Cultural competencies

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Cultural competencies

  1. 1. Ka Hikitia and Tataiako
  2. 2. Tenei ka hikitia ka hapainga Ki to tihi o te rangi I hakea ai e Tane kia riro mai ai Ko te whakaaronui, ko te wananga Tenei ka hikitia, tenei ka hapainga Ki te koha nui mou, mo te tangata He matauranga a eke He manaakitanga ka tau Tenei ka hikitia, tenei ka hapainga Te kete nui o to ako Tikina, harahia ki to motu Hei oranga mou, hei oranga mo tatou Ki to aoturoa Haramai te toki, haumi e! Hui e! Taiki e! Be uplifted and raised on high To the heavens above Where Tane sought and received Understanding and knowledge Be uplifted and raised on high This gift is presented thus ‘Tis knowledge to help achieve And care for the future Be uplifted and raised on high This kit of learning Take it and spread the good word throughout the land For what will be of benefit for one will benefit the many In the days ahead…
  3. 3. Ka Hikitia Step Up Be uplifted
  4. 4. Research Poor pronunciation  Deficit thinking  A busy timetable  Inadvertant Teacher racism  Low T-expectation  Low whanau involvement
  5. 5. Tataiako
  6. 6.  Wananga  Whanaungatanga  Manaakitanga  Tangata whenuatanga  Ako
  7. 7. 11, 22, 33, 44, 55: 66: Take RTC 1 & 8 77: Take RTC 3 & 12  E/one has to be able to say the name of the competency.  Find one Vision or Value this competency can be linked to.  Give an example of how this could be taught to a class.  Match with a cultural competency.  Match with a V & V.  Say why there is a match.  Give examples that we can use.
  8. 8. Schools welcomed the opportunity to be self- reflective. Each school could identify the whanau. Concerns were raised on how to engage with Maori parents. Schools felt that student voice wasn’t being heard.
  9. 9.  Report: Accelerating the Progress of our Priority Learners (Maori, Pasifika, students from low income families who are not achieving at or above the Nat Std), published in May 2013.  Only 23% of schools demonstrated practices that were going to be effective enough to catch up with peers.  Schools with highly effective practices are those where all contributed – teachers, leaders, child, family, rather than the teacher working in isolation with the child.
  10. 10. To what extent am I focussed on accelerating the progress of Maori learners?
  11. 11. Make decisions about how often priority learners need T time. Have a belief that the system has to fit the child, not the child fit the system. Have a belief that the progress of Maori learners is a collective responsibility. (as well as a collective celebration)

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