Tapasā - Teaching Council
Transcript of Tapasā - Teaching Council
Teaching Council of Aotearoa New Zealand | 2
Tapasā FonoFacilitator: Dagmar Dyck
Teaching Council Representative: Janis Bruges
Date: May – August 2019
Epeli Hau’ofa (1939 - 2009) - ‘Our Sea of Islands’ Author and Lecturer at The University of the South Pacific
‘We are the sea, we are the ocean’
Teaching Council of Aotearoa New Zealand | 3
‘We need to know our relational past in order to enact our reciprocal present…’
Dr Rae Si`ilata, Lecturer in Biliteracy-Pasifika Education at the Faculty of Education and Social Work
Teaching Council of Aotearoa New Zealand | 4
Manuatu (2002), Vaioleti (2006), Mahina (1998), Seve-Williams (2009)
Left to right, Cherie Chu, Myra Fidow, Dr Martyn Reynolds, Malia Tuala, Sepora Mauigoa, PhonderleySiohane, Dagmar Dyck, Clair Oliver, Taime Pareanga Samuel, (obscured Christina Thornley) Jayne Franklin, Lui Lorenc-Lafou, Roxy Burt and Sarah Hopkinson (not pictured: Helen Varney, Lisa Seuseu and Janis Bruges).
Tapasā Expert Teacher Group initial fono held in Wellington, October 2018
Teaching Council of Aotearoa New Zealand | 5
Let’s begin to talanoa …
• What is your name?• Where were you born?• Which sector are you from?• What is the name of your centre or school?• Discuss a memory of a favorite teacher who impressed you.
Teaching Council of Aotearoa New Zealand | 6
1. Who was Tapasā developed for?
2. What is Tapasā’s location within Aotearoa’s current societal context?
3. How is this document going to improve my practice as an educator in today’s teaching landscape?
4. Where do Tapasā and the Code and Standards intersect?
Identify who ARE our Pacific learners - and once we see them what are their characteristics?
Understand the need and urgency for this document - who is our diaspora Pacific community and what is its historical context in relation to Aotearoa?
Explore the contents of this document - what will this document do to assist my leadership role or teaching practice in relation to understanding Pacific learners and their kainga and community?
Recognise the relationship Tapasā has with the Code and Standards. How do the Code and Standards support Tapasā?
Why?
PASIFIKA???
Teaching Council of Aotearoa New Zealand | 7
“I’m Tongan, yep, but I’m also Kiwi”
“My culture is my identity. I wouldn’t be who I am if it wasn’t for my relation to the Pacific.”
“Stereotypes are real and we’re constantly proving them wrong.”
“I want to carry their values and traditions and thrive in society without losing my sense of belonging and heritage.”
Pacific Aotearoa Lalanga Fou, Ministry for Pacific PeoplesGoal 4: Confident, thriving and resilient young people - p45
Teaching Council of Aotearoa New Zealand | 8
‘Tapasā is designed to primarily support non-Pacific leaders, teachers and boards to engage with Pacific learners in culturally responsive ways.’
Hon Jenny Salesa, Associate Minister of Education
The Pasifika Success Compass captures the essence of the PEP. All activities, domains, principles and values are oriented around the Pasifika learner, parents, families and communities who are at the centre.
The Pacifica Success Compass
Teaching Council of Aotearoa New Zealand | 9
• It is estimated that Pacific learners will make up approximately 20% of the student population by 2050. • A high performing teaching
profession must be one that meets the needs of our Pacific learners. • As part of the Pasifika Education
Plan, the Ministry of Education commissioned work to develop a Pasifika Competency Framework (PCF), this has evolved into Tapasā.
Background to Tapasā
“We could do more, if people believed in us.”
