Cultural leadership allowance matrices
Read the information shown in the cultural leadership allowance matrices in list format. This information should be used by applicants and employers to determine eligibility for the allowance.
Primary and area school teachers (Māori and Pacific)
School-wide leadership – staff
Requirements:
- organises and/or leads pōwhiri, mihi whakatau and/or Pacific cultural practices in school settings
- organises and/or leads noho marae and/or talanoa and fono with Pacific families
- develops processes, guidelines, or examples to embed te reo me ōna tikanga Māori and/or to strengthen the use of Pacific languages in the context of their curriculum, pedagogy and wider school environment
- demonstrates and builds capacity for staff in cultural skills and competency (including but not limited to development in a specific culture’s language and customs)
- advises teachers and leadership team to ensure culturally responsive practice where necessary
- works with colleagues to support their capability to provide pastoral care for Māori and/or Pacific learners
- Provides expert advice and guidance to teachers with a specific cultural lens (e.g. te reo me ōna tikanga Māori, teacher has a deep understanding of Pacific protocols and traditions).
School-wide leadership – students
Requirements:
- organises and/or leads pōwhiri, mihi whakatau and/or Pacific cultural practices in school settings
- organises and/or leads noho marae and/or talanoa and fono with Pacific families
- develops processes, guidelines, or examples to embed te reo me ōna tikanga Māori and/or to strengthen the use of Pacific languages in the context of their curriculum, pedagogy and wider school environment
- tutors cultural performance groups (e.g. Kapa Haka, PolyFest)
- provides pastoral care for a specific cultural group (e.g. Māori, Pacific).
Community leadership
Requirements:
- organises and/or leads pōwhiri, mihi whakatau and/or Pacific cultural practices in school settings
- organises and/or leads noho marae and/or talanoa and fono with Pacific families
- develops processes, guidelines, or examples to embed te reo me ōna tikanga Māori and/or to strengthen the use of Pacific languages in the context of their curriculum, pedagogy and wider school environment
- connects/liaises with local cultural communities and/or leaders (e.g. marae, hāpu, iwi, mana whenua)
- leads community engagement hui with specific cultural groups (e.g. leads talanoa or fono with specific Pacific groups)
- supports teachers and works with whānau and/or Pacific families to address issues from a specific cultural background based on their own expertise and existing relationships.
Kindergarten
Association-wide leadership – Staff
Requirements:
- advises leadership team to ensure culturally responsive practice where necessary
- organises and/or leads pōwhiri and mihi whakatau processes, either as kai kōrero or kai karanga, or by organising the set-up (including kai)
- leads reo Māori lessons for colleagues, or other professional learning and development
- develops processes, guidelines and/or examples to embed tikanga concepts like Kaitiakitanga to reframe kindergarten and/or association policies
- provides expert advice, guidance, and support to kaiako with a specific Māori lens
- understands and implements locally specific tikanga in the association, including developing processes or guidelines.
Association-wide leadership – Tamariki
Requirements:
- provides pastoral care for Māori tamariki
- utilises Māori health concepts to help tamariki understand how to care for themselves and others.
- teaches and leading waiata
- teaches tamariki basic pōwhiri related processes to enable participation
- helps tamariki express themselves using te reo Māori
- helps teach tamariki to understand their environment, and how to care for it from a Māori-centric perspective
- helps tamariki and their whānau understand the concept of whakapapa and their own whakapapa connections
- grounds tamariki in the everyday experience of their culture.
Community leadership
Requirements:
- leads community engagement hui with whānau, hapū and iwi groups, including connecting with specific whānau to encourage engagement
- supports kaiako and works with whānau to address issues from a specific cultural background based on their own expertise
- communicates in te reo Māori with whānau and the wider community
- collects and retells local Māori stories and history
- connects the kindergarten or association to local whenua and the local kaitiaki
- key relationship holder (or one of) between the kindergarten or association and local marae, hāpu, iwi and mana whenua
- understands and implementing measures to meet priorities of local iwi
- connects and liaises with local communities and/or leaders, such as marae, hāpu, iwi, mana whenua
- whakawhanaungatanga links created with local whānau.
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