Introduction
The Registered Teacher Criteria describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand.
The Registered Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.
The Registered Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.
Matrix aligning Standards for the Teaching Profession
with Tātaiako Cultural Competencies for Teachers of Māori Leaners
and with the Practising Teacher Criteria
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Standards for the Teaching Profession
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Tātaiako Cultural Competencies for Teachers of Māori Leaners
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Practising Teacher Criteria
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1. Te Tiriti o Waitangi Partnership
Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.
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TANGATA WHENUATANGA:
Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed
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3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.
10. Work effectively within the bicultural context of Aotearoa New Zealand.
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2. Professional Learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
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WHANAUNGATANGA:
Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community
AKO:
Takes responsibility for their own learning and that of Māori learners
WĀNANGA:
Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement
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1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga.
4. Demonstrate commitment to ongoing professional learning and development of personal professional practice.
5. Show leadership that contributes to effective teaching and learning
11. Analyse and appropriately use assessment information which has been gathered formally and informally.
12. Use critical inquiry and problem solving effectively in their professional practice.
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3. Professional Relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
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WHANAUNGATANGA:
Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community
MANAAKITANGA:
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
AKO:
Takes responsibility for their own learning and that of Māori learners
TANGATA WHENUATANGA:
Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed
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1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga
2. Demonstrate commitment to promoting the well-being of all ākonga.
3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.
8. Demonstrate in practice their knowledge and understanding of how ākonga learn.
9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
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4. Learning-Focused Culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
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MANAAKITANGA:
Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture
AKO:
Takes responsibility for their own learning and that of Māori learners
TANGATA WHENUATANGA:
Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed
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7. Promote a collaborative inclusive and supportive learning environment.
8. Demonstrate commitment to promoting the well-being of all ākonga.
9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
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5. Design For Learning
Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.
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AKO:
Takes responsibility for their own learning and that of Māori learners
TANGATA WHENUATANGA:
Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed
WĀNANGA:
Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement
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6. Conceptualise, plan and implement an appropriate learning programme.
8. Demonstrate in practice their knowledge and understanding of how ākonga learn.
9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
10. Work effectively within the bicultural context of Aotearoa New Zealand.
11. Analyse and appropriately use assessment information which has been gathered formally and informally.
12. Use critical inquiry and problem solving effectively in their professional practice.
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6. Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
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AKO:
Takes responsibility for their own learning and that of Māori learners
WĀNANGA:
Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement
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4. Demonstrate commitment to ongoing professional learning and development of personal professional practice.
6. Conceptualise, plan and implement an appropriate learning programme.
8. Demonstrate in practice their knowledge and understanding of how ākonga learn.
11. Analyse and appropriately use assessment information which has been gathered formally and informally.
12. Use critical inquiry and problem solving effectively in their professional practice.
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Credit Sarah Beach
2017 Evidence
Criterion 1
Fully registered teachers establish and maintain effective professional relationships focused on the learning and well-being of all ākonga. (Ākonga is inclusive of all learners in the full range of settings.)
Key indicators:
What do I do to establish working relationships with my akonga (all learners in the full range of settings), their whanau and my colleagues and others to support the learning of those I teach?
- I inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- I seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
- I engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
- I communicate effectively with others.
- I communicate clear and accurate assessment for learning and achievement information.
School and Class Sites
I use my class website to communicate learning with the student's parents. I try to let parents know approximately once a term what we have been covering in class and share this on school FB page as well as Newsletters. Information is also on those pages to enable parents to access homework they can use to encourage and support their children.Three Way Conferences & Reports
I take part in regular Parent Teacher conferences to share the progress of my students with their whanau. Reports on students' progress are written twice a year and sent home and may form the basis for further discussion if necessary. I send home goals based on a student's individual needs and we reflect on these at parent conferences.Google Groups
I have set up the IT Google groups for staff to keep them informed about developments in technology and how it can be used in the classroom and if there is any maintenance issues.
Google Classroom - Student feedback
I set tasks for students where I can make real - time comments on the work they are working on. I also use the message box to communicate with students and encourage them to use it to ask me for clarification and to upload work if they need to. Over the last two years I have been exploring the use of Google Docs and Apps for teaching and learning.
Regular contact using tools families use
I contact parents by email or phone if there are any issues that I feel may be hindering a student's progress.On the sports sideline, allows me to touch base with parents and develop an important relationship where the parents can see me as an approachable educator.
We have had celebration days - The swimming Demo and Our Wearable Arts evening as well as House Events which provides the opprtunity for parents to share in the successes of their children with the teacher and school community.
The school Hangi saw a real community event of parents get together and support in one way or another to achieve the common goal. Reflecting on the parents that gave up their time to make it possible is a real proud moment as sometimes we don't get the desired parent support.
Participating in online networks
As ICT Lead teacher I enjoy the ability to network with like-minded professionals within the sector. I use twitter to specifically follow educational discussions. I follow a primary teacher's group on FB and get a lot of resoures and ideas from that. I also share and bounce thoughts and ideas on that page.
As PR1ME has been a big focus for my development, I have created a PR1ME fb group for teachers implementing PR1ME to share their journey so far.
I also make sure I try to join webinars based around Educational tools.