Pacific Aotearoa Lalanga Fou, Ministry for Pacific Peoples Goal 4: Confident, thriving and resilient young people - p47
Teaching Council of Aotearoa New Zealand | 10
The historical relationship between Aotearoa and its Pacific neighbours
“...the story of Pacific peoples in Aotearoa is one that is both familiar and ever-evolving. Waves of migration have laid the foundation for our Pacific story; a story that involves aspirations to be a confident, thriving prosperous and resilient Pacific Aotearoa.”Hon Aupito William Sio
see next page for full details
1940
-60’
sTH
E GO
LDEN
ERA
1947
Pa
cific
Isla
nder
s’ C
ongr
egat
iona
l C
hurc
h (P
ICC
) was
est
ablis
hed 1970
’sRI
SE O
F COM
MUN
ITY
ACTI
VISM
Win
ds o
f cha
nge:
Hig
h un
empl
oym
ent
DAW
N R
AID
S
1971
Po
lyne
sian
Pan
ther
s m
ovem
ent w
as fo
unde
d
1975
Pa
cific
Isla
nds
Adv
isor
y C
ounc
il es
tabl
ishe
d
1976
Pa
cific
Isla
nder
s’ E
duca
tiona
l Res
ourc
e C
entr
e (P
IER
C) e
stab
lishe
d
1976
Po
lyfe
st h
oste
d by
Hill
ary
Col
lege
, Ota
ra
1977
N
atio
nal N
GO
for P
acifi
c w
omen
est
ablis
hed
–P.
A.C
.I.F.
I.C.A
Inc
1978
Pa
cific
com
mun
ity e
duca
tion
prov
ider
op
ened
– T
he P
acifi
c Is
land
ers
Educ
atio
n R
esou
rce
Cen
tre
(now
the
Pas
ifika
Ed
ucat
ion
Cen
tre)
1980
’sEA
RLY
TRIU
MPH
S19
84
Paci
fic Is
land
Affa
irs U
nit s
et u
p
1984
Pa
cific
lang
uage
nes
t ope
ned
– A
’oga
Am
ata
(Sam
oan
Lang
uage
Nes
t), N
ewto
wn
1985
Pa
cific
Isla
nd E
mpl
oym
ent
Dev
elop
men
t Sch
eme
(now
Pac
ific
Busi
ness
Tru
st) e
stab
lishe
d
1987
Ta
gata
Pas
ifika
laun
ched
1990
’sA
DECA
DE O
F SI
GNIF
ICAN
T W
INS
1990
M
inis
try
for P
acifi
c Is
land
Affa
irs
was
est
ablis
hed
1993
T
he A
uckl
and
Paci
fic Is
land
C
omm
unity
Rad
io T
rust
was
est
ablis
hed
1997
Et
hnic
spe
cific
hea
lthca
re s
ervi
ce
open
ed –
Lan
gim
alie
Hea
lth C
entr
e
1999
-20
00’s
A W
AVE
OF P
OLIC
Y W
INS
FOR
PACI
FIC
1999
M
ajor
Pac
ific
polic
y dr
ive
– Pa
cific
Vis
ion
Nav
igat
ing
the
curr
ents
of t
he
New
Mill
enni
um
2001
Pa
sifik
a Ed
ucat
ion
Plan
was
dev
elop
ed
by th
e M
inis
try
of E
duca
tion
2002
Pa
cific
Med
ia N
etw
ork
esta
blis
hed
2002
Pa
cific
Hea
lth a
nd D
isab
ility
Act
ion
Plan
was
de
velo
ped
by th
e M
inis
try
of H
ealth
2005
Pa
cific
Ana
lysi
s Fr
amew
ork
Tool
w
as la
unch
ed
2012
N
ga V
aka
Ethn
ic S
peci
fic F
ram
ewor
ks w
ere
rele
ased
to a
ddre
ss fa
mily
vio
lenc
e
2014
Pa
sifik
a Fu
ture
s es
tabl
ishe
d
2016
K
apas
a –
The
Pac
ific
Polic
y A
naly
sis
Tool
w
as la
unch
ed
2018
Ya
vu –
Fou
ndat
ions
of P
acifi
c En
gage
men
t w
as la
unch
ed
THE
GREA
T PA
CIFI
C M
IGRA
TION
Our
Pac
ific
hist
ory
in A
otea
roa
show
s th
e eff
orts
of o
ur
pion
eers
to la
lang
a an
d br
ing
life
to th
e vo
ices
of o
ur P
acifi
c co
mm
uniti
es. T
his
jour
ney
has
culti
vate
d a
conf
iden
t and
th
rivin
g Pa
cific
pop
ulat
ion
in A
otea
roa.
Tim
elin
e Ke
y
Sign
ifica
nt w
ins
Com
mun
ity a
dvoc
acy
Land
mar
k m
omen
ts
Gov
ernm
ent p
olic
ysFL
IGHT
PATH
2018
TODA
Y &
BEY
OND
TH
E NE
XT G
REAT
MOV
E?
