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Tapasā Resources

Download the Quality Practice Template – Cross Sector Examples for a QPT using a Tapasā lens

 

 

Tapasā Poster

Tapasā Online Resource Bank

Tapasā Webinar - Watch this webinar to find how you can develop your Quality Practice Template (QPT) that reflects the Standards through the lens of Tapasā

* If you have already completed a QPT, you will be directed to fast forward through the middle section. 

Workshop Resources:

Tapasā Workbook

Tapasā Script

Tapasā PowerPoint

VIDEOS

VIDEO: TAPASĀ  values community

In this video, teachers describe their open door policy with parents and their whānau. Tessa and Caro describe their interactions with parents and the neutral ground they create for discussions.

Video link: https://vimeo.com/showcase/6063485/video/342160124

Questions:

  • How do the teachers in this video benefit from informal meetings with their communities? How does or could this occur in your setting?
  • In what ways do Caro and Tessa see themselves as the learners at Sylvia Park School? How could positioning ourselves as learners create opportunities for connecting to the community?

Links to other documents:

VIDEO: TAPASĀ: a compass to navigate diversity

Leitu models a pathway to respectful relationships with students based on trust. He talks about respecting their ‘va’ (teu le va) and puts himself on the same level as them so that successful conversations can take place.

Video link: https://vimeo.com/showcase/6063485/video/342160199

Questions:

  • How do you see the Pacific value of reciprocity demonstrated in this video?
  • How does Leitu’s philosophy and approach consider the holistic and collective aspects of his learners, their parents , whānau and community?

Links to other documents:

VIDEO: TAPASĀ supports different ways of knowing 

This video shows Aurora College’s intentional practice of building strong relationships with their wider community with the resulting benefits for students’ social and academic learning. Listen to Antonio, Maleko and Oceania talk about how the course they completed strengthened their sense of connection and identity.

Video link: https://vimeo.com/showcase/6063485/video/342160309

Questions:

  • How does Aurora College weave all three Turu throughout the case study?
  • Why would a strengthened sense of connection and identity impact on learner outcomes?
  • How might you deepen your relationships with the wider community in order to benefit your Pacific learners?

Links to other documents:

VIDEO: TAPASĀ builds bridges 

You will hear Ragne talking about meeting the various communities that make up Porirua’s whole school community. She intentionally models herself as a learner and moves out her own comfort zone to make the connections that bring enormous benefits for her students.

Video link: https://vimeo.com/showcase/6063485/video/342160345

Questions:

  • Ragne’s leadership demonstrates a responsiveness to Pacific ethnic-specific identities, languages and cultures. What opportunities do you have in your setting to engage in new ways with your Pacific community?
  • What would you expect to see as the impact this engagement might have on the learners, their parents, families and community? 

Links to other documents: 

VIDEO: TAPASĀ and the power of Polyfest 

Edgewater College leaders and students’ show how Polyfest brings multiple layers of success; students are reinforced in their cultural identities and receive credits for their work, their families and wider communities provide their cultural knowledge to the school and relationships are strengthened all round.

Video link: https://vimeo.com/showcase/6063485/video/342160367

Questions:

  • How might the experience learners develop through events such as Polyfest strengthen the learning and achievement of all learners in your setting?

Links to other documents:

VIDEO: TAPASĀ and culturally responsive pedagogy 

You will hear Kathy talking about a radical change in her teaching style when she first moved to Porirua College. Listen to her talk about her learning journey.

Video link: https://vimeo.com/showcase/6063485/video/342160415

Questions: 

  • How has Kathy developed and refined her practice to better connect with and empower her learners?
  • How could being more explicit about developing self-knowledge impact on your teaching practice and the outcomes for your learners?

Links to other documents:

VIDEO: TAPASĀ: Giving the document life 

Hear the voices of leaders encouraging us to bring the document to life, to adapt our systems and structures to foster shared knowledge and listen to the stories of the people. Leitu speaks of how the framework can identify ways of developing our practice to include the voices of all.

Video link: https://vimeo.com/showcase/6063485/video/342160529

Questions:

  • How effective are are your current school/centre’s protocols and systems in recognising Pacific ethnic-specific identities, languages and cultures?
  • Where do you place yourself in the Tapasā framework currently and what deliberate actions could you take tomorrow to further bring Tapasā to life?

Links to other documents:

VIDEO: TAPASĀ SUPPORTS TEACHERS’ COLLABORATION

Hear about how Tapasā offers a Pacific learner lens on Our Code, Our Standards. Caro and Ambrose discuss how Tapasā supports collaboration between teachers to enhance learning experiences.