Using social media to grow as a professional.
Informal and formal discussion with colleagues about the progress of students
We have a regular fortnightly team meetings to share information about students in our classes be it positive or to highlight areas of concern. At lunchtimes and intervals we may also share information in a informal way; this is especially useful as it is usually cross-curricular and allows us to see a bigger picture of how a student may be coping or developing. Regular staff and 'Whats On' meetings also enable us to compare how classes may be faring with the same content and provide us with the opportunity to share strategies and assess how we can adapt our teaching for different groups. RTLB, RTLIT - External Agencies
Criterion 2
Fully registered teachers demonstrate commitment to promoting the well-being of ākonga/learners.
Key indicators:
How do I show in my practice that I actively promote the well- being of all akonga for whom I am responsible?
- I teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
- I manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
Breakfast Club
This year I organised a Breakfast club of which those students who came to school hungry had the opprtunity to have breakfast served by some year 6s Tuakana Teina. Our Breakfasts, Raincoats, Shoes are sourced from KidsCan which I sought sponsorship from a couple of years ago
PB4L
To help maintain a safe learning environment within our school, all members of the school learn about PB4L approach. Students are encourage to display positive values towards peers, staff and the wider school community to gain TICKS which they can cash in for rewards. I continue to have Profesional Devlopment within this area which helps me reflect on strategies best suited for different scenarios.
Hauora
Mental wellbeing is one of the fundamental aspects of total wellbeing/ hauora. The foundation of wellbeing/ hauora is a positive school climate where all feel valued, actively participate, and respect and care for each other. In this environment a strong sense of pride and connectedness is fostered. I foster a learning environment where students are encouraged to take risks, share their learning and celebrate the diverse cultures in our school. This year we have had Sport Manawatu come in and take our students for cycle skills as it is relevent with the cycle track. We have also hade Life Education Trust come in and teach about making sensible choices around drugs. As well as this we have had Life Ed come in and deliver puberty lessons for our Year 5/6sAction Plans
To accelerate learning, I have identified students who need extra support and have created action plans with deliberate acts of teaching and strategies that will help the students acquire new skills. These action Plans are discussed with the teacher aides and with their collaboration we are able to support those students.Digital Citizenship
This links in with the Digital Citizenship strand and is also an area that is important to address in context. However, sometimes we need to respond to issues that arise and I have been called upon to give presentations on the topic of digital safety. This year I have being in charge of purchasing more devices for our school so this is becoming more and more relevant for our childrenSports Monitors/Mediators
I felt it necessary all our students had regular access to sports equipment. I enlisted the services of responsible year 5 and 6s who were able to issue and monitor the sports gear. It was well used throughout the year and having this helped students be physically active and get rid of boredom during break time. In the latter part of this year I took on the responsibility of our school wet day and playground mediators to help ensure school values were demonstrated by our students. It was important for
Lunchtime Games Group
I have volunterred three lunchtimes (2 During Bball season) for taking a games group. The idea was to provide a stuructured/supervised opprtunity for the students to play sports. Our students needed this as some students can cause issues playing sports without the supervision. Sports I took were Basketball, Rugby, Bull Rush and Cricket. The physical nature of some of the sports was important for some of our boys that struggle in the classroom.
Health & Safety / EOTC
Health and safety procedures are regularly discussed and kept to the forefront to ensure our learners are safe, both in and outside of the classroom. Running swimming lessons at our school was important to make sure the groups were supervised and not too big. This year I have to ensure risk analysis management systems are completed for trips we have taken. I have liased with the cancer society to ensure that for sports events we have sunscreen stations available.
Criterion 3
Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa/New Zealand.
Key indicator:
Hangi
- I understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
When it became clear that our school could no visit the Marae this year, I suggested we have a school Hangi. With the support of Kris we formed a group to make it possible. Leading up to the event, we met with our local Kaumatua as well as Whanau to ensure it was possible. In the process we had many a Hui to finalise details and make sure everyone new their role. We discussed the process and cultural aspects of the Hangi and taught this in our classes. All children were immersed and such a significant cultural event.
Te Reo Lessons
- I understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
Every Friday I ensure my students are taking part in deliberate learning of Te Reo Maori. Using the resourses we have available. To help consolidate the learning of new words we complete a Kahoot. It is important for me that children see I am learning the language too. During swimming sessions I would ask Whaea Mal to help give instructions in Te Reo which were based around the pool.
Kapa Haka/Culture Club
- I practise and develop the use of te reo and tikanga Māori
Throughout the first half of this year, I was privileged to support the senior Kapa Haka Group as a tutor. I made sure at this time the students were learning new waiata and haka while supporting Whaea Mal. Our celebration came when we took the Kapa Haka group to the regent to perform for Pae Tamariki.
In term 3 and 4 I was able to run our culture club. We looked at our culture identity as well as incorporating Tuakana Teina. The senior group would help the younger students and participate in activities were they found out more about each other and their culture identity. The aim was then to have all the individuals produce a cultural quilt by drawing a coat of arms with pictures and symbols that reflected their culture.
