Tataiako

TATAIAKO
CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS
KA HIKITIA
Managing for Success
MANAGING FOR SUCCESS

KA HIKITIA
MAORI ACHIEVING
EDUCATION
SUCCESS
AS MAORI
FOREWORD
E ng iwi, tn koutou katoa.
E ng tohunga, ng pukenga, ng kaiako i ng kura o te
motu, tn koutou.
E ai ki te korero: Whaia te iti kahurangi; ki te tuohu koe,
me he maunga teitei.
Pursue the highest ideals; if you must submit, let it be to a
lofty mountain.
All of us families, communities, teachers want our
children to reach their full potential. This resource maps
out a path to the pinnacle of excellence.
New Zealands education system is among the best in the
world. We know that our top-achieving students rank among
the highest in the OECD.
How much do the teachers know of their students history,

tikanga, and worldview and how is this reflected in the
classroom curriculum and environment? What aspirations
do whnau and iwi have for their young people? How
visible and involved are whnau and iwi in the teaching
and learning culture of the school or early childhood
education service?
These are the kind of questions that Ttaiako will challenge
teachers, teacher educators, early childhood education
services, and schools to answer. I strongly endorse Ttaiako
for everyone involved in education.
Ka taea e ttou te taumata e tika ana m ttou tamariki
kia piki. E kore ttou e tuohu!
Kia kaha, kia ora.
We also know that for too many generations, a significant

proportion of Mori students have not achieved well; have
left school young, without worthwhile qualifications, and
without any real options for work.
This Government is committed to lifting achievement for all
our students. To fulfil this commitment, and to ensure New
Zealands future economic prosperity and social harmony,
we must make the education system work better for Mori.
Hon Dr Pita Sharples

Associate Minister of Education
We are shifting the emphasis away from Mori students

being responsible for under-achieving in our compulsory
education programmes, to look at how education can be
delivered in the context of the vibrant contemporary Mori
values and norms, reflecting the cultural milieu in which
Mori students live.
Genuine, productive relationships among teachers and their
Mori students, whnau, iwi and wider communities are
vital foundations for effective teaching and learning. This is
the focus of Ttaiako: Cultural Competencies for Teachers of
Mori Learners.
TATAIAKO:
CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS
Ttaiako: Cultural Competencies for Teachers of Mori

Learners is about teachers relationships and engagement
with Mori learners and with their whnau and iwi.
Designed for teachers in early childhood education (ECE)
services and in primary and secondary schools, it will support
your work to personalise learning for and with Mori learners,
to ensure they enjoy education success as Mori.
Ka Hikitia Managing for Success, the Governments strategy
for Mori achieving education success as Mori, emphasises
the importance of the teacher-learner relationship:
Evidence shows that high-quality teaching is the most
important influence the education system can have on
high-quality outcomes for students with diverse learning
needs. Evidence also shows that effective teaching and
learning depends on the relationship between teachers
and students and students active engagement.1
Ka Hikitia also stresses the importance of identity, language
and culture teachers knowing where their students come
from, and building on what students bring with them; and
on productive partnerships among teachers, Mori learners,
whnau, and iwi.
Parents and whnau play a critical role in supporting
their childrens learning right from the start. Evidence
shows that learning outcomes are enhanced when
parental involvement in school is sustained and focused
on learning activities.
Identity, language and culture count knowing where
students come from and building on what students bring
with them. Productive Partnerships Mori students,
whnau and educators sharing knowledge and expertise
with each other to produce better outcomes2.
These principles form the basis of Ttaiako. The
competencies are about knowing, respecting, and working
with Mori learners and their whnau and iwi so their
worldview, aspirations, and knowledge are an integral part
of teaching and learning, and of the culture of the school
or ECE service.
further by schools/ECE services together with iwi to include