  • Let's begin to talanoa...
  • Important links:
  • What current opportunities do we have in our setting for teachers to collaborate in their practice?
  • How could we use Tapasā to enhance our collaborative practice in a way that would benefit our Pacific learners?
  • How would we know if effective collaboration was making a difference for our learners?

Tapasā – Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Learning-focused culture and teaching

VIDEO: OUR RELATIONAL PAST, OUR RECIPROCAL FUTURE

How does Tapasā support us to recognise who we are, where we have come from and have the courage to fully participate in the learning journey? You will also hear how Te Tiriti o Waitangi provides the foundation for this engagement.

  • Let's begin to talanoa...

Important links:

  • How do we know our setting is welcoming to all?
  • What could we do to further our understanding of what is needed to encourage full participation?

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi Partnership, Professional Relationships and Learning-focused culture

VIDEO: NAVIGATING DIVERSITY IN ECE

This video discusses how Tapasā acts as a compass for everyone – not just Pacific learners. You will hear Jenny talk about positioning herself as a learner as she engages with her tamariki.

  • Let's begin to talanoa...

Important links:

  • Are there opportunities in your teaching practice that foster learning partnership?
  • How could Tapasā be used to support strength based practices that recognise diverse ways of knowing?

Tapasā – Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching 

VIDEO: TAPASĀ IS FOR EVERYONE

This video reminds us of the incredible diversity of the Pacific nations. Tapasā is for all teachers and assists us to see how we can all support the learning and wellbeing of our Pacific students.

  • Let's begin to talanoa...

Important links:

  • Leitu points out that Pacific teachers are not neccessarily experts on all Pacific nations. How could Tapasā help us to build the knowledge needed to connect with the diversity of Pacific learners?
  • What happens in your setting to support collective responsibility for Pacific learners’ wellbeing?

Tapasā – Turu 1

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi partnership and Professional relationships   

VIDEO: RELEASING THE POWER OF CULTURAL CAPITAL

Listen to four teachers discuss the’cultural capital that all learners bring to their learning context. Observe how the lens of Tapasā validates the experience and knowledge that all learners already possess.

  • Let's begin to talanoa...

Important links:

  • In what ways do the different communities in the video share their cultural capital with their respective schools and centres? How do the teachers enable this capital to be present in their practice?
  • To what extent are we aware of the different cultural capital learners bring to our settings? How could this knowledge and perspective be better reflected in our practice?
  • Observe the teachers in this video; discuss the non verbal ways they connect with their learners.

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching 

 

VIDEO: TAPASĀ NURTURES PRIOR KNOWLEDGE

You will hear Gina discussing with her team the importance of culture and making room for the diversity of knowledge, beliefs and values of the children in your classrooms/centres. Gina comments: ‘you don’t have to leave these things at the gate’.

  • Let's begin to talanoa...

Important links:

  • How does Gina create room for her learners to be themselves?
  • How is the concept of ako demonstrated through Gina’s practice?
  • How else might you nurture your learners’ understanding that their own knowledge is valuable to you and others?

Tapasā – Turu 1 and Turu 2

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching and learning-focused cutlure

VIDEO: TAPASĀ RESPONDS TO COMMUNITY VOICE

Hear the voices of professional leaders talk about genuine consultation with their Pacific communities. Cathy discusses the imperative of looking at the centre/school’s culture and understanding how that aligns with feedback from Pacific communities.

  • Let's begin to talanoa...

Important links:

  • Cathy comments that ‘our families are the best resources and our wider community is the ultimate resource’. How is this reflected in your centre or school?
  • How might you weave Pacific community voice in a genuine and meaningful way through your learning programmes or setting?

Tapasā - Turu 2

Code of Professional Responsibility through the lens of Tapasā 

Standards – Te Tiriti o Waitangi, Professional relationships and Design for learning

 

VIDEO: TAPASĀ SUPPORTS PEDAGOGIES THAT VALUE CULTURE

In this video you will see the strategies Caro and Tessa use to build strong relationships with their learners, how they encourage collaborative practice in their classrooms and the benefits for learners of this approach.

  • Let's begin to talanoa...

Important links:

  • What teaching strategies do Tessa and Caro employ to recognise the unique contribution Pacific learners can make to maximise social and academic learning?
  • How do you learn from your Pacific learners and their parents?
  • What strategies are you already using to build the social and academic learning of your children and how could you develop these further?

Tapasā – Turu 1 and Turu 3

Code of Professional Responsibility through the lens of Tapasā 

Standards – Design for learning and teaching