Tapasā: for teachers of Pacific learners
Tapasā is a resource that provides a Pacific learner lens to Our Code, Our Standards.
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Tapasā overview
Malo Ni, Kia Orana, Talofa Lava, Malo e lelei, Fakaalofa lahi atu
Tapasā is a resource designed to help all teachers strengthen their practice when working with Pacific learners. It supports teachers to build cultural competence and create learning environments where Pacific learners feel seen, valued, and supported.
This framework was developed by the Ministry of Education in partnership with Pacific teachers, academics, families, and communities. It is part of the Pasifika Education Plan, which aims to unlock the full potential of Pacific learners. The Teaching Council led the implementation of Tapasā and created a range of professional learning resources, including webinars and videos.
Important amendment to Tapasā: reference to Pacific learners' learning style has been removed. Read more about the amendment and update your copy.
What does Tapasā mean?
Tapasā is a Samoan term, that can be loosely translated as a navigation compass. It can also be referred to as a guide on a journey. It serves a dual purpose - as a guide for teachers to navigate their own journey of becoming more culturally competent and as a symbol of the learning pathway that Pacific learners can undertake.
The Three Turu (Competencies)
Tapasā is built around three key competencies, or turu:
Turu 1: Identities, languages and cultures
Recognise and respond to the diverse identities, languages, and cultures of Pacific learners.
Turu 2: Relationships and professional behaviours
Build respectful and collaborative relationships that support the wellbeing and learning of Pacific learners.
Turu 3: Effective teaching approaches
Use teaching strategies that work well for Pacific learners and support their success.
Tapasā and the Standards for the Teaching Profession | Ngā Paerewa
Tapasā helps teachers understand and apply the Standards for the Teaching Profession | Ngā Paerewa through a Pacific lens. It supports teachers to reflect on what quality teaching looks like in their own setting, especially when working with Pacific learners.
Tapasā is a valuable resource for professional growth conversations. It can be used to explore the Standards and teaching practice in relation to outcomes for Pacific learners. Teachers are encouraged to work together using the case studies and guiding questions to deepen their understanding and strengthen their practice.
Implementation of Tapasā
The Tapasā implementation plan was co-constructed with an Expert Teacher Group. This group:
- The Tapasā implementation plan was co-designed with an Expert Teacher Group. This group:
- Helped create a cohesive set of professional learning resources
- Developed strategies to make Tapasā engaging and easy to understand
- Promoted Tapasā as a lens for viewing Our Code, Our Standards
- Reviewed and refined the implementation plan
- Acted as champions in their communities to embed Tapasā in practice.
FAQs
The Ministry of Education has developed Tapasā through consultation with Pacific teachers, academics, experts, families and communities as part of the Pasifika Education Plan intention to realise the full potential of Pacific learners. The Teaching Council led the implementation of Tapasā, alongside an Expert Teacher Group.
The Standards for the Teaching Profession (Our Standards) describe effective teaching practices across all education settings. It is expected that in each setting, teachers and professional leaders will work together to interpret, contextualise and refine their own understandings of what each standard looks like as quality practices in their place. For many teachers in Aotearoa New Zealand, Tapasā will be a key resource for this process by providing a Pacific learner lens to Our Standards.
The Code of Professional Responsibility (Our Code) outlines the expectations for every teacher as a member of this profession. It also identifies teachers’ commitments to the profession, learners, families and whānau and society. Tapasā can support teachers to understand and explain Our Code commitments in support of Pacific learners, their families, whānau and communities.
Tapasā concentrates on effective teaching practice for Pacific learners whereas Tātaiako outlines effective teaching practice for Māori learners. Both Tapasā and Tātaiako are designed to support culturally responsive practice beneficial to all learners.
Tapasā could be used in professional growth processes when teachers have Pacific learners. It could inform teachers’ work around the development and implementation of their goals or inquiries. It could also be used to inform evidence based professional growth conversations to deepen teachers’ and professional leaders’ understandings about the relationship between teaching practices and outcomes for Pacific learners.
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