In term 3 and 4 I was able to run our culture club. We looked at our culture identity as well as incorporating Tuakana Teina. The senior group would help the younger students and participate in activities were they found out more about each other and their culture identity. The aim was then to have all the individuals produce a cultural quilt by drawing a coat of arms with pictures and symbols that reflected their culture.
Criterion 4
Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice.
Key indicators:
Professional Development
Active Minds, Science PD, Oral Language Staff PD, Cappa with Liz Hansen, School wide PB4L, Sheena Cameron & Louise Dempsey Workshops, Art WorkshopTim Bell Digital Technologies in the New Curriculum Presented by MPA, PR1ME Hui.
Throughout the year I have had opportunities to gain further understandings and new leanings within education. Some of these are related to my own inquiry, the school's strategic direction or something of interest to me. As I am a reflective practitioner, I ensure all these opportunities are shared on my blog and reflects how I might put them into practise. Please see my Blog for the PD i have attended.
Readings are organised within our team. We have opportunities to share a reading every team meeting, we discuss the implications and if we feel it relevant to our own practise, we write a reflection on them. My readings are documented on my blog.
- I inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- I engage in professional learning and adaptively apply this learning in practice.
- I am informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
- I use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
- I provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
- I teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
- I ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
Criterion 5
Fully registered teachers show leadership that contributes to effective teaching and learning.
Key indicators:
- I am informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
- I seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
PR1ME
As lead teacher of Maths and the PR1ME scheme at our school, I have led staff PD and discussions, organised tracking tools and networked with other educators regarding the implementation of the new Maths scheme. I have made myself open to discussions and am continually reflecting and refining how Terrace End will monitor and deliver the scheme.ICT Lead Teacher
This year I have continued to build on our ICT infrastructure within the school. I am working closely with all staff to ensure all devices are suitable for their requirements. I manage online programmes we are utilizing within our school as well as robust review and monitoring. This year saw our website change to a Google site of which I provided training for the staff so they could have their own class sites published. I continue to lead by example int his area making sure i integrate ICT within my own teaching and delivery of the curriculum.PATs
As part of the Maths role I have ensured our students year 3-6 are undergoing PAT Maths tests twice a year. This involves administrating the assessment, entering data and monitoring trends.
Reporting to Board and Principal / Budgets
Within my leadership roles I report to both Principal and the Board. As part of ICT I have sought funding from the board for new apple iPads for the junior school as well as the extra 30 Chromebooks for the two senior classes. Reporting to the board has included proposals and a written report on our Maths scheme. While Acting Team Leader I attended Board Meetings.Acting Senior Team Leader
This year I was acting Team Leader for a few weeks. Within this role I took it upon me to lead meetings, manage senior team and assist with more serious behavioural issues. The role required me to support my team an their practice.
Hangi, Tabloid/Athletics Day, Houses Events
Committee member/leader co leader for the above ares and events. These roles required me to an effective communicator, problem solver, leader and organiser.Criterion 6
Fully registered teachers conceptualise, plan, and implement an appropriate learning programme.
Key indicators:
What do I take into account when planning programmes of work for groups and individuals?
- I select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
- I gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
- I provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
- I use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners
- I design learning that is informed by national policies and priorities.
When I am teaching in my Maths and Literacy groups I make sure I have as much knowledge of each individual student as possible so I can formulate pose questions/examples around their interests etc.
I take into account their backgrounds, interests, beliefs when I am implementing my programmes. I have noticed some particular learners in my class started writing at the start of the year with a big dislike towards the area. I made it a goal to make writing fun and show the children how with more authentic contexts writing is important and it is ok to make mistakes.
Criterion 7
Fully registered teachers promote a collaborative, inclusive, and supportive learning environment.
Key indicators:
Fully registered teachers promote a collaborative, inclusive, and supportive learning environment.
Key indicators:
- I develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
My focus on oral language from Sheena Cameron & Louise Dempsy Books provides me with a variety of strategies for learning and extending our evolving language. This activities also involves the students exploring the language and the culture. We mix whole class activities with small groupwork and pairwork. Some of the oral language activities provide learners with opportunities to "show off" but also the opportunity for others to have a go.Barrier games, the game of awesome, adverb walk etc are all activities that enable learners to feel comfortable yet engage and progress their skills
I regularly implement ability and cross ability grouping in my teaching. I create an environment which highlights a safe environment to take risks. Student learning, class discussion, student feedback/survey, student work is displayed through my room.
The House system aims to give students an identity and sense of pride in a supportive, secure environment. The Houses provide for positive competition and a closer rapport between students and teachers. They also aim to help new staff and students adapt to the culture and values of TES
Inquiry Units
Young students tend to be more curious and motivated to learn (Spencer & Walker, 2011). Therefore the teachers’ effort to increase begins at through inquiry. This year's WOW unit and Science units have been stimulating for students’ motivation. They really have applied themselves picking up research skills, construction of meaning and acquiring scientific knowledge across curriculum areas. I incorporate Kath Murdoch's model of Inquiry-based strategies incorporate questioning and active engagement for student learning. Inquiry uses skills that are active, persistent, and based on a person’s knowledge.