expectations relevant to the local context.
The competencies are:
Wnanga: participating with learners and communities
in robust dialogue for the benefit of Mori learners
achievement.
Whanaungatanga: actively engaging in respectful working
relationships with Mori learners, parents and whnau,
hap, iwi and the Mori community.
Manaakitanga: showing integrity, sincerity and respect
towards Mori beliefs, language and culture.
Tangata Whenuatanga: affirming Mori learners as Mori.
Providing contexts for learning where the language, identity
and culture of Mori learners and their whnau is affirmed.
Ako: taking responsibility for their own learning and that
of Mori learners.
While the competencies are not formal standards or criteria,
they are linked to the Graduating Teacher Standards and
Registered Teacher Criteria developed by the New Zealand
Teachers Council.
Cultural locatedness
Cultural locatedness refers to the focus of the competencies
at different stages of a teaching career.
For people entering initial teacher education, and for
graduating teachers, the focus is mrama: developing an
understanding of ones own identity, language and culture;
developing an understanding of the relevance of culture in
New Zealand education; and developing an understanding
of and openness to Mori knowledge and expertise.
For registered teachers, the focus is mhio: knowing how to
validate and affirm Mori and iwi culture, and applying that
knowledge. For school and ECE service leaders, the focus is
mtau: being able to lead and engage others in validating
and affirming Mori and iwi culture.
The competencies
Using the competencies
Each competency describes related behaviours for teachers

at different stages of their teaching career, and what the
results could look like for learners and their whnau.
Teachers will need to ensure they have the competencies
of all stages up to their current level. The behavioural
indicators listed are not exhaustive and can be developed
Ttaiako is an important resource for teachers, boards of

trustees, educational leaders, and providers of professional
learning development and initial teacher education.
For an online version of this booklet, visit

www.minedu.govt.nz/tataiako.
Ka Hikitia Managing for Success: The Mori Education Strategy 2008 2012.
http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx
Ibid.
The Teachers Council has produced guidance for schools

and early childhood centres on using the competencies.
Youll find it at www.teacherscouncil.govt.nz.
TATAIAKO COMPETENCIES
Ako
Practice in the
classroom and beyond
Wnanga
Communication,
problem solving,
innovation
Mori learners achieving
education success as Mori
Manaakitanga
Values integrity, trust,
sincerity, equity
Whanaungatanga
Relationships
(students, school-wide,
community) with high
expectations
Tangata Whenuatanga
Place-based, socio-cultural
awareness and knowledge
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Wnanga has links to Registered

Teacher Criteria 5, 11, 12
Wnanga has links to Graduating

Teacher Standards 5, 6, 7
Participates with learners and communities in robust

dialogue for the benefit of Mori learners achievement.
WNANGA
BEHAVIOURAL INDICATORS
OUTCOMES
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Outcomes: examples of whnau voice (MGF* 3.4)
Outcomes: examples of learner voice
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Whanaungatanga links to Registered

Teacher Criteria 1
Whanaungatanga links to
Graduating Teacher Standard 6
Actively engages in respectful working relationships with Mori learners,

parents and whnau, hap, iwi and the Mori community.
WHANAUNGATANGA
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Outcomes: examples of whnau voice (MGF 3.2)
OUTCOMES
10
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Manaakitanga links to Registered

Teacher Criteria 2, 7
Manaakitanga links to Graduating

Teacher Standards 3, 4, 6
Demonstrates integrity, sincerity and respect towards Mori beliefs,

language and culture.
MANAAKITANGA
OUTCOMES
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Outcomes: examples of whnau voice (MGF 3.2)
11
12
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LEADER
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Tangata Whenuatanga links to

Registered Teacher Criteria 3, 9, 10
Tangata Whenuatanga links to

Graduating Teacher Standards 1, 3
Affirms Mori learners as Mori provides contexts for learning where the identity, language and
culture (cultural locatedness) of Mori learners and their whnau is affirmed.
TANGATA WHENUATANGA
OUTCOMES
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It feels good to be Mori at this school and my teacher:
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Outcomes: examples of whnau voice (MGF 3.2 and 3.4):
13
14
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OFFET
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LEADER
REGISTERED TEACHER
GRADUATING TEACHER
ENTRY TO ITE
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Ako links to Registered Teacher Criteria

