Strategic leadership to embed Te Ara Whakamana requires us to recognise the links to documents that support the development of cultural competencies and inclusive educational practice in our schools. As we move forward, developing a framework for sustainable practice within the kaupapa of Te Ara Whakamana, along with solid inquiries to support ongoing teacher learning, by understanding the links to where Te Ara Whakamana situates itself alongside documents such as Tātaiako and Tapasā or the Learning Support Action Plan, will support effective pedagogical practice and strategic planning. As the SENCO and Learning Support Coordinator at Arahoe School, Pia Harré supports the implementation of Te Ara Whakamana – Mana Enhancement in this large urban school. Entering their fifth year of being a TAW school, the inquiries that have supported the thinking and actioning of TAW has culminated in wanting to develop a rubric to support a sustainable model for all.

1. Te Ara Whakamana - Mana Enhancement
Pia Harré
Arahoe School
Aligning Professional
Practice with...

2. Ko wai ahau
Ko Pirongia ko Kakepuku ōku maunga
Ko Waikato, ko Waipa ōku awa
Ko Tainui tōku waka
Ko Ngāti Maniapoto tōku iwi
Ko Ngāti Rora tōku hapu
Ko Taonui Hikaka tōku rangatira
Ko Te Kuiti tōku marae
Ko Henry Emery raua ko Ariana Searancke ōku matua
Ko Pia Harre ahau
No reira, tena koutou katoa.

3. The Rationale & Motivation
1. Making links to important documentation
(MOE/Education Council) to support embedding
Te Ara Whakamana into teacher practice
2. Creating sustainable pedagogical practice in
regard to Te Ara Whakamana - Mana Teams
3. Aligning cultural competencies within Te Ara
Whakamana pedagogical practices
4. Supporting ‘Best practice’ and teacher behaviour
indicators within all of the above
Preface: This is a collaborative teacher inquiry in
action this year - 2021

4. The Code of Professional Responsibility
“ This Code has been developed with our profession
for our profession. It reflects the expectations of
conduct and integrity that we all share; what we
expect of each other and what our learners, their
families and whānau, their communities and the
public can expect of us.”
Reference: Education Council, (2017). Our Code - Our Standards Code of
Professional Responsibility and Standards for the Teaching Profession
Wellington New Zealand page.8

5. The Code of Professional Responsibility
Reference: Education Council, (2017). Our Code - Our Standards Code of Professional
Responsibility and Standards for the Teaching Profession Wellington New Zealand page.10

6. The Code of Professional Responsibility
Ngā Uara - Our Values
WHAKAMANA: empowering all learners to reach their highest
potential by providing high-quality teaching and leadership.
MANAAKITANGA: creating a welcoming, caring and creative
learning environment that treats everyone with respect and
dignity.
PONO: showing integrity by acting in ways that are fair, honest,
ethical and just.
WHANAUNGATANGA: engaging in positive and collaborative
relationships with our learners, their families and whanau, our
colleagues and the wider community.
Reference: Education Council, (2017). Our Code - Our Standards Code of Professional Responsibility and
Standards for the Teaching Profession Wellington New Zealand page.4

7. The New Zealand Curriculum Vision
Our vision is for young people:
• who will be creative, energetic, and enterprising;
• who will seize the opportunities offered by new knowledge and
technologies to secure a sustainable social, cultural, economic,
and environmental future for our country;
• who will work to create an Aotearoa New Zealand in which
Māori and Pākehā recognise each other as full Treaty partners,
and in which all cultures are valued for the contributions they
bring;
• who, in their school years, will continue to develop the values,
knowledge, and competencies that will enable them to live full
and satisfying lives;
• who will be confident, connected, actively involved, and
lifelong learners.
Reference: Ministry of Education. (2015). The New Zealand Curriculum Document - For
english-medium teaching and learning in years 1-13 (p.8) Wellington New Zealand

8. Aligning TAW with The New Zealand Curriculum Vision
NZ Curriculum
Vision
Te Ara Whakamana: Mana Enhancement
Confident
Excellence
Is a powerful tool that can connect individuals to their Mana (identity
value) through the process of ako whereby the framework is co-
constructed in a way that supports individuals to be confident in who
they are, resilient when faced with challenges and resourceful in
creating pathways to their realising their success.
Connected
Community
Diversity
Is a connector to all those identified by individuals through the
reciprocal process of ako. The relationships created through the co-
construction of the Te Ara Whakamana framework connects
individuals to people, places and spaces which enhances all
participants.
Actively Involved
Ecological
sustainability
Equity
Is a process that allows for aspirations, goals and actions to be carried
out where individuals are actively involved in creating a framework to
realise their potential. This model is a reflection of individuals and
where they situate themselves in a social, cultural, emotional and
environmental context. In sharing what makes them unique, Te Ara
Whakamana becomes the catalyst for ensuring individuals have the
tools and understanding to remain and grow as active participants in
realising their greatness.
Lifelong Learners
Innovation, Inquiry,
and Curiosity
Is an enabler which allows participants to know what works best for
them as learners. It supports the process of critical reflection and
provides opportunities for individuals to create pathways for success
as learners and be active and informed by those who continue to
support them on their learning journeys. These journeys are self-
determined and self-actualised.

9. Aligning TAW with Tātaiako
Reference: Ministry of Education. (2011). Tataiako - Cultural competencies for teachers of Maori Learners (p.3)
Wellington New Zealand

10. Reference: Ministry of Education. (2011). Tataiako - Cultural competencies framework for teachers
of Pasifika Learners (p.4) Wellington, New Zealand
Aligning TAW with Tapasā

11. Reference: Ministry of Education. (2019). Learning Support Action Plan 2019-2025 (p.44)
Wellington, New Zealand
Aligning TAW with the Learning Support Action Plan
“... vision is a strengthened system of learning support which values every child and
young person with learning support needs and actively supports their achievement,
progress, and wellbeing.”
So…The LSAP has several priorities that I see TAW supporting. These are:
Priority 2: Screening and early identification of learning support needs Priority 3:
Strengthening early intervention
Priority 6: Improving education for children and young people at risk of
disengaging
AND...Analysing engagement feedback they discover that the following were also
crucial priorities...These are
Priority 1: Improve the way children and young people are assessed for learning
needs
Priority 2: Strengthening the range of supports for children and young people with
additional learning needs
Priority 3: Improving the way the education system responds
Priority 4: Ensuring that learning support is resourced for increased support and
service delivery

12. So where to NEXT?
Mana Teams: How can these documents provide us with behaviour
indicators that align with TAW support and guide best practice
when developing our mana teams?
Teacher Led Inquiries: This is the space to be asking critical
questions, have noticings that can lead to significant change and
support our growing pedagogical practice.
Innovation: Sue & Nigel have encouraged us to determine our own
unique pathways with the model, HOWEVER….We need to stay true
to the integrity of the model maintaining consistency. But we can
also innovate - for me the innovation can be in the way we support
our colleagues in making clear and concise links to what guides best
practice.
Building teacher confidence and capability: TAW is an avenue for
us to gather important information that can support trusting
relationships which in turn supports us in….

13. ACHIEVING individuals who are…..
Confident
Connected
Actively involved
Life long learners
Mauri Ora - Kia kaha in your TAW haerenga.