TEAM
Young students tend to be more curious and motivated to learn (Spencer & Walker, 2011). Therefore the teachers’ effort to increase begins at through inquiry. This year's WOW unit and Science units have been stimulating for students’ motivation. They really have applied themselves picking up research skills, construction of meaning and acquiring scientific knowledge across curriculum areas. I incorporate Kath Murdoch's model of Inquiry-based strategies incorporate questioning and active engagement for student learning. Inquiry uses skills that are active, persistent, and based on a person’s knowledge.
TEAM
Triathlon, houses
Criterion 8
Fully registered teachers demonstrate in practice their knowledge and understanding of how ākonga learn.
Key indicators:
- I teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
Learner Agency
I regularly provide opportunities for students to have agency over their own learning. During Daily 5 they select the tasks the want to complete with whom and when. They choose their form of writing when Working on writing. In my Maths programme the students have some choice of working on their Maths tasks using Chromebooks to assist them. The students also are often given choice of who they wish to work with.
Learning Stations
In literacy and numeracy, I have set learning stations. Here the students know what is expected of them and work on the game or task required of them.
Select resources based on students' interests
Using the resources in the school and when making choices for literacy orders I select appropriate materials for my students' interests. I try and have many of the boys reading non fiction text and my higher reading groups using reciprocal readers.
WOW
World Of Wearable Arts inquiry model allowed so many opportunities for the students to manage and direct their own learning. From planning, constructing to presenting infront of the whanau, the students directed everything. They had to be problem solvers throughout the unit and enlist in help if needed. The teacher (myself) was merely the facilitator.
Leading up to the construction phase their was a lot of teacher lead direction
Inquiry Model
The students are the ones who do the asking, and my role has been their guide as they find the answers they are looking for. The Inquiry model used this year focuses on how to teach students how to learn, so my job as the teacher is to support mys students along on their journey. I do this by laying the foundation of curiosity and then using Kath Murdoch's model.Science Active Minds
Criterion 9
Fully registered teachers respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of ākonga/learners.
Key indicators:
- I harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
- I demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
- I gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
Gifted and talented learners
I use a range of online tools to personalise and adapt learning for gifted and talented learners as well as having them take on projects that will extend them - Year 6 Magazine, mini assignments within reading and writing.
Catering for special needs -
I soursed and loaded many apps to assist learning for special needs student's new iPad ORRS funded child. SIRI with the team we have reflected on this. Target groups Boards identified students,
Personalising learning
I have the children regularly use their own google accounts. Using this shared platform incl Google Class I provide appropriate learning experiences for individual students and groups of students
Analysing student data
I use a range of assessment tools in order to better understand the needs of learners and to be able to analyse by ethnicity. These include PATs STAR, Ikan, Writing I Can sheets, Basic Facts, Burt spelling and other school-wide assesment tools. This year I have reviewed our spelling testing and have made recommendations that we use SAST
Providing differentiated materials
It is essential to do this if all our students are to achieve. I always try to conceive and set up tasks and activities that allow students to work in different ways. Sometimes there is choice and sometimes there isn't because I think it also important for them to try new ways as well to develop new skills.
Providing differentiated materials
It is essential to do this if all our students are to achieve. I always try to conceive and set up tasks and activities that allow students to work in different ways. Sometimes there is choice and sometimes there isn't because I think it also important for them to try new ways as well to develop new skills.Criterion 10
Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand.
Key indicators:
- I understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
- I practise and develop the use of te reo and tikanga Māori
On a daily basis I actively include Te Reo in both formal (planned Te Reo lessons) and informal (incidental instructions,greetings, date etc).
Taking the roll in Te Reo 'ke te pehea koe?'
Hangi, Kapa Haka, Pae Tamariki, Culture Club are all more formal settings were we value Tikanga Maori.
Criterion 11
Fully registered teachers analyse and appropriately use assessment and information, which has been gathered formally and informally.
Key indicators:
- I gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
Reading:
I use many methods of assessment - STAR tests, Formative Running Records assessments and daily discussions of goals for reading CAFE. The children know what they are focusing on thanks to our CAFE board. Anecdotes of group instruction are included in my planning.
Spelling: In spelling we use the BURT test which will give a fairly accurate spelling age and give a word list the students are to focus on.
Maths/Numeracy. I use the following assessment data: PAT testing, Basic Facts Ladder, Learning Journey, IKAN, and the new PR1ME assessments
In Writing I have been making anacdotal notes and continuing incorporating strategies from last year's focus. I implement our writing Matrix and I CAN sheets to guide what individuals need to work on. We moderate to help confirm the children's levels as well as using professional teacher judgement.
Use the honeycomb to replace Ican Sheets - Kids speak so format is clearer and easier.
Live feedback when using Chromebooks
Reading:
I use many methods of assessment - STAR tests, Formative Running Records assessments and daily discussions of goals for reading CAFE. The children know what they are focusing on thanks to our CAFE board. Anecdotes of group instruction are included in my planning.
Spelling: In spelling we use the BURT test which will give a fairly accurate spelling age and give a word list the students are to focus on.
Maths/Numeracy. I use the following assessment data: PAT testing, Basic Facts Ladder, Learning Journey, IKAN, and the new PR1ME assessments
In Writing I have been making anacdotal notes and continuing incorporating strategies from last year's focus. I implement our writing Matrix and I CAN sheets to guide what individuals need to work on. We moderate to help confirm the children's levels as well as using professional teacher judgement.
