Core Concept:
To what extent is there evidence of highly effective, culturally responsive teaching practices for Māori learners?
[Research shows that high quality teaching makes the most difference to learner achievement across the sector. This rubric also incorporates the concept of ‘ako’ - ‘learning from each other’ where ‘culture counts’ (knowing where learners come from and building on what learners bring with them).]
All of the following are evident and backed by sound evidence:
· Virtually all educators are fully aware of the strengths, needs and agency with respect to teaching Māori learners; they generate contexts for learning that reflect and affirm identity, language and culture of every Māori learner; value and seek out expertise and resources as needed, including Māori learner, parents, families, whānau and/or hapū and iwi expertise and knowledge
· Virtually all educators can provide a range of examples from their own experiences which show ‘why the focus on Māori learners’ and how they have attended to the identity, language and culture of Māori learners
· Virtually all educators value and engage in meaningful relationships with whānau, hapū and iwi in contexts where it makes sense for both parties to do so, such as governance and curriculum development.
· The vast majority of Māori learners are directly involved in and take responsibility for leading their own learning, at a level appropriate for their age
· The vast majority of Māori learners know educators care about their learning, have high expectations of them and help them to succeed
· Virtually all educators have been effective in achieving high levels of performance with Māori learners, have high expectations for Māori and clearly believe that every Māori learner can learn and enjoy education success as Māori with effective teaching
· Virtually all educators use pedagogies that are known to be highly effective for Māori learners
Virtually all educators provide opportunities for Māori learners to bring what they know to their learning and to express themselves as Māori through topics or contexts of learning which are culturally responsive