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‘For example, 31% of services were found to have limited or no focus on supporting children’s oral language learning…’
‘Māori and Pasifika students are being streamed out of academic subjects.’ (WORKSHOP) ‘Māori and Pasifika students are achieving a “different kind” of NCEA than students of other ethnicities.’ (WORKSHOP)
‘We struggle to address systemwide challenges because our current schooling system has been designed for autonomous self governing schools, not for networked and connected schools and their communities. ‘
Teaching Council of Aotearoa New Zealand | 13
A concept of Diversity
This frame rejects the notion of a 'normal' group and 'other' or minority groups of learners and constitutes diversity and difference as central to the classroom endeavour and central to the focus of quality teaching in Aotearoa , New Zealand . It is fundamental to the approach taken to diversity in New Zealand education that it honours the Treaty of Waitangi.
‘Knowing yourself is not only about your identity and self-reflection, it is to also understand one's’ own biases prejudices and actions of privileging’
Teaching Council of Aotearoa New Zealand | 14
Compare Alton-Lee’s Quality Teaching Practice list withthe Characteristics of a Good Teacher as noted by Pacific learners and their communities.
-
see next page for full details
Teaching Council of Aotearoa New Zealand | 15
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES)
Adrienne Alton-Lee (June 2003)1. Quality teaching is focused on student achievement (including social outcomes) and facilitates high standards of
student outcomes for heterogenous groups of students.
2. Pedagogical practice enables classes and other learning groupings to work as caring, inclusive and cohesive
learning communities.
3. Effective links are created between school and other cultural contexts in which students are socialised, to facilitate
learning.
4. Quality teaching is responsive to student learning processes.
5. Opportunity to learn is effective and sufficient.
6. Multiple task contexts support learning cycles.
7. Curriculum goals, resources including ICT usage, task design, teaching and school practices are effectively aligned.
8. Pedagogy scaffolds and provides appropriate feedback on students’ task engagement.
9. Pedagogy promotes learning orientations, student self-regulation, meta-cognitive strategies and thoughtful
student discourse.
10. Teachers and students engage constructively in goal-oriented assessment.
Activity
Activity
a. Read through Adrienne Alton-Lee’s list of Quality Teaching for Diverse Students in Schooling. Discuss these ten examples of quality teaching practices with a colleague and comment on:
• Which practice in particular stands out to you? Why?
• Which one would you like to learn more about?
b. Read the list of Characteristics of a good teacher on page 7 of Tapasā:
• Choose 4 practices from Alton-Lee’s list and match them with the corresponding characteristics from Pacific
parents and students’ comments.
For example: Effective links are created between school and other cultural contexts in which students are
socialised, to facilitate learning AND ‘knows that I want my parents to be part of my learning journey and that
my parents value being part of that journey’
What are the links between these two statements?
• Explain one point of connection between what Alton-Lee and Pacific parents and students identify and how this
might be demonstrated in your centre/school.
Teaching Council of Aotearoa New Zealand | 17
Turu One Activity
1. In pairs or threes place the indicators where you think they best fit according to the level of teacher experience on
the Tapasā framework. Discuss with others the reasons for your choices.
2. Individually study the framework as a whole (Tapasā pages 10 – 11) – take some time to decide where you best fit
on the framework. Why did you place yourself there? Discuss your thoughts with others at your table.
3. Read through the questions below. Choose two of the questions and discuss with others at your table, your
knowledge of these issues and how you (or your school/centre) may grow in understanding and practice in these
areas.
• To what extent do I truly understand the various ethnic differences between Pacific peoples?
• How effective are our school/centre’s protocols in recognising Pacific ethnic-specific identities, languages and
cultures?
• How well do I understand Pacific learners and their communities in terms of socio-economic, demographic,
historical and contemporary profiles? Do I know how these things impact on Pacific learners’ wellbeing and
their learning?
• Do I understand bilingual acquisition and learning processes?
• Does our school/centre charter or mission statement reflect the importance of identities, languages and
cultures in the health and educational success of Pacific learners?