Use the honeycomb to replace Ican Sheets - Kids speak so format is clearer and easier.
Live feedback when using Chromebooks
Criterion 12
Fully registered teachers use critical inquiry and problem-solving effectively in their professional practice.
Key indicators:
Fully registered teachers use critical inquiry and problem-solving effectively in their professional practice.
Key indicators:
How do I advance the learning of akonga through critical inquiry within my professional learning?
- I inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
Professional Readings and Development are documented on my Blog. Networking with other teachers in New Zealand around PR1ME Maths and online.
Guest speaker WOW, speeches
Engage in dialogue not monologue - less teacher talk
CICO
Yearbook
Opiki
Nigel Latta
TAD
House Singing
Nano Girl
Laytia
2016 Evidence
Registered Teacher Criteria
Introduction
The Registered Teacher Criteria describe the criteria for quality teaching that are to be met by all fully registered teachers in Aotearoa New Zealand.
The Registered Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.
1. Teachers play a critical role in enabling the educational achievement of all ākonga/ learners 1 .
2. The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
3. In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
4. In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits registered teachers to the highest standards of professional service in promoting the learning of those they teach.
As my focus is using e-learning in the class, I have used the guiding questions from http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning
Criterion 1
Fully registered teachers establish and maintain effective professional relationships focused on the learning and well-being of all ākonga. (Ākonga is inclusive of all learners in the full range of settings.)
Key indicators:
Guiding question
How do I/can I embrace e-learning to establish and develop working relationships with my ākonga, their whānau, and my colleagues to support the learning of those I teach?
Using Google Classroom I utilise Google Classroom as a major platform in Literacy. It allows my students to ask questions, use it as a modelling book and a way to submit assignments and tasks online. I encourage students to share their assignments with their whanau. Having the children access it at home is important for some of m students to know they can work on their assignments if more time is needed. There is a new recent function on Google Classroom which is aimed at parents, I haven't incorporated this function this year, however next year it will be something I will look at using. I regularly refer to Google classroom in newsletters and when meeting parents. I have made a concious decision to include my email address in motices sent home to parents, as a result I have had more frequent
3 Way Conferences I take part in regular conferences to share the progress of my students with their whanau. Reports on students' progress are sent home twice a year and enable parental discussions with me, the teacher.
Google Groups As the IT lead teacher I felt it usefu.l to set up some Google Groups for staff. This provided a forum to share thoughts and send messages for me to include in our popular FB page. I also use the IT Needs group as a way to record any issues staff are having that I need to fix or investigate. I use Groups and Email to keep staff informed about developments in technology and how it can be used in the classroom. I upload resources regularly and write a blog sharing my Teacher Inquiry that other staff members may contribute to if they wish. Unfortunately, only a couple of staff have given me feedback on this! I have said I am available to share my progress of incorporating Google Apps for Education and as a result a colleague has asked for a class email to have students access for their own learning.
Facebook/Website I enjoy keeping the community updated by posting on our school FB page. Looking at the traffic and statistics, it is clear this is an important way to connect with our whanau. The FB page also provides an opportunity for parents to seek clarification and on one occasion a parent used this as a way to inform us of their child's absence. At first, I wasn't too keen on the parent using FB to let us know about the absence. However it is a form of communication and admin appreciate any form of contact to let us know. I also ensure the newsletter is posted on the FB page and website. The website isn't as user friendly as I like and have suggested now we are using GAFE we run our site using Google Sites.
Individual student feedback Using Google classroom is a good way to provide feedback, however, I have found what is more useful is real time feedback been provided to students working on the Google Doc. I have the ability to comment as they work - both oral and written also it allows the students to share with other teachers and whanau which enables celebrating successes. I provide time in class after work has been marked to allow discussion if needed with individual students.
Networking using social media I regularly follow discussions, ideas and suggestions provided in the teacher FB page. I have also found twitter to be a useful platform to network. It is great to hear from educators using technology in their classrooms.
1. What do I do to establish working relationships with my akonga (all learners in the full range of settings), their whanau and my colleagues and others to support the learning of those I teach?
Throughout the year I have made a conscience effort to keep whanau informed of our learning focus by sharing our new techniques and strategies on the fortnightly newsletter. I have had professional discussions with colleagues during focused PD within PB4l, Health and Safety and our Science capabilities. I have made my blog available to my colleagues in order to demonstrate learning and teaching in practice. How I communicate with School Stakeholders using a range of platforms continues to create a positive an open forum for discussions.
Criterion 2
Developing Digital Citizens
Terrace End School continues the journey of implementing new technology in school. My class has had the opportunity to have access to 1:1 Devices. I feel this year I have implemented the technology into all learning areas. By achieving this and looking at Net Safe's Digital Citizenship definition, I am confident I have continued to develop digital citizens in my classes. The attitudes towards ICT in the classroom shown by all my students has been very positive. We have had many discussions about the responsibility needed to effectively use the Chromebooks in our learning. I don't have set times were I teach 'Digital Citizenship' However, using the teachable moments, the class an I have had discussions about cyberspace and the, sometimes, negative aspects of the digital world. Having been involved with the N4L changeover I am confident I am providing a safe environment in the digital world.
