within the learning community.      - participating actively in staff professional development opportunities -attending optional professional development opportunities outside the school to advance my personal professional knowledge and skills -PD notes from courses -evidence of what I have learnt ·       Initiating in learning opportunities to advance my professional knowledge and skills - reflecting on my practice - reflective diary -professional readings