Copied from: http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile
I had previously lined the TEP up with the Registered Teacher Criteria (https://goo.gl/XqPZjN) but have not updated it to the new EduCANZ criteria, which, like TEP, are fewer.
The point about this in relation to my colleague's work, linked to above, is that if we do not take her next step "... to find ways to incorporate their cultural experiences into school life and to increase our use of indigenous cultural references in our teaching" in relation to our large Filipino/a students, a she herself mentions, we would be failing in our duty of manaakitanga to them.
I cannot easily find resources online about what "cultural repressiveness" to Filipino/a students might look like, a next step might be to ask the Filipino families that question. It's an interesting thought but I suspect that, since these students seem to come from homes where education is highly valued, the answer would be expect only the highest standards from them.
Another point of interest that Tagalog (an official language of the Philippines, spoken by a quarter of their population) and Māori belong to the Austronesian family of languages, there is some crossover to be exploited in te reo Māori lessons.