A digital citizen:
"A digital citizen accepts and understands the rights and responsibilities of inhabiting ‘cyberspace’, including online safety."
Valuing Student Work
We have been using Google Docs this year which allows for work to be shared with me and with other selected users. This may be the whole of the rest of the class or a small group or peers or friends. We haven't had the opportunity yet to spread the work outside the classroom although some students have shared their work with the principal to celebrate success. I constantly display our published work in the classroom as a way to share their work with the school community and visitors. With our Foxton Camp recounts, their published work was used to make a book which is one of the most commonly read books during reading time. The student work has authenticity and has been sent to businesses, sponsors and the community to which all have provided appreciation of the student's work.
We have been using Google Docs this year which allows for work to be shared with me and with other selected users. This may be the whole of the rest of the class or a small group or peers or friends. We haven't had the opportunity yet to spread the work outside the classroom although some students have shared their work with the principal to celebrate success. I constantly display our published work in the classroom as a way to share their work with the school community and visitors. With our Foxton Camp recounts, their published work was used to make a book which is one of the most commonly read books during reading time. The student work has authenticity and has been sent to businesses, sponsors and the community to which all have provided appreciation of the student's work.
Access to ICT for allI have 30 Chromebooks in my class which are regularly used to support student learning.
Environment
With the refurbishment forcast for our classess, I have not invested much of my PD in our learning environment. What has worked has been having tables and chairs around the room which students can chose were they sit and complete their activities. With MLE's a hot topic I would like PD in how to effectively use ICT in a MLE. Based on my experience this year, I feel I have some ideas which would help cater for a classroom regularly using e-learning.
Environment
With the refurbishment forcast for our classess, I have not invested much of my PD in our learning environment. What has worked has been having tables and chairs around the room which students can chose were they sit and complete their activities. With MLE's a hot topic I would like PD in how to effectively use ICT in a MLE. Based on my experience this year, I feel I have some ideas which would help cater for a classroom regularly using e-learning.
2. How do I show in my practice that I actively promote the well- being of all akonga for whom I am responsible?
I have actively promoted well being in our school. I have identified needs within the school and have lead the school into having access to Breakfast, Raincoats and shoes through seeking sponsorship from Kidscan. I am able to identify students who are struggling in some learning areas. I ensure these concerns are discussed with my team leader. Action Plans are created for learners who require Teacher Aid time. Through constant PB4l lessons we often teach Haoura and. have strategies for my target group and ensure no learners are left behind. Strategies have included frequent one on one conferencing time, teacher aide allocation. For those learners excelling in literacy I have provided opportunities for play writing, sharing speeches to rotary club members Editing our Yearbook as well as offering opportunities to write for a variety of purposes. As part of our PB4L PD we took our collegues on visits of our classrooms which provided feedback and sharing for how we use our physical space for the Akonga. I continue to promote physical well-being by taking part in cycling including PD given to the staff from Phil Stevens. I was lucky to be with a group of students on cycling trip which helped spark the development of our school bike track. I coach sports teams and have taken sports at set times during lunch times. Early on in Term 1 I had my students identify the need for Manaakitanga bench so no one misses out with a friend to play with during break times. End of 2015 I took lessons in Puberty at parent/child night. I have ensured our children have had breakfast by organising a senior to check up on students in the morning.
Criterion 3
Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa/New Zealand.
Key indicator:
Guiding question
How do I/can I utilise e-learning to demonstrate respect for the cultural heritages of both Treaty partners in in Aotearoa/New Zealand?
I endeavour to make sure that protocols surrounding behaviour and customs are honoured in my classroom. Early on the year when I first introduced Google Classroom I had a focus question about what a Treaty was and what it meant to them. Students were encouraged to sign in and add comments on what their thoughts were. We created a classroom treaty based on our discussions and ensuring Partnership, Protection and Participation were integral to our own Treaty.
My target students in Maths this year, were a group made up of year 4 and 5 boys. This group are achieving Below National Standard and identify themselves as Maori. As part of the charter and own reflection it is important for me to continue to work closely with this group to progress and monitor their learning. By the end of 2016 I aimed to see all boys achieving at standard in Maths. I believe this group of boys responded well to visual and IT based learning aides.
My target students in Maths this year, were a group made up of year 4 and 5 boys. This group are achieving Below National Standard and identify themselves as Maori. As part of the charter and own reflection it is important for me to continue to work closely with this group to progress and monitor their learning. By the end of 2016 I aimed to see all boys achieving at standard in Maths. I believe this group of boys responded well to visual and IT based learning aides.
During Te Reo, I would often use Kahoot to help consolidate children's knowledge.
Our school was privileged to receive sponsorship from KidsCan and I organised the senior Kapa Haka children to perform a Haka and Waiata to share with the sponsors online, the Waiata tied in with the theme of our tamariki. I regularly incorporate Te Reo in all my teaching, it is a language which the children are encouraged to use during the roll and throughout the day.
