Demonstrates Demonstrates Establishes Challenges Challenges Models the Demonstrates Demonstrates a an and and and qualities of mindfulness an ability to an commitment understanding maintains supports supports relational of context work understanding to the of the effective leaders leaders trust (school, effectively of cultural importance of professional and and teachers, within the competencies partnership in validating the relationships teachers to teachers to respect, students and bicultural (as described Aotearoa education focused on recognise work personal wider school New Zealand context of in Tātaiako: the learning the needs towards regard for community), setting’s Aotearoa Cultural language, and of diverse achieving others, existing New Zealand, Competencies identity and of (all) shared competence knowledge for Teachers showing culture; and students, students goals, in role, and respect for of Māori an ability to teachers targets and personal improvement and relevant Learners deliver PLD and leaders priorities integrity efforts; use of te reo 2011) and consistent recognising how these Māori with the need to look in language acknowledge practice, to expressed by and build know, and/or the from existing respect, and needs of the knowledges, work with setting beliefs and learners Māori actions and their and whānau iwi Wānanga Dimension 4: Kia matatau ki āna kaupapa (Facilitator practice, knowledge and skills) Understands how contextual and In own practice, models Demonstrates how to Demonstrates deep Demonstrates situational factors influence the learning critical inquiry/evaluative integrate pedagogy and knowledge of curriculum commitment to own thinking, data analytics and technologies to build design and an ability to ongoing professional
an ability to work effectively within the bicultural context of Aotearoa New Zealand, showing respect for and relevant use of te reo Māori Demonstrates an understanding of the importance of validating the education setting’s language, identity and culture; and an ability to deliver PLD consistent with the language expressed by and/or the needs of the setting Demonstrates an understanding of cultural competencies (as described in Tātaiako: Cultural Competencies for Teachers of Māori Learners 2011) and how these look in practice, to know, respect, and work with Māori learners and their whānau and iwi Demonstrates a commitment to the partnership in Aotearoa New Zealand Establishes and maintains effective professional relationships focused on the learning and of students, teachers and leaders Challenges and supports leaders and teachers to recognise the needs of diverse (all) students Challenges and supports leaders and teachers to work towards achieving shared goals, targets and priorities Models the qualities of relational trust respect, personal regard for others, competence in role, personal integrity Demonstrates mindfulness of context (school, teachers, students and wider school community), existing knowledge and improvement efforts; recognising need to acknowledge and build from existing knowledges, beliefs and actions Wānanga Dimension 4: Kia matatau ki āna kaupapa (Facilitator practice, knowledge and skills) Understands how contextual and situational factors influence the learning In own practice, models critical inquiry/evaluative thinking, data analytics and Demonstrates how to integrate pedagogy and technologies to build Demonstrates deep knowledge of curriculum design and an ability to Demonstrates commitment to own ongoing professional
Portfolio-English-Rows.docx