RTC3-Bicultural

RTC3-Bicultural

Criteria Three: Demonstrate a commitment to bicultural partnership in Aotearoa New Zealand

Key Indicators:

- Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.

Questions I have asked myself:

- What is my understanding of a bicultural partnership?

- What does showing respect for cultures look like?

- How have I incorporated this knowledge into my planning and execution of lessons?

- Have I actively sought appropriate assistance at this planning stage?

- How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the Treaty of Waitangi?

- How do I develop and maintain links with these cultures - including the families/whānau?

- How do I fit into the local community? (Do I have a link with the local marae?)

- Who could best mentor me in this work?

- How do I continue to advance my professional learning in this area as a teacher?

Strategies that have helped me:

- Understand and use existing models of effective practice, eg Kotahitanga, Ka Hikitia and Te Mana Kōrero.

- Classroom observations by appropriate observer focussing on this area. 

- Involvement in professional development - individual, staff, community in the context of the Treaty of Waitangi and our bicultural history. 

- Actively seeking feedback on performance in this area from staff, students and whānau. 

- Access students as resources within school setting. 

- Attending cultural events at school or in the local community

Evidence that might support this:

- Professional development undertaken. 

- Samples of student voice (and the voice of others) that demonstrates commitment to a bicultural partnership. 

- Opportunities taken to learn or practice skills in less known cultural areas.

- Examples of changes made to planning based on cultural opportunity. 

- Examples where staff, students, parents or the local community have appreciated my interest, involvement or initiation of cultural expression.

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Some of my evidence

• Use of Māori language in class (integration) e.g. Te Reo every first block that is in class, using Te Reo throughout the day and by using Te Kupu O Te Wiki.
• Showing interest in others' cultures and teaching children about these values and differences in context e.g. Waitangi day
• During our first unit HWW students had the opportunity to research their family name and background and share it with the class.
• Displays Te Reo around the classroom.
• Teaching the Norwegian language and culture for teaming
• ANZAC day