Activity
Thoughts:
Teaching Council of Aotearoa New Zealand | 18
https://www.youtube.com/watch?v=vrBS_8cNLlY&feature=youtu.be
Teaching Council of Aotearoa New Zealand | 19
Tapasā: Our Code and our Values
Values
• WHAKAMANA: Empowering all learners to reach their highest potential by providing high quality teaching and leadership• MANAAKITANGA: Creating a welcoming, caring and creative learning
environment that treats everyone with respect and dignity• PONO: Showing integrity by acting in ways that are fair; honest, ethical
and just• WHANAUNGATANGA: Engaging in positive and collaborative relationships
with our learners, their families and whānau, our colleagues and the wider community
Teaching Council of Aotearoa New Zealand | 20
As an expression of individual and collective values
• To guide conversations –ethical and professional behaviour
• For our communities to understand the expectations of the profession
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1
Com
mitm
ent
to L
earn
ers
I will
wor
k in
the
best
in
tere
sts
of le
arne
rs b
y:
• pr
omot
ing
the
wel
lbei
ng o
f lea
rner
s an
d pr
otec
ting
them
from
har
m•
enga
ging
in e
thic
al a
nd p
rofe
ssio
nal
rela
tions
hips
with
lear
ners
that
resp
ect
prof
essi
onal
bou
ndar
ies
• re
spec
ting
the
dive
rsity
of t
he h
erita
ge,
lang
uage
, ide
ntify
and
cul
ture
or a
ll le
arne
rs•
affirm
ing
Māo
ri le
arne
rs a
s ta
ngat
a w
henu
a an
d su
ppor
ting
thei
r edu
catio
nal a
spira
tions
• pr
omot
ing
incl
usiv
e pr
actic
es to
sup
port
the
need
s an
d ab
ilitie
s of
all
lear
ners
• be
ing
fair
and
effec
tivel
y m
anag
ing
my
assu
mpt
ions
and
per
sona
l bel
iefs
Com
mitm
ent
to S
ocie
tyI w
ill re
spec
t my
trus
ted
role
in s
ocie
ty a
nd th
e in
fluen
ce I
have
in
shap
ing
futu
re b
y:
• pr
omot
ing
and
prot
ectin
g th
e pr
inci
ples
of
hum
an ri
ghts
, sus
tain
abili
ty a
nd s
ocia
l jus
tice
• de
mon
stra
ting
a co
mm
itmen
t to
Te T
iriti
o W
aita
ngi b
ased
Aot
earo
a N
ew Z
eala
nd•
fost
erin
g le
arne
rs to
be
activ
e pa
rtic
ipan
ts
in c
omm
unity
life
and
eng
aged
in is
sues
im
port
ant t
o th
e w
ellb
eing
of s
ocie
ty
THE
COD
E O
F PR
OFE
SSIO
NAL
RE
SPO
NSI
BILI
TY
Com
mitm
ent t
o
Fam
ilies
and
Whā
nau
I will
resp
ect t
he v
ital r
ole
my
lear
ners
’ fam
ilies
and
whā
nau
play
in s
uppo
rtin
g th
eir
child
ren’
s le
arni
ng b
y:
Com
mitm
ent t
o th
e Te
achi
ng P
rofe
ssio
nI w
ill m
aint
ain
publ
ic tr
ust
and
confi
denc
e in
the
teac
hing
pro
fess
ion
by:
• en
gagi
ng in
rela
tions
hips
with
fam
ilies
and
w
hāna
u th
at a
re p
rofe
ssio
nal a
nd re
spec
tful
• en
gagi
ng fa
mili
es a
nd w
hāna
u in
thei
r ch
ildre
n’s
lear
ning
• re
spec
ting
the
dive
rsity
of t
he h
erita
ge,
lang
uage
, ide
ntify
and
cul
ture
of f
amili
es a
nd
whā
nau
• de
mon
stra
ting
a co
mm
itmen
t to
prov
idin
g hi
gh-q
ualit
y an
d eff
ectiv
e te
achi
ng•
enga
ging
in p
rofe
ssio
nal,
resp
ectf
ul a
nd
colla
bora
tive
rela
tions
hips
with
col
leag
ues
• de
mon
stra
ting
a hi
gh s
tand
ard
of p
rofe
ssio
nal
beha
viou
r and
inte
grity
• de
mon
stra
ting
a co
mm
itmen
t to
tang
ata
whe
nuat
anga
and
Te
Tirit
i of W
aita
ngi
part
ners
hip
in th
e le
arni
ng e
nviro
nmen
t•
cont
ribut
ing
to a
pro
fess
iona
l cul
ture
that
su
ppor
ts a
nd u
phol
ds th
is C
ode
Th
e C
ode
of P
rofe
ssio
nal
Res
pon
sibi
lity
thro
ugh
the
len
s of
Tap
asā
Wh
o a
m I?
Wh
o a
re m
y P
acifi
c le
arn
ers?
How
do
I be
st s
up
po
rt th
eir l
earn
ing?
