Tataiako Competencies

Tataiako and the RTC

The Tātaiako competencies have links to the New Zealand Teachers Council’s 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 ākonga. Key competency: Whanaungatanga 

2. demonstrate commitment to promoting the well-being of all ākonga. Key competency: Manaakitanga 
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Key competency: Tangata Whenuatanga 
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: Wānanga 

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 ākonga 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 ākonga. Key competency: Tangata Whenuatanga 
10. work effectively within the bicultural context of Aotearoa New Zealand. Key competency: Tangata Whenuatanga 
11. analyse and appropriately use assessment information, which has been gathered formally and informally. Key competency: Wānanga 
12. use critical inquiry and problem-solving effectively in their professional practice. Key competency: Wānanga, Ako

Whanaungatanga – Links to RTC 1

Evidence	Actively engage in respectful and professional working relationships with all learners, staff, parents and community.
Parent/teacher/ student interviews	Continuous consultation in both formal and informal interviews and discussions before and after school. See notes of children in folder.
Overnight and Dunedin Camp	Inviting parent help to the overnight camp. Working with parents I had not met before.  I was in charge of handling all events on the Thursday of camp and ensuring that all parents had a clear understanding of what was happening and had the resources to support this.
Kip Discussions	One of the parents was concerned about her child’s abilities in Maths.  Discussed what support was available from school and what his next steps could be to help him at home.
Informal Discussions with parents after school/before school	I have an open door policy in my classroom. Anyone is welcome to come into class at any time. I have parents who regularly come into room 2 for a catch up in the mornings and parents who just want to come in for a meeting to discuss how their child is progressing. From these meetings usually there are next steps that are established.
Working with RTLB	At the start of 2014 we realised that we had a collection of boys who had issues working together socially.  We consulted with Louise Stevenson RTLB and this consultation resulted in the creation of a course for leadership and social skills for some selected students.  Louise met with this group weekly to provide them with specific strategies to help them become role models and leaders in the playground and classroom in regards to social behaviour We met on multiple occasions to discuss behaviour strategies. In 2013 one of my students was recommended (before I arrived) to an RTLB.  Conversations with another RTLB, other staff and parents as well as a strong behaviour management programme led to a change in behaviour and so the child was removed from the RTLBs books.
Working with RTLit and Davis Dyslexia Tutor.	I have had one student in my class who is Well below the National Standard for Reading and Writing.  He has worked with an RTLit and within a specialised programme to develop confidence and build his skill base.  I have been responsible for making connections between specialised learning, learning in class and then how this is supported at home.
Writing IEP’s	One of the children in my class is on an Individual Education Plans (IEP). This student has Downs Syndrome and has been in my class since I started at Lumsden. She has a strong support team around her and we all meet formally twice a year (was four times a year in 2013) to construct an IEP.  This includes myself, all teacher aides, parents, principal, ORRS Teacher, BLENZ case worker and Disabilities Representative.  This was a safe environment where I contributed my knowledge of the learner and their specific learning needs. We discussed previous programmes these children have been involved in.
Working with Health Nurse/principal/parent/Stand Childrens Services.	Two of the children in my classroom have toileting problems – one has an ileostomy bag and one does not. The student with the ileostomy bag has become increasingly independent this year and can handle his needs very well.  This has been a collaborative goal and it has taken a lot of time and support to get him to this stage.  This led to his own personal success of attending camp without a parent – a first.  Better still, when his bag become detached during our Amazing Race activity he was able to fix it himself. The other student in my classroom has issues with soiling himself from time to time. This was has been a long standing issue and leaves a strong smell in my classroom. I bought this up with staff to discuss the best approach.  His parents are fully aware of the problem and when I spoke to them said they just need notified when the situation arises and they will bring a change of clothes in.
Working with Mentor	Meetings formal and informal were recorded and used to set goals, discuss how things were going. Discussions on both positives and things to work on. Next steps etc. All recorded through meetings and observations.
Working with Release Teacher	Meetings at start of year to discuss day I wanted and the programme she will be running in my class. She will be teaching my strand units for the year. Working from week to week with her day with the children and where she is at with the unit. Discussions for when I have a sick day or a CRT day and what she will be covering. For the sick week I had at the beginning of Term 3 I planned the week for her. For the Term 3 strand unit I gathered all of the assessment resources and teaching resources needed to teach the unit. Meetings about analysis of assessment data and changes I wanted made to the way the assessment data was set out.
Kapa Haka (Andrew, parents, other staff)	In Term 3 we started up the Lumsden School Kapa Haka Ropu again.  Joining was optional and we had a third of the school join up (from year2-6)– very exciting for the school.  Our first performance at Production was of the waiata and haka Toia Mai:  Andrew taught the boys the haka which was great motivation for them – and great PD for him.  We were then invited to perform at the opening of the Around the Mountains Cycle Trail on the first Saturday of Term 4.  We had an incredible turn out with only 3 students unable to make it (incredible support from parents, and awesome pride from students.)  This was in front of our community and included guests such as Mayor of Southland Gary Tong, Clutha Southland MP Todd Barclay and Deputy Prime Minister Bill English.  All Kapa Haka members were incredibly proud to uphold the mana of our school and represent the Lumsden Community.  Our final performance of the year was at our end of year leavers ceremony – The whole school sang the waiata and the Kapa Haka Ropu performed the waiata a ringa.
Visiting other Kura/schools for professional development.	Courses Staff Meetings Curriculum development Literacy Cluster Meetings Swim Safe observations, Run Jump Throw
Lumsden School 2014 Māori consultation with Whanau (working with principal, staff, children and whanau)	11.8.14- Had a meeting with the identified Māori students in the school. The purpose of this meeting was to see what they know about Māori.  It was also to see what they think we do well and what we need to do next. Arranged with Andrew to change the traditional consultation process and he personally invited all Māori whanau to the consultation night by ringing each family. 11.8.14 - Had shared kai and korero with Māori whanau. The purpose of this meeting was to see what they think success as a Māori at Lumsden School should look like. It was also to see their opinions on our proposed changes, hear their ideas on what they think we do well and what we need to do next. 17.8.14 – Prepared report to board
Meeting with the Millers about their daughter	Private meeting to discuss Rachael's behaviour at home. The attitude they had been finding at home is not evident in the classroom and so I talked about what I see in class and what I have found inspires Rachael. We then talked about different strategies we could uses together to ensure Rachael is working hard consistently (at home and school).