4, 6, 8, 12
Ako links to Graduating Teacher

Standards 2, 4, 5, 7
Takes responsibility for their own learning and that of Mori learners.
AKO
OUTCOMES
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My teacher:
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Outcomes: examples of whnau voice (MGF 3.1 and 3.2):
15
TATAIAKO SUMMARY
Ako
Practice in the classroom and beyond
Ako - reciprocal teaching/learning; parent,
whnau, hap, learner, teacher (Ka Hikitia)
Effective learning by Mori learners
Effective pedagogy
Effective curriculum for Mori learners
GTS 2, 4, 5, 7
RTC 4, 6, 8, 12
Wnanga
Whanaungatanga
Communication, problem solving,

innovation
Relationships (students, school-wide,

community) with high expectations
Students, whnau, and iwi engaging in

discussions and robust debate
Effective learning and teaching
interactions with students, whnau,
and iwi
Reporting and co-constructing learning
goals
GTS 5, 6, 7
RTC 5, 11, 12
Effective relationships with Mori

learners
Effective parent, whnau and iwi
Keeping connected
Productive partnerships (Ka Hikitia)
GTS 6
RTC 1
16
Mori learners achieving

education success as Mori
Manaakitanga
Tangata Whenuatanga
Values - integrity, trust, sincerity, equity
Place-based, socio-cultural awareness and knowledge
Effective Teaching Profile (Te Kotahitanga)

Caring for Mori learners as culturally-located beings
Treating Mori students, whnau, and iwi equitably
with sincerity and integrity
GTS 3, 4, 6
RTC 2, 7
Effective language and cultural practices for Mori learners

Te Reo Mori/reo -iwi
Tikanga Maori/tikanga--iwi
Place-based education
All learning and interaction occurs within a cultural context
Knowledge of whakapapa - knowing who children are,
where they are from and who they belong to
Identity, language, culture
GTS 1, 3
RTC 3, 9, 10
GRADUATING
TEACHER
STANDARDS:
LINKS WITH TATAIAKO
Each of the Ttaiako competencies has links with one or more of the New Zealand Teachers
Councils Graduating Teacher Standards. The key links are set out below.
Professional Knowledge
Standard One:
Graduating Teachers know what to teach
Key competency: Tangata Whenuatanga
a. have content knowledge appropriate to the learners
and learning areas of their programme.
b. have pedagogical content knowledge appropriate to the
learners and learning areas of their programme.
c. have knowledge of the relevant curriculum documents
of Aotearoa New Zealand.
d. have content and pedagogical content knowledge for
supporting English as an Additional Language (EAL)
learners to succeed in the curriculum.
Standard Two:
Graduating Teachers know about learners and
how they learn
b. have knowledge of tikanga and te reo Mori to work

effectively within the bicultural contexts of Aotearoa
New Zealand.
c. have an understanding of education within the
bicultural, multicultural, social, political, economic
and historical contexts of Aotearoa New Zealand.
Professional Practice
Standard Four:
Graduating Teachers use professional
knowledge to plan for a safe, high quality
teaching and learning environment
Key competencies: Manaakitanga, Ako
a. draw upon content knowledge and pedagogical content
knowledge when planning, teaching and evaluating.
b. use and sequence a range of learning experiences to
influence and promote learner achievement.
Key competency: Ako
c. demonstrate high expectations of all learners, focus on

learning and recognise and value diversity.
a. have knowledge of a range of relevant theories and

research about pedagogy, human development and
learning.
d. demonstrate proficiency in oral and written language

(Mori and/or English), in numeracy and in ICT relevant
to their professional role.
b. have knowledge of a range of relevant theories,

principles and purposes of assessment and
evaluation.
e. use te reo Mori me ng tikanga--iwi appropriately in

their practice.
c. know how to develop metacognitive strategies of

diverse learners.
f.
demonstrate commitment to and strategies for

promoting and nurturing the physical and emotional
safety of learners.
d. know how to select curriculum content appropriate to

the learners and the learning context.
Standard Three:
Graduating Teachers understand how
contextual factors influence teaching
and learning
Key competencies: Manaakitanga, Tangata Whenuatanga
a. have an understanding of the complex influences that
personal, social, and cultural factors may have on
teachers and learners.
17
Standard Five:
Graduating Teachers use evidence to promote
learning
Standard Seven:
Graduating Teachers are committed members
of the profession
Key competencies: Wnanga, Ako
Key competencies: Wnanga, Ako
a. systematically and critically engage with evidence to

reflect on and refine their practice.
a. uphold the New Zealand Teachers Council Code of

