The Tapasā framework brings Pacific perspectives to effective and quality teaching practice at different stages of a teachers’ journey in key areas and transition points for Pacific learners in early learning, primary and secondary education.
Our presenter will be Siliva Gaugatao, from Auckland University.
Siliva is a Professional Learning Development Facilitator and Doctoral Candidate at Future Learning Solutions. He is a fully registered teacher with extensive teaching experience as well as leading successful educational change in the secondary school sector.
His major professional and research interests include issues relating to equities in education, schooling improvement, teacher professional learning and education and creating educationally powerful connections with families, whānau and communities. His current doctoral research investigates the engagement of Samoan fathers in the education of their children at secondary school level.
Between 2014 and 2016 he was Lead Facilitator, in the Faculty of Education at the University of Auckland leading professional learning in several secondary schools that resulted in significant shifts in student NCEA (National Certificate of Educational Achievement) achievement. He is also chair for Fotu o Mālama - the association for teachers of Samoan language at secondary and tertiary sectors in New Zealand.
Work reciprocally with diverse Pacific communities to respond to unmet needs, with an initial focus on needs arising from the COVID-19 pandemic
To seize opportunities formally and informally to meet and discuss needs and issues… build relationship
Connecting with local schools to strengthen their programmes and support Pasifika students and families.
Removing assumptions regarding what the needs of each student needs. Supporting pastoral care, or maintaining relationships as a priority
Working with other agencies and teachers to support students who have had their life altered due to the pandemic.
Confront systemic racism and discrimination in education
We use cultural sensitivity towards family and students and build on their cultural identity.
Engage in professional learning to acknowledge our own bias and what steps we can take.
Tikanga and cultural norms are embraced and practiced frequently.
High expectations and value diversity
Seek guidance and advice from cultural experts and para-professionals as to improve our teaching practice and ensure our teaching is inclusive.
Engaging in PLD opportunities where we can enhance our knowledge of how systemic discrimination is present in our current education system. Taking this back to our provisions to discuss in our teams and consider how we implement in our learning environment.
Enable every teacher, leader and educational professional to take coordinated action to become culturally competent with diverse Pacific learners
Students participating in school culture activities.
Involving wider families in IEPs. Welcoming people to IEPs and not limiting the numbers.
Teaching the definition of what is culture and getting the students to share their culture experiences.
Include the students’ culture in the classroom.
Teaching activities that can match the english phrases with other languages phrases eg english -Samoan. Use of technology eg wordwall.
Wall displays of their cultures
Looking at ways we set up IEP’s. Valuing each member of the team and taking guidance from family. Adapting the process of the IEP process so that leadership and guidance is not just coming from one person. Respecting the values of all
Today’s session is an example of what the org is doing to address this issue.
Partner with families to design education opportunities together with teachers, leaders and educational professionals so that aspirations for learning and employment can be met
Whānau voice advocation, IEP meetings, Professionals meetings etc. Centrered around the student
Creating a physical environment that is engaging and welcoming to whānau
Inviting local community, elders, family to come and provide cultural experiences
IEPs, building relationships, collaborative goal setting
Meeting with families in an environment of their choice.
Whole community not just whānau is embraced.
Early Years Whānau centre where whānau attend as well as children
Preschool Courses - extended family are welcome to attend i.e. siblings, parents grandparents
Grow, retain and value highly competent teachers, leaders and educational professionals of diverse Pacific heritages
(Within in our specific team) We need more diversity within our team. We encourage teachers/TAs of Pacifica backgrounds that we meet in mainstream schools to consider looking into our organisation as a career.
Use resources within our partner schools to support us eg: staff of Pacific Island descent to support us.
Look at staff diversity and practice multicultural and intercultural relationships within the school and broader community.
Actively seek opportunities to engage in a wide variety of ethnicities
Teach first scholarships - do we promote this to our Pasifilka students?
Team Task:
Demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners.
Turu 1 is about teachers’ knowing and understanding that the shared and ethnic-specific identities, languages and cultures of Pacific learners underpins the way they think and learn, which is fundamental to their well-being and success. The motivations influencing their thinking and learning is manifested in the different ways they respond or similar ways they behave in different situations. Pacific learners, together with their parents and families, bring some of their own knowledge and awareness of identities, languages and cultures, and strengths such as child-caring practices in early learning settings that teachers will need to use as a foundation to build on. Teachers who are confident in their own identity and distinctiveness will appreciate the distinctive and ethnic-specific identities, qualities and contexts of each of their Pacific learners and will reflect this in their planning, teaching practice and relational endeavours. In practice, Turu 1 is about relational and united approaches in building a future for learners that is respectful of their past and background. For teachers, it is about effectively teaching the curriculum that enables Pacific learners to be successful and achieve.
Main Ideas:
To show awareness of diversity
Knowing who they are, their culture and their stregths.
By acknowledging and fostering the learners cultural identity we build on their strengths. We also are able to see that the ‘palangi lens’ is not the one we need to be using. EG: ‘born to serve’ comment discussed as a result of one RTD’s discussion
Meet at a place where families feel safe and empowered somewhere of their choice.
Use the knowledge and skill of family and community to guide our planning and reflection on priviledge
Ensuring genuine learner and family voice in IEP meetings, planning and feedback and feedforward.
Welcome and utilise family sharing of skills and voice.seek input during language awareness weeks
Use Pacific worldviews, data and research in planning, teaching and assessments.
Provide learning opportunities that build on what students already know and have a strength in
Learning Point: “Learn a little bit of the language of the students we work with.“
