Strategies I might use

• What is the nature of my professional relationships with my ākonga, their whānau and my colleagues?

•  What else can I do to establish effective working relationships with my ākonga, their whānau, my colleagues and others to support the learning of those I teach?

• How can other teaching professionals, including colleagues and senior management, help me and how can I help them? 

• How can I access/use personal information about ākonga that may help me to better meet their needs?

• How can I access agencies, groups, and individuals in the community to support my work as a teacher? 

• What is my understanding of relationships and values that reflect a bicultural partnership?

• How does my teaching practice demonstrate the bicultural partnership of the Treaty of Waitangi?

• What does this look like in my interactions with ākonga, whānau, my colleagues, other educational professionals, and those in the wider community?

• How do I continue to advance my professional learning in this area?

• Who could best mentor me in this work?

• How do I develop and maintain links with Māori whānau and local iwi?

• How do I fit in to the local community?

• Do I have a link with a local marae?

• How do I involve Maori whānau, hāpu and iwi in ways that can support and inform my teaching?

• Appropriate and professional communication with colleagues, ākonga and whānau.

• Establishing collegial relations by participating with colleagues in staff activities, and taking an interest in what others are doing through positive professional interactions.

• Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.

• Engaging with whānau and ākonga to discuss ākonga well-being and achievement. Engaging in regular professional communication as appropriate. 

• Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 

• Actively listening to what is being said by others and reflecting thoughtfully on information shared. 

• Participation in school related extra-curricular activities. 

• Requesting classroom observations to provide feedback on class dynamics, ākonga interactions, and my interactions with ākonga. 

• Establishing positive and appropriate relationships with and between ākonga. 

• Seeking regular feedback from the ākonga, colleagues, whānau and the community (e.g., about ākonga learning and interests; what they find helpful for their learning and what they find challenging), and using this feedback to make improvements where appropriate.

• Understanding and using existing models of effective practice (e.g., Te Kotahitanga and Ka Hikitia)

• Focussed discussions in syndicate/ department/faculty focussing on this criterion.

• Involvement in PLD – individual, staff, community in the context of the Treaty of Waitangi and our bi-cultural history.

• Actively seeking feedback on performance in this area from colleagues, ākonga and whānau.

• Recognising, valuing and utilising Māori ākonga knowledge within the school setting.

• Providing culturally responsive and engaging contexts for learning for Māori ākonga

• Attending cultural events at school and in the local community.

• Actively facilitating the participation of whānau and people with the knowledge of local context, tikanga, history and language to support classroom teaching and learning programmes.

• Consciously using and actively encouraging the use of local Māori contexts to explore whakapapa, the environment, tikanga, language, history, place, geography to support ākonga learning and bicultural understanding.