Ethics/Ng Tikanga Matatika.
b. gather, analyse and use assessment information to

improve learning and inform planning.
b. have knowledge and understanding of the ethical,

professional and legal responsibilities of teachers.
c. know how to communicate assessment information

appropriately to learners, their parents/caregivers
and staff.
c. work co-operatively with those who share responsibility

for the learning and wellbeing of learners.
Professional Values & Relationships

Standard Six:
Graduating Teachers develop positive
relationships with learners and the members
of learning communities
Key competencies:Wnanga, Whanaungatanga,
Manaakitanga
a. recognise how differing values and beliefs may impact
on learners and their learning.
b. have the knowledge and dispositions to work effectively
with colleagues, parents/caregivers, families/whnau
and communities.
c. build effective relationships with their learners.
e. promote a learning culture which engages diverse
learners effectively.
f.
18
demonstrate respect for te reo Mori me ng tikanga-aiwi in their practice.
e. are able to articulate and justify an emerging personal,

professional philosophy of teaching and learning.
REGISTERED
TEACHER
CRITERIA:
LINKS WITH TATAIAKO
The Ttaiako competencies have links to the New Zealand Teachers Councils Registered
Teacher Criteria. The key links are set out below.
Professional relationships and

professional values
1. establish and maintain effective professional
relationships focused on the learning and well-being
of all konga
Key competency: Whanaungatanga
2. demonstrate commitment to promoting the well-being
of all konga
Key competency: Manaakitanga
3. demonstrate commitment to bicultural partnership in
Aotearoa New Zealand
4. demonstrate commitment to ongoing professional
learning and development of personal professional
practice
Key competency: Ako
5. show leadership that contributes to effective teaching
and learning
Key competency: Wnanga
Professional knowledge in practice

6. conceptualise, plan and implement an appropriate
learning programme
Key competency: Ako
7. promote a collaborative, inclusive and supportive
learning environment
Key competency: Manaakitanga
8. demonstrate in practice their knowledge and
understanding of how konga learn
Key competency: Ako
9. respond effectively to the diverse language and cultural
experiences, and the varied strengths, interests and
needs of individuals and groups of konga
10. work effectively within the bicultural context of Aotearoa
New Zealand
11. analyse and appropriately use assessment information,
which has been gathered formally and informally
Key competency: Wnanga
12. use critical inquiry and problem-solving effectively in
their professional practice
Key competency: Wnanga, Ako
19
Ministry of Education
45-47 Pipitea Street
PO Box 1666
Thorndon
Wellington 6140
Email education.workforce@minedu.govt.nz
Phone +64 4 463 8000
www.minedu.govt.nz
Crown copyright, 2011
All rights reserved, enquiries should
be made to the publisher.
Published August 2011
ISBN 978-0-478-38600-4 (print)
ISBN 978-0-478-38601-1 (web)

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TATAIAKO

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Using the competencies

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For an online version of this booklet, visit

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TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Wnanga has links to Registered

Wnanga has links to Graduating

Participates with learners and communities in robust

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

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Outcomes: examples of whnau voice (MGF* 3.4)

Outcomes: examples of learner voice

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Whanaungatanga links to Registered

Actively engages in respectful working relationships with Mori learners,

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Outcomes: examples of whnau voice (MGF 3.2)

Outcomes: examples of learner voice

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Manaakitanga links to Registered

Manaakitanga links to Graduating

Demonstrates integrity, sincerity and respect towards Mori beliefs,

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Outcomes: examples of whnau voice (MGF 3.2)

Outcomes: examples of learner voice

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Tangata Whenuatanga links to

Tangata Whenuatanga links to

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

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It feels good to be Mori at this school and my teacher:

Outcomes: examples of whnau voice (MGF 3.2 and 3.4):

Outcomes: examples of learner voice

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Ako links to Registered Teacher Criteria

Ako links to Graduating Teacher

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Outcomes: examples of whnau voice (MGF 3.1 and 3.2):

Outcomes: examples of learner voice

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

TTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MORI LEARNERS

Communication, problem solving,

Relationships (students, school-wide,

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