Te Tai Tokerau Teacher Summit News
Kia Ora. I had the privilege of leading a 40 minute workshop at our Manaiakalani Teacher Summit held in Te Tai Tokerau - Bay of Islands. I led our team through a small presentation that resulted in teachers from across NZ producing this together. Here's my intro I gave to advertise my workshoip. Maybe you can join us next year? You could lead a workshop even! Go here to find out about other presentations on offer as you dream about 2024 and your own or staff PD opportunities. 21 years of teaching at Point England School, 1 year as the Pasifika lead for Manaiakalani, 3 terms as an In Class Facilitator. I am of Croatian and Samoan heritage. Bilingual speaker of Samoan and English. For 6 of 21 years I was the e-Learning teacher. Part of this role was to lead a team of children and whole staff in the daily production of the ‘Pt England News Network - PENN’. Celebration of the small and big steps are important in village life of raising children. I am very excited to be able to share how we’ve celebrated our students and whanau in our community.Alo mai ia - Andrea Bakulich-Tele'a
Professional teaching and learning journey of classroom teacher of Manaiakalani Cluster, Point England School, Auckland Aotearoa.
Tuesday 26 September 2023
Friday 16 June 2023
KOLOA Pacific Language Fono 2023
As the Pasifika lead in Manaiakalani, I had the privilege of attending the inspiring KOLOA language fono. This significant conference centered on the long-term prosperity of Pacific languages, and it brought together 300 leaders representing various Pacific communities. Throughout the event, we engaged in talanoa (dialogue) and immersed ourselves in a wealth of knowledge and learning.
During the conference, Te Taura Whiri i te Reo Māori Chief Executive, Ngahiwi Apanui, delivered powerful statements that resonated deeply with me. He highlighted three strands that he has worked within in his work to strengthen Te Reo in Aotearoa. The first he shared of what 'Manaakitanga' the caring for learners AND potential learners. The importance of ensuring that it is safe for individuals to try using the language without embarrassment. I have witnessed this in my life, where those attempting to speak the gagana Samoa have not had a safe environment to practice the language without criticism. I on the other hand had access to grandparents grew my use and understanding of the gagana Samoa by way of conversation where they modelled the correct pronunciation and use of phrases etc in the way they responded. NOT a growling but a conversation, a safe and encouraging place for me to try, make errors and go again.
Dr. Anae Neru Leavasa MP, emphasized the fundamental role that our Pacific languages play in upholding cultural values. His poignant statement, "It takes one generation to lose a language, and three to gain it back," prompts an urgency to preserve and revitalize our languages for the benefit of future generations.
The fono also provided a platform for celebration, with performances from the Ura Tabu group. The thought-provoking keynotes from distinguished figures in Pacific media, such as Sefita Hao’uli and Tagaloatele Professor Peggy Fairbairn-Dunlop I connected with deeply. As they told their stories of life, communities and academic achievements I could relate to much of the detail. In particular, the strong foundation they stood upon, in their identity, cultural heritage and language that opened and unlocked doors to understanding and better support for their communities.
The diverse panels and discussions covered essential topics, including the impact of technology on language learning, especially through social media.
Randy Liuvaie's experience of creating Niuean language teaching resources with his daughter through online channels. This showing innovative ways to engage our students and empower them to embrace their mother tongues. This matches the practice of Manaiakalani, how digital affordances can not only hook children into learning but accelerate and embed.
Throughout the fono, there was a collective understanding of the significance of our languages, transcending economic arguments. However, Treasury Chief advisor Su'a Kevin Thomsen's insights on the financial benefits of language maintenance further reinforced the importance of gathering data and evidence to advocate for greater support and resources for Pacific language programs.
The presenting of key findings in the documents of the Leo Moana Report and the Pacific Language Strategy was a highlight for me. Real data to inform and guide our next steps with Pasifika learners, their aiga (families) and communities. Another connection with Manaiakalani in that we gather data twice a year in every school (up to 120 schools) to capture what progress we've made, the successes and the work on areas of the education for our learners in decile 1A schools.
As a Pasifika lead in Manaiakalani, I am committed to fostering an inclusive environment that encourages students, parents, and educators from Pasifika backgrounds to embrace and celebrate our languages and cultural heritage.
The KOLOA Pacific language fono was a transformative experience for me, strengthening my determination as a Pasifika lead in Manaiakalani to actively support our languages and cultural identity within the educational community. I am inspired by the work of fellow educators, students, and families to ensure that our Pacific languages continue to thrive and serve as bridges connecting us to our rich heritage and to each other.
Friday 16 September 2022
Pasefika, Pasifika or Pacifica? O le mea e tasi.
One of the first things I worked hard to find out was which spelling was in fact best to use for my role. As a Samoan child, I have heard - used and been acknowledged as a person of the Pasefika (spelling from the Samaon and Tokelauan culture). In looking across different organisations who work within our Pacific communities, speaking with Pasefika leaders and educators it confirmed my understanding that Pasifika and Pasefika are both commonly used to refer to Pacific people, culture, and languages. The spelling difference is due to pronunciation across different Pacific Island languages. In New Zealand, 'Pasifika' is the more widely used term.
The choice of which term to use may depend on context and personal preference. Some great advice from an mentor Aunt (Human Rights Advisor- Pasifika at the Human Rights Commission) it is important to be aware of both spellings and to use them respectfully when working with Pacific people and communities. My mother's answer, "O le mea a e tasi, Pasefika - Pasifika - Pacific". It is the one, it is the same.
Guided Reading (and Comprehension) - Malamalama? Malamalama fa'afetai!
Today was focused on the components that make up planning and organisation as teachers in reading. Above is an example from teacher Robert Wiseman of Pt England School. To produce this learning experience Rob in his planning stages needed to consider the following:
1. Who is the learner?
2. What did their previous reading experience show?
3. What learning intention is needed to further their understanding through reading?
4. What resources would be best to use for this?
5. What ways can the learning share their evidence of learning?
6. What create activity would show their level of understanding against the set WALT?
Guided reading practice is in support of these.
Some reminders and learning for me:
a. Having the WALT in view every slide, on board, on wall where children can keep referring to is very important.
b. When curious questions arise in reading session: before, during or after you can collect these and address later.
c. With tools shared today, use them at a pace that suits and check they are useful to what you are trying to find out and work towards with learners.
Friday 9 September 2022
Filifili se tusi - pick a book!
What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?
What did I learn that could improve my capability and confidence in teaching reading?
What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga? This is for ME not a directive from sessions...but where sessions have landed my thinking re selecting text.
age have they received from years of schooling? Community? Homes? Social media? Stop and capture what our learners feel about reading, their interests, their influencers. Use this to start from to select texts that engage, excite my learners.