Teaching Council of Aotearoa New Zealand | 22
Tapasā helps teachers:
How can Tapasā be used to understand and explain these commitments in support of Pacific learners?Two conversations:•Understand our own culture•Understand the Pacific communities’ expectations of teachers
Tapasā and Our Standards:
Teaching Council of Aotearoa New Zealand | 23
For each teacher the Standards:
• Describe essential professional knowledge in practice and professional relationships and values of effective teaching
• Need to be interpreted and contextualised for each educational setting
For each teacher the Standards:
• Describe essential professional knowledge in practice and professional relationships and values of effective teaching
• Need to be interpreted and contextualised for each educational setting
Teaching Council of Aotearoa New Zealand | 24
Using the resources of
our profession –Tapasā, Tātaiako, Te Whāriki, NZC,
Success for All, videos, readings, ... .
What quality practices do I use that demonstrate the Standards
and benefit learners?
What do we think are quality practices that demonstrate the Standards and benefit
our learners?
What would be valuable for our Pacific learners
and their families and community?
How does Tapasā and our QPT enhance my practice and benefit
my learners and community?
As I discuss quality teaching with my colleagues ...
As we create or refine our QPT, we use the Tapasā indicators and the Tapasā lens on quality practice.
As I think about my teaching ...
As I teach and evaluate and
reflect...
Standards for the Teaching Profession
Tapasā: a lens to create or refine a Quality Practice Template (QPT)
As we explore and discuss Tapasā: characteristics of a good teacher, knowing
yourself (p7), ngā turu (p 10-16), ...
Our
Val
ues:
wha
kam
ana,
man
aaki
tang
a, p
ono,
wha
naug
atan
ga
and go up through the diamond
Start here
Stan
dar
dEl
abo
rati
on
s o
f th
e st
and
ard
Wh
at q
ual
ity
pra
ctic
es d
o y
ou
use
in y
ou
r se
ttin
g th
at
con
nec
t wit
h th
is s
tan
dar
d?
Wh
at e
vid
ence
do
yo
u u
se th
at
dem
on
stra
tes
thes
e q
ual
ity
pra
ctic
es?
Pro
fess
ion
al L
earn
ing
Use
inq
uir
y, c
olla
bo
rati
ve
pro
ble
m-s
olv
ing
an
d p
rofe
ssio
nal
le
arn
ing
to im
pro
ve p
rofe
ssio
nal
ca
pab
ility
to im
pac
t on
the
lear
nin
g a
nd
ach
ieve
men
t of a
ll le
arn
ers.
Inq
uire
into
an
d r
efle
ct o
n t
he
effec
tiven
ess
of p
ract
ice
in a
n
on
go
ing
way
, usi
ng
evi
den
ce fr
om
a
ran
ge
of s
ou
rces
.
Cri
tical
ly e
xam
ine
ho
w m
y o
wn
as
sum
ptio
ns
and
bel
iefs
, in
clu
din
g
cultu
ral b
elie
fs, i
mp
act
on
pra
ctic
e an
d t
he
ach
ieve
men
t o
f lea
rner
s w
ith d
iffer
ent
abili
ties
and
nee
ds,
b
ackg
rou
nd
s, g
end
ers,
iden
titie
s,
lan
gu
ages
an
d c
ultu
res
En
gag
e in
pro
fess
ion
al le
arn
ing
an
d a
dap
tivel
y ap
ply
th
is le
arn
ing
in
pra
ctic
e.
Be
info
rmed
by
rese
arch
an
d
inn
ova
tion
s re
late
d to
: co
nte
nt
dis
cip
lines
; ped
ago
gy;
teac
hin
g
for
div
erse
lear
ner
s in
clu
din
g
lear
ner
s w
ith d
isab
ilitie
s an
d
lear
nin
g s
up
po
rt n
eed
s; a
nd
wid
er
edu
catio
n m
atte
rs.
Qu
alit
y P
ract
ice
- Sta
nd
ard
s fo
r th
e T
each
ing
Pro
fess
ion
Teac
hin
g C
ou
nci
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Teaching Council of Aotearoa New Zealand | 26
Lesieli Tongati’o
As Pule Ma’ataPasifika, Senior Manager Pacific Education MOE, Lesieliled the development of five Pacific Education Plans (PEP) from 2001 – 2017.
The late Dr MeaolaAmituanai-Toloa,New Zealand’s first Associate Dean Pasifika.