As I am organising our camp, I have a holistic vision for the camp with a theme of sustainability and a sense of knowing where we are and how we fit into the environment and culture in which we live. Hauora is an underlying theme we always discuss and address during camps.
I regularly support our Kapa Haka students and teachers. I helped with the Pae Tamariki festival which our school received valuable media exposure.
3. How do I reflect in my professional work respect for the cultural heritage of both Treaty partners in Aotearoa New Zealand?
In TES we have a culturally diverse bunch of learners. They come from many places across the world which is just fantastic and unique. I have ensured our learners, no matter where they come from, have all looked closely at the Treaty focusing on the the three Ps Partnership - Eg Together we learn, together we make things happen, we recognise we all have rights to learn and be active citizens within the class. Protection-How we look after the Maori culture-I make sure I use Te Reo throughout the day and I encourage our learners to protect this aspect of the Maori by using this in their writing and how they might respond. Storytelling has also been important to make sure our learners have an understanding of Maori beliefs and history. This story telling is implemented during instructional reading and significant events eg Matariki.Participation - I have been a helper at our school Kapa Haka encouriging students to paticipate in our Maori culture.
Criterion 4
Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice.
Key indicators:
Guiding question
How do I/can I utilise e-learning to further my professional learning and development?
I utilize this blog as evidence for my Professional Development, inquiry, presentations, readings and activities. I use the Google Drive where I keep lesson plans and make reflective notes on a semi-regular basis of what worked or didn't work in a lesson. I am a regular "Tweeter" and take part in Twitter chats with other NZ Educators.
4. How do I continue to advance my professional learning as a teacher?
Working collaboratively has been a major benefit this year. I have more opportunities to discuss pedagogues, new ideas, aspects that are going well/not so well within my team and at staff TEAM meetings. We are using a lot more online sharing to discuss and reflect on best practise and teaching.
This year I have subscribed to the Twitter-sphere which has helped me consolidate, confirm or challenge my thinking and my ideas. I am exposed to a range of educational readings on this platform as well as on Google plus on which I have followed communities particularly in science.
Criterion 5
Fully registered teachers show leadership that contributes to effective teaching and learning.
Key indicators:
Guiding question
How do I/can I use e-learning to support my colleagues to strengthen teaching and learning in my setting?
In my role as ICT lead teacher I have been involved in the setting up of Google Groups within the school. The idea is to share ideas on focuses within the year. I have led PD on our ICT resources as well as sharing ways I incporporate e-learning in my class. I help and support colleagues in either one to one setting or in a group situation with a variety of ICT tools. I have presented at several staff meetings.
5. How do I help support my colleagues to strengthen teaching and learning in my setting?
As the lead teacher in ICT have been able to offer staff development on how to use a range of programmes to enhance learning in their classrooms.I have led the way to implementing Mathletics in our school which has included making sure all teachers and students are using it as part of their Maths programme.
Criterion 6
Fully registered teachers conceptualise, plan, and implement an appropriate learning programme.
Key indicators:
Guiding question
How can e-learning support and extend what I am trying to achieve when planning programmes of work for groups and individuals?
When planning, I always think about how I can implement the Chromebooks in the children's learning. I continue to try new resources / webpages and ideas that can be incorporated for the ākonga. My planning reflects how and why I implement such tools. I constantly reflect on whether the tools were beneficial to the children's learning and regularly post them in my inquiry blog. I have identified students who need further extension within e-learning as well as those that need further support. I have encouraged my 'Chromebook Gurus' to look at different ways they can present their work and support their learning. This group, in particular, are able to share with their peers how they used their chosen tool/platform. Criterion 6 is essentially the guiding question for my Teacher Inquiry.
6. What do I take into account when planning programmes of work for groups and individuals?
Planning for individuals, I think is one of the hardest aspects of teaching . I believe that the best learning takes place when the teacher has developed a positive relationship with the learner.When I am teaching in my Maths and Literacy groups I make sure I have as much knowledge of each individual student as possible so I can formulate pose questions/examples around their interests etc.
I take into account their backgrounds, interests, beliefs when I am implementing my programmes. I have noticed some particular learners in my class started writing at the start of the year with a big dislike towards the area. I made it a goal to make writing fun and show the children how with more authentic contexts writing is important and it is ok to make mistakes.
Criterion 7
Fully registered teachers promote a collaborative, inclusive, and supportive learning environment.
Key indicators:
Guiding question
How do I promote a collaborative, inclusive, and supportive learning environment that embraces e-learning and engages learners?
Google Docs is regularly implemented in my class. The learners are encouraged to use it while working. I have noticed this particularly beneficial for our reluctant writers. They are able to get instead feedback by sharing their work. The revision history tool in google docs is used to help develop sentences, it gives them an opportunity for the writers to experiment with their words and go back to their original without too much effort. Work on writing is a big component of our Daily 5 Classroom. Using google docs, children get to write and feel like they can write a story and feel they have unlimited freedom on which way they take their writing. Using Google docs regularly in our writing programme helps children make connections with the school and real world. Students are able to utilize the Google Docs templates. This was extremely successful when we had a go at writing our class newspaper and letters. The students are always willing to share tips and tricks with their peers if they need help. This is not limited to the Chromebook Gurus.