Tangata Whenuatanga - Links to RTC 3, 9 and 10

Evidence	Commitment to bringing the rich cultural capital of New Zealand to the classroom and working effectively to the diverse language and cultural experiences. Commitment to biculturalism in New Zealand.
Use of Te Reo Maori in the classroom	Students are exposed to Māori daily – beginning first thing in the morning.  They receive focussed lessons once or twice a week on a topic based on our Coverage Expectation Tracking Sheet.
Kapa Haka	In Term 3 we started up the Lumsden School Kapa Haka Ropu again.  Joining was optional and we had a third of the school join up (from year2-6)– very exciting for the school.  Our first performance at Production was of the waiata and haka Toia Mai:  Andrew taught the boys the haka which was great motivation for them – and great PD for him.  We were then invited to perform at the opening of the Around the Mountains Cycle Trail on the first Saturday of Term 4.  We had an incredible turn out with only 3 students unable to make it (incredible support from parents, and awesome pride from students.)  This was in front of our community and included guests such as Mayor of Southland Gary Tong, Clutha Southland MP Todd Barclay and Deputy Prime Minister Bill English.  All Kapa Haka members were incredibly proud to uphold the mana of our school and represent the Lumsden Community.  Our final performance of the year was at our end of year leavers ceremony – The whole school sang the waiata and the Kapa Haka Ropu performed the waiata a ringa.
Use of languages at roll time	Students are greeted in a range of languages daily and reply in a language of their choice.  During this time we also do our Day, Date, Month and Weather in Te Reo Māori, as well as Kei te pehea koe and Te Kupu o Te Wiki.
Reading bilingual books in guided reading.	For Māori Language Week we developed a whole set of bilingual rotations where students read Te Reo Māori, spoke Te Reo Māori and read about Te Ao Māori.  The Students loved these rotations and they’re activities that I would like to include more regularly in our Reading Rotations.
Māori Unit	See  http://chloemadden.blogspot.co.nz/p/m.html
Knowing Learners and their Families	Developing strong relationships with learners and their families through having an open door policy, ringing/emailing home with good news, Parent Teacher interviews, being present at school BBQ’s and inviting parents in for shared kai (for Māori consultation).

Ako - links to RTC 4, 6, 8 and 12 

Evidence	-Demonstrate commitment to ongoing professional learning and development of personal professional practice. -Practice in the classroom and beyond. Demonstrate in practice. -Conceptualise, plan and implement an appropriate learning programme.
Curriculum Coverage	See the ‘Evidence’ Page to get a full understanding of curriculum coverage over the years.  Evidence contains pictures of modelling books, planning, key competencies and unit overviews, as well as tracking sheets. http://chloemadden.blogspot.co.nz/p/evidence.html
Maths PD	See the ‘Professional Development’ Page to get a full understanding of Professional Development over the years.  This contains an overview of what the course covered as well as the ‘So What’ next steps. http://chloemadden.blogspot.co.nz/p/professional-development.html
Literacy PD
Mark Sweeney PD
PRT Workshop
Numeracy Symposium
Literacy Cluster Meetings
Educating Boys
Staff PD	From Term 2 2014 Lumsden School have had Staff PD meetings on a number of topics.  This is a way for us to share our knowledge and new learning and ensure we are on the same page as a staff.  As part of my Management Unit I have had to present t several of the staff meetings, as evidenced under the ‘Management Unit’ Page.