Meaola was Associate Director of the Woolf Fisher Research Centre and a Lecturer in the School of Arts, Languages and Literacies at the then Faculty of Education
Lili Tuioti - Chief Advisor Pasifika, NZQA
First High School Pasifika Principal -1993-97, Western Spring College
First Pasifika rep to serve on Teachers’ Council -2000 - 2004
Soana Pamaka is is an Advisor to the Board of Teach First NZ.
Soana is the first Tongan principal of a secondary school in New Zealand, Tamaki College.
Create your action plan!
• What are you going to do tomorrow? Take a minute and write down what you are going to share at your next school or centremeeting.
• What are your biggest ‘takeaways’ from today’s session?
Teaching Council of Aotearoa New Zealand | 27
Reflective questions• How can I implement Tapasā into my current
practice? (What do I do?)• How can I support my non-Pacific colleagues to
implement Tapasā? (What is my responsibility?)• How can I seek support from my Pacific
colleagues and/or my Principal/SLT to implement Tapasā? (Who is going to support me?)
Final word from Barbara Ala’alatoa, Inaugural Chair of the Teaching Council of Aotearoa NZ.
There's no mystery about what creates success for Pasifika learners - it's what creates success for all learners. It's about teachers who are connected to and know the students deeply, who they are and what they are - their life experiences, their interests, dreams, aspirations, fears. It's about teachers with a deep knowledge of their craft that authentically build their teaching practice around the student. They make no assumptions about the learners in front of them and they are committed to learning about their craft and their learners!
Teaching Council of Aotearoa New Zealand | 28
Transformational QuotationsWe are the sea, we are the ocean .... Just as the sea is an open and ever flowing reality, so should our oceanic identity transcend all forms of insularity, to become one that is openly searching, inventive and welcoming.
Epeli Hau’ofa (1939 – 2009) Our Sea of Islands
Author and lecturer at The University of the South Pacific
We need to know our relational past in order to enact our reciprocal present. All New Zealand educators should understand that universities and schools need to address not only equity considerations for Pasifika peoples but also position them in their rightful place, as indigenous peoples of the Pacific, wider whānau of tangata whenua and current partners in a reciprocal relationship with the government and peoples of Aotearoa New Zealand. As a result of this reciprocal partnership, I also believe that New Zealand has a constitutional responsibility to the maintenance and revitalisation of Pacific languages that goes beyond a ‘one week a year’ approach.
Dr Rae Si’ilata, Lecturer in Biliteracy-Pasifika
Education at the Faculty of Education and Social Work
We could do more, if people believed in us’.
Pacific Aotearoa Lalanga Fou, Ministry for Pacific Peoples
Goal 4: Confident, thriving and resilient young people page 47
There’s no mystery about what creates success for Pasifika learners - it’s what creates success for all learners.
It’s about teachers who are connected to and know the students deeply, who they are and what they are - their life experiences, their interests, dreams, aspirations, fears. It’s about teachers with a deep knowledge of their craft that authentically build their teaching practice around the student. They make no assumptions about the learners in front of them and they are committed to learning about their craft and their learners!
Barbara Ala’alatoa (Principal, Sylvia Park School and Inaugural Chair of the Teaching Council Aotearoa,
New Zealand)
Teaching Council of Aotearoa New Zealand | 29
Some questions we might ask ourselves…
…to make our journey in the Tapasā framework deliberate and progressive:
In a Pasifika/Pacific education context…
Who is participating in my classroom and what does that say about the effectiveness of my pedagogy?
What changes can I make to what I am doing to support more students to participate?
When in my lessons I am listening to students? What am I learning about their worldviews through their voices?
When I learn about students’ worldviews, what am I learning about my own?
How am I attempting to engage my students as holistic and emotional beings?
What evidence can I see of my students’ emotional engagement in their learning?
What am I offering my students of myself?
How am I creating space for my students to offer themselves?
What areas of choice can I offer my students as a way of framing their input into our learning?
How will I know if the choices I have offered have validated students as cultural beings in our class?
How can I reflect on the ways my students learn in class?
How can I harness my learning about my students to enhance my teaching so that it augments the ways they
learn?
What opportunities can I create for my students and their families to support my learning about their worlds?
How can I incorporate my new learning into my teaching and other relational activities?
What can I learn as a person and a professional by spending time with Pasifika people/in Pasifika spaces?
How can I incorporate this kind of learning in my date-to-day interactions and classroom teaching?
Dr Martyn Reynolds