Matheletics, Kahoot, Reading Eggs, Google Classroom are regular apps we incorporate which has a high engagement level.
The ākonga are regularly engaged with their e-learning and enjoy the self direction and learner agency opportunities I provide them.
7. How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
I regularly implement ability and cross ability grouping in my teaching. I create an environment which highlights a safe environment to take risks. Student learning, class discussion, student feedback/survey, student work is displayed through my room.- Appropriate classroom resources, learning centers - DAILY 5 areas, print rich environment.
- Wall of fame.
- High expectations of all my learners
- Classroom culture of inquiry.
Criterion 8
Fully registered teachers demonstrate in practice their knowledge and understanding of how ākonga learn.
Key indicators:
Guiding question
How does my e-learning practice reflect that I understand the main influences of how my ākonga/students learn?
I encourage students to be independent learners. Teaching through inquiry or through a task-based approach puts the onus on them to learn what they need to know in the appropriate at the right time. I am proud of the self directed learning my students have demonstrated during Daily 5. Whether the children are learning with the Chromebooks or other instructional time, I ensure I encompass an environment which provides many opportunities for scaffolding. I have a diverse range of learners with different backgrounds and current knowledge. To ensure ALL students are learning and understanding new concepts I make an effort to make connections with the individuals backgrounds and personal experiences. Tasks are are structured so that appropriate language and grammar are explored. All of our learning areas allow students to draw on and make connections with other topics so that they can transfer the skills that they have learned before. Students share their learning with their peers within their groups in the classroom setting but also by incorporating Apps such as Google Docs.
8. How does my teaching reflect that I understand the main influences on how my akonga learn?
Criterion 9
Fully registered teachers respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of ākonga/learners.
Key indicators:
Guiding question
How does e-learning support me to respond effectively to the experiences, strengths, interests, and needs of individuals and groups of ākonga/learners?
9. How does my knowledge of the varied strengths, interests, and needs of individuals and groups of akonga influence how I teach them?
This year I have been privileged to teach a Maths class made up by very competitive groups of children. I found this to be useful in planning my Quick 10, Maths Scoops as well as having a range of supporting activities which harnessed competitive children. Many children in my class are sports orientated and this has encouraged them in their writing of children books making them as interactive as possible. As mentioned my Maths questions are often posed around individuals and their interests.Criterion 10
Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand.
Key indicators:
Guiding question
How can e-learning support my teaching to take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
10. In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
On a daily basis I actively include Te Reo in both formal (planned Te Reo lessons) and informal (incidental instructions,greetings, date etc)
In my teaching this year we had a play focusing around Matariki which was a huge success.
Criterion 11
Fully registered teachers analyse and appropriately use assessment and information, which has been gathered formally and informally.
Key indicators:
Guiding question
How can I use e-learning tools to gather and use assessment information in ways that advance the learning of my ākonga/students?
11. How do I gather and use assessment information in ways that advance the learning of my akonga?
Reading:I use many methods of assessment - STAR tests, Formative Running Records assessments and daily discussions of goals for reading CAFE. The children know what they are focusing on thanks to our CAFE board. Anecdotes of group instruction are included in my planning.
Spelling: In spelling we use the BURT test which will give a fairly accurate spelling age and give a word list the students are to focus on.
Maths/Numeracy. I use the following assessment data: PAT testing, Basic Facts Ladder, Learning Journey, IKAN, and the new PR1ME assessments
In Writing I have been making anacdotal notes and continuing incorporating strategies from last year's focus. I implement our writing Matrix and I CAN sheets to guide what individuals need to work on. We moderate to help confirm the children's levels as well as using professional teacher judgement.
Criterion 12
Fully registered teachers use critical inquiry and problem-solving effectively in their professional practice.
Key indicators:
Guiding question
How do I use e-learning to advance the learning of my ākonga/learners through critical inquiry with my professional learning?
12. How do I advance the learning of akonga through critical inquiry within my professional learning?
All of which has been documented on this blog.
- Observes, listens to & learns from colleagues of his/her teaching practice, acts on feedback.- Positive change occurs
- Professional relationships maintained
- Reading log – lists of professional readings
- Reflective evaluations practice occurs.
- Engages critically & collaboratively within professional learning community
Reflective Questions –Registered Teacher Criteria
1. What do I do to establish working relationships with my akonga (all learners in the full range of settings), their whanau and my colleagues and others to support the learning of those I teach?
2. How do I show in my practice that I actively promote the well- being of all akonga for whom I am responsible?
3. How do I reflect in my professional work respect fir the cultural heritage of both Treaty partners in Aotearoa New Zealand?
4. How do I continue to advance my professional learning as a teacher?
5. How do I help support my colleagues to strengthen teaching and
learning in my setting?
6. What do I take into account when planning programmes of work for groups and individuals?
7. How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
8. How does my teaching reflect that I understand the main influences on how my akonga learn?
9. How does my knowledge of the varied strengths, interests, and needs of individuals and groups of akonga influence how I teach them?
10. In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
11. How do I gather and use assessment information in ways that advance the learning of my akonga?
12. How do I advance the learning of akonga through critical inquiry within my professional learning?
Registered Teachers Criteria Poster
Teacher Code of Ethics
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