difference and adapt their knowledge and practices to respond well to the needs of Pasifika learners. Teacher self-reflection is well recognised as key (Airini et al., 2010; Spiller, 2012). MacFarlane (2010) refers to earlier research must self-reflect in suggesting “teachers order to be aware of their own beliefs and thereby engage in the art of culturally responsive teaching” (p.4). Spiller (2012) emphasises the importance of teacher self-reflection and responsiveness to ensuring that own beliefs or conceptions do not act to teacher’s impede Pasifika learning. Otherwise teacher assumptions and beliefs about students’ culture and can negatively influence classroom relationships and ‘Pacific learning’ learning. Villegas and Lucas (2002) propose that learning directly from peers about one’s experiences and perceptions that are radically different from own, can be a one’s powerful impetus for reflection (p. 34). An additional focus for some TEOs was professional development to inform teachers about why it was important to develop cultural competence, and to embed and Māori Pasifika knowledge and content in the curriculum. TEO: Inspiring self-reflection At its 2013 staff conference, the TEO played the clip of graduation Joshua Iosefo’s to staff. Following this, Joshua was invited to give a speech ‘Brown Brother’ presentation to staff about his experiences and insights. Staff identified that this had had a big impact on them, challenging their own perceptions, and supporting their regular reflection about how their own culture and assumptions impact on their views and teaching approaches. 4.4 Building numeracy, literacy and assessment capability For some TEOs an additional key focus has been building numeracy, literacy and assessment capability and combining and Pasifika pedagogies with numeracy, Māori literacy and assessment knowledge. Two TEOs interviewed stressed the importance of having relevant internal expertise, organisation commitment, and established processes, to enable regular professional development that built staff capability in numeracy, literacy and assessment, and allowed the professional development to be aligned and able to progress alongside the needs of individual staff. have gone to workshops but this does not necessarily translate to “Staff immediately grasping numeracy and literacy as an embedded model. We
difference and adapt their knowledge and practices to respond well to the needs of Pasifika learners. Teacher self-reflection is well recognised as key (Airini et al., 2010; Spiller, 2012). MacFarlane (2010) refers to earlier research suggesting “teachers must self-reflect in order to be aware of their own beliefs and thereby engage in the art of culturally responsive teaching” (p.4). Spiller (2012) emphasises the importance of teacher self-reflection and responsiveness to ensuring that teacher’s own beliefs or conceptions do not act to impede Pasifika students’ learning. Otherwise teacher assumptions and beliefs about ‘Pacific culture and learning’ can negatively influence classroom relationships and learning. Villegas and Lucas (2002) propose that learning directly from one’s peers about experiences and perceptions that are radically different from one’s own, can be a powerful impetus for reflection (p. 34). An additional focus for some TEOs was professional development to inform teachers about why it was important to develop cultural competence, and to embed Māori and Pasifika knowledge and content in the curriculum. TEO: Inspiring self-reflection At its 2013 staff conference, the TEO played the clip of Joshua Iosefo’s graduation speech ‘Brown Brother’ to staff. Following this, Joshua was invited to give a presentation to staff about his experiences and insights. Staff identified that this had had a big impact on them, challenging their own perceptions, and supporting their regular reflection about how their own culture and assumptions impact on their views and teaching approaches. 4.4 Building numeracy, literacy and assessment capability For some TEOs an additional key focus has been building numeracy, literacy and assessment capability and combining Māori and Pasifika pedagogies with numeracy, literacy and assessment knowledge. Two TEOs interviewed stressed the importance of having relevant internal expertise, organisation commitment, and established processes, to enable regular professional development that built staff capability in numeracy, literacy and assessment, and allowed the professional development to be aligned and able to progress alongside the needs of individual staff. “Staff have gone to workshops but this does not necessarily translate to immediately grasping numeracy and literacy as an embedded model. We