The imaginary island of "PASIFIKA" - Tapaså Fono

We are the sea, we are the ocean...just as the sea is an open and ever flowing reality, 

so should our oceanic identity transcend all forms of insularity, 

to become one that is searchingly, inventive and welcoming.

On Monday evening (4/3) I took time out professionally and attended a Tapaså Fono over in Mangere courtesy of the Education Council.  On the back of my 2017/18 inquiry about the impact of whånau engagement and accelerated learner progress I have delved deeper with a thirst I have yet to quench into the Pasific treasure chest.  Tapaså (in laymans terms) is a MOE cultural competency framework for teachers of Pacific learners.  

Tapaså was developed  and designed primarily to support non-Pacific leaders, teachers and boards to engage with Pacific learners in culturally responsive ways, BUT it is not exclusively just for them!  It is estimated that by 2050, 20% of the student population will be made up of Pacific learners...therefore there MUST be a high performing teaching profession that meets their needs.  With over 66% of that Pacific population projected to be living in Auckland we have to respond now. There are so many holes in the NZC where Pacific children are unable to see themselves; unable to have the depth of knowledge they need to better understand their own place in the world.  

Orientation is centred around the LEARNER, PARENTS, FAMILIES & COMMUNITIES

Tapaså can be used to understand and explain our own culture, and the Pacific communities expectations of teachers.  There are 3 Ngå Turu (competencies) which complement each other and add a richness to the empowerment of the framework.

1. Identities, languages and cultures - demonstrate awareness of the diverse and ethnic-specific identities, languages and cultures of Pacific learners
2. Collaborative and respectful relationships and professional behaviours - establishes and maintains collaborative and respectful relationships and professional behaviours that enhance learning and well being for Pacific learners.
3. Effective pedagogies for Pacific learners - implements pedagogical approaches that are effective for Pacific learners 

The code of professional responsibility, in terms of Tapaså, is best seen through 4 lenses...

• Commitment to families and whånau where there is respect for the vital role that the learners families and whånau play in supporting their children's learning in paramount within Pacific culture.
• Commitment to the learners where work is done in their interests.  
• Commitment to society where as a practitioner one respects the trusted role that we are called into, and acknowledge the influence that we have in shaping the future of our learners.
• Commitment to the teaching profession and a maintenance of public trust and confidence in the profession.

Tapasa - TKI