Manaakitanga - Links to RTC 2 and 7

Evidence	Display commitment and respect for tikanga. Demonstrate commitment to caring for all akonga, parents and community. Value children’s ideas and thoughts.	Ensure that all akonga feel included in the learning environment, they feel like they have a place they belong and can be proud of their learning.
Including the variety of cultures in the classroom.		Pepeha - using other studenst knowledge of languages to accommodate all learners and their culture.
Integration of Te Reo Maori	At a curriculum level – see long term plans In the classroom – see Te Reo me ona Tikanga
Maori language Week	Ensuring that teachers were involved, well supported and had appropriate knowledge to lead students.	Each child shares their pepeha so all teina know who they are and the tuakana feel valued and equal.
Class Treaty	Including Maori tikanga on the treaty - “do not sit on tables” (tables are for working and eating on, not for bottom).	Each child had a chance to share their ideas for the class treaty. All ideas were used. All children had to sign for the treaty to be valid. Displayed in the classroom for everyone to see.
General Classroom Expectations	All children are valued as a member of the classroom. We are equal partners. We are given fairness and equality (class treaty).	The classroom is inclusive.   Use of ‘Our Space’ posters on the back wall – students are responsible for their area and choose what they want to display – work they are proud of.
Having Student Choice throughout all aspects of the daily classroom life.	All students have numerous opportunities throughout the day to choose what they would like to do. This starts from when they enter the classroom. In maths time the children can choose the maths activities they would like to be completing and they can choose to share their reflections with the class. The children choose their own chapter books to read with guidance from me. They can choose the appropriate after activity to complete after reading rotations. The children have a say in how they classroom is set out and where things should go. Most things I do are co-constructed so children can take ownership of their learning.
Tuakana/Teina		Every child has something that they are good at and every child excels in different areas of the classroom. As the teacher I acknowledge these talents and use these to my advantage. This also ensures all children are included and respected as valuable members of the classroom.
Start of year activity - What can Miss Madden do to help you with your learning this year.	I started off the year with an activity where the children worked in groups to discuss what they wanted and record how I can help them with learning this year. Some of the things the children wrote influenced my teaching planning for the year. The children’s views, needs and wants are a high priority in my classroom from the very beginning of the year.
Taking a group of 8 children to 2014 Polyfest to watch.	I organised for another teacher and myself to take a group of children to watch 2014 Polyfest. The children selected were potential leaders of the Lumsden School rōpū. They will help decide what waiata they want to sing, what their uniforms look like and will be tuakana for the rest of the kapa haka group when it comes to performance expectations.

Wananga – Links to RTC 5, 11 and 12

Evidence	Strategies and protocols for effective communication with whanau, hapu, iwi and the community. Communicate effectively with parents about their child’s learning.	Acknowledges and accesses the expertise that Maori parents (and other parents), whanau, hapu and iwi offer.	Show leadership that contributes to effective teaching and learning. Analyse and use assessment information.
Parent Teacher Interviews	Informal and formal encounters. Making extra time to meet parents and discuss learning using assessment data, key competencies, child’s goals and child input. Open Door Policy, Weekly happenings in the newletter, email, calling parents at home or on cellphone, homework and notices home.	Consulting with Māori parents – involvement in Māori Language Week.  Grandparents coming in for 1950’s week to share their life experiences.
Maori Language Week		Consulting with Māori parents – involvement in Māori Language Week, helping students make poi.	I organised a complete whole school rotations for this week. This showed leadership and effective teaching and learning in regard to Te Ao Maori.
Dunedin Camp	Camp meetings with parents and then with selected camp parents.	Selecting parents for camp based on the skills that they offer.
Tuakana/teina		Developing my own knowledge in regards to Te Ao Māori through Te Ara Reo Māori Course. This has allowed me to learn from other lead teachers of Te Reo me ona Tikanga from other schools in Southland.  Consulting with Parker Ormond on areas I’m not sure in.	Consistent use of tuakana/teina concept throughout daily classroom life and outside of the classroom (kapa haka/waiata). Room 5/2 learning waiata before other classes then helping with teaching the rest of the school (easier to pick up words, pacing and melody)
Use of Assessment information. Setting up individual programmes to meet specific learning needs.		I could see that some children had areas of interest that needed assessing and also extra programmes set up to help their learning. This involved extension through a Writers Club (ran by a parent) and specialist teacher aide time for students with specific areas needing extra support in reading and writing.
Polyfest			My suggestion to take down 8 students to watch the 2014 Polyfest competition. These children will be leaders for the 2015 group. The purpose of this trip was to show the children the level of standard and what they need to be doing e.g. entering and exiting stage.
Maori Consultation		Using student ideas and whanau ideas to come up with a collective agreement of what success as a Maori student should look like at Lumsden School.  Connecting the school vision, NZC and Te Marautanga o Aotearoa.	Organising a whanau consultation as a shared kai for all family to attend and share ideas. Report back to staff and share our next steps both as a staff and for the individual levels in the school.
Continuous consultation in regard to things Maori by fellow staff			Staff consult with me when making decisions in relation to Maori culture at Lumsden School.
Input and consultation into the development of the Te Reo me ona Tikanga Curriculum plans for Lumsden School.			Developing this section with the support of other staff and with the information gained from consultation with parents and students.