How can I support my colleagues?

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TAPASA

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  I think quite often we get a bit scared to dive into these documents that we have sitting in our schools. It's often pushed to the side as other things have importance but seriously, this document needs to be used and time is given to unpack it. In the current times, it may not seem like a priority, but if you have Pasifika learners and families and are struggling to engage with them - pick up this document and get cracking.  Each time I spend time on this I learn something new, have another 'AH HA' moment.  A year ago I attended a  Tapasa Workshop  through Senior Teacher. Together with a colleague we unpacked each turu and identified what we've done in our school that fell into that compentency.  If you're not sure where to start - this is a good place to. Take each turu, one by one and unpack. Identify what you do in your school that is evidence of this. The great thing with this document is that it identifies what it looks like at different phases of y...
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Welcome to ... Keeping up with Mrs Faalili 2022

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kuw - 'Keeping Up With' - just like the Kardashians, but this time not the Kardashians, but me,  Poto Faalili.  So, with that said, welcome to ... KEEPING UP WITH MRS FAALILI Welcome to 2022! It is most likely going to be another year of uncertainties, working from home for a bit but nonetheless, a year full of learning, reflecting, failing, growing, and supporting each other. 
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What's the challenge? What's my challenge?

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Every document that is available and related to Pasifika and Maori learning is focused on Teacher Practice. This is the heart of the matter. Until teachers change their attitudes and practice student learning will stagnate. My focus is on teacher practice looking at Cultural Responsiveness.  Do teachers know their students' cultures? Where they were born? Language spoken at home? Who they live with?  What their students’ home responsibilities are? Is there evidence of each child’s culture in the classrooms? Beyond that - do teachers know their students’ stories? And what to do with that gold? Without this crucial information and a change in attitudes and practice, our tamariki will struggle to make connections, stay connected and be confident, all of which are outcomes of student learning.  Bishop et al (2014) expresses that new cultures or ethnicities require teachers to engage quickly and positively with learners from any culture and background so that their learners ca...
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