Pedagogy: Create a learning environment in which there is an expectation that all students will experience success in learning Promote, participate in and support ongoing Te Tiriti o Waitangi partnership: participating with learners and Wānanga: professional learning linked to student Demonstrate commitment to tangata communities in robust dialogue for the benefit progress. whenuatanga and Tiriti o Waitangi partnership of achievement. Māori learners’ in Aotearoa New Zealand. Demonstrate leadership through engaging with Whanaungatanga: actively engaging in staff and sharing knowledge about effective Professional learning: Use inquiry, respectful working relationships with Māori teaching and learning in the context of the New collaborative problem-solving and professional learners, parents and and whānau, hapū, iwi Zealand curriculum documents. learning to improve professional capability to the community. Māori impact on the learning and achievement of all Ensure staff members engage in professional learners. Manaakitanga: showing integrity, sincerity and learning to establish and sustain effective respect towards beliefs, language and Māori teacher / learner relationships with all students, Professional relationships: Establish and culture. with a particular focus on students. maintain professional relationships and Māori behaviours focused on the learning and Tangata Whenuatanga: affirming Māori Ensure that the review and design of school wellbeing of each learner. learners as for Māori. Providing contexts programmes is informed by school-based and learning where the language, identity and other evidence. Learning-focused culture: Develop a culture culture of learners and their is Māori whānau that is focused on learning and is affirmed. Maintain a professional learning community characterised by respect, inclusion, empathy, within which staff members are provided with collaboration and safety. Ako: taking responsibility for their own learning feedback and support on their professional and that of learners. Māori practice. Design for learning: Design learning based on curriculum and pedagogical knowledge, Analyse and act upon school-wide evidence on assessment information and an understanding student learning to maximise learning for all of each learner’s strengths, interests, needs, students with a particular focus on and identities, languages and cultures. Māori Pasifika students. Teaching: Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Pedagogy: Create a learning environment in which there is an expectation that all students will experience success in learning Promote, participate in and support ongoing professional learning linked to student progress. Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents. Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Māori students. Ensure that the review and design of school programmes is informed by school-based and other evidence. Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice. Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Māori and Pasifika students. Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional learning: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture: Develop a culture that is focused on learning and is characterised by respect, inclusion, empathy, collaboration and safety. 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. Teaching: Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. Wānanga: participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement. Whanaungatanga: actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community. Manaakitanga: showing integrity, sincerity and respect towards Māori beliefs, language and culture. Tangata Whenuatanga: affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau is affirmed. Ako: taking responsibility for their own learning and that of Māori learners.