Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
Criteria Key Indicators
1. Establish and maintain effective professional relationships focused on the learning and well-being of ākonga (learners).
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i. Engage in ethical, respectful, positive and collaborative professional relationships with:
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SELF REFLECTION: Reflective question: What do I do to establish working relationships with my ākonga, their whanau and my colleagues and others to support the learning of those that I teach?
These links are already established and I make the effort to maintain effective relationships. I am aware of the need to estalish working relationship with new people. I actively interact with these people: - informally; formally - 3 way conferences, written reports; class blog. I make myself aware of the individual needs of my akonga. I conduct myself professionally at all times.
WHANAUNGATANGA: I have the ability to build relationships with all. Relationships are building blocks in everything we do. It is the key underpinning contributor to success. I am approachable and display respect, integrity and sincerity when engaging all people from all walks of life. I work hard to build and foster respectful working relationships that nuture togetherness - ensuring sucess for all; especially our akonga and their greater whanau. I celebrate similarities and differences and provide a respectful and caring environment that encourages all to be the best they can. I actively acknowledge and follow appropriate protocols when listening, engaging, leading and suppprting children, staff and the parent community. I strive to build the skills that make children resilient, connected and collaborative learners who take responsibility for their own choices, actions and strive for excellence. | |
2. Demonstrate commitment to promoting the well-being of all ākonga.
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i. Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe.
ii. Acknowledge and respect the languages, heritages and cultures of all ākonga.
iii. Comply with relevant regulatory and statutory requirement.
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SELF REFLECTION: Reflective question: How do I show in my practice that I actively promote the well-being of all ākonga for whom I am responsible?
I am experienced. I am committed to doing my best for the akonga in my care. I believe my practice reflects the key indicators.
AKO: I am passionate about ensuring we know our learners as individuals and appreciate and value how they learn and what they have to offer the school community. I believe every child is teachable. I believe every child has abilities and it is up to educators to provide opportunities to highlight them. AWHINATANGA: I guide and support. I have a strong values set. I am sensitive to the needs, feelings and perspectives of others. | |
3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.
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i. Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.
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SELF REFLECTION: Reflective question: How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa NZ?
I am committed to the bicultural partnership. I actively promote the NZ brand with it's uniqueness and it's diversity. I live in both worlds and try to provide bridges and ultimately understanding for the akonga in my care. With understanding we, hopefully, build trust and respect for the different cultures. | |
4. Demonstrate commitment to ongoing professional learning and development of personal professional practice.
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i. Identify professional learning goals in consultation with colleagues.
ii. Participate responsively in professional learning opportunities within the learning community.
iii. Initiate learning opportunities to advance personal professional knowledge and skills.
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SELF REFLECTION: Reflective question: How do I continue to advance my professional learning as a teacher?
I constantly question what I am doing and seek to improve my own teacher practice. Our appraisal system involves goal setting in consultation with colleagues. I am constantly involved in professional development at a whole school level and/or in a personal capacity, and, am prepared to initiate further opportunities to enhance my personal professional growth. AKO: I am a learner. I take my own learning seriously and keep my passion for learning alive. | |
5. Show leadership that contributes to effective teaching and learning.
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i. Actively contribute to the professional learning community .
ii. Undertake areas of responsibility effectively.
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SELF REFLECTION: Reflective question: how do I support my colleagues to strengthen teaching and learning in my setting?
I have been the Deputy Principal at Porritt School for many years and have also been Acting Principal. I have had many different leadership roles. I believe my leadership has been beneficial and continues to foster effective teaching and learning at Porritt School.
AWHINATANGA: Guiding and supporting others. I attempt to model the importance of learning, because as a leader I am expected and need to have a depth of professionaL knowledge. MANAAKITANGA: As a good leader I strive to grow other leaders around me. I have the ability to listen, reflect, remain quiet and make decisions, with colleagues or independently. I am flexible, adaptable and open to learning and change while ensuring I deal and communicate with people in an empathetic and understanding way. I am a person person. He aha te mea nui? He tangata, he tangata, he tangata. | |
PROFESSIONAL KNOWLEDGE IN PRACTICE
Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.
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Criteria
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Key Indicators
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6. Conceptualise, plan and implement an appropriate learning programme.
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i. Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
ii. Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents.
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SELF REFLECTION: Reflective question: What do I take into account when planning programmes of work for groups and individuals?
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7. Promote a collaborative, inclusive and supportive learning environment .
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i. Demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga .
ii. Foster trust, respect and cooperation with and among ākonga .
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SELF REFLECTION: Reflective question: How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in groups?
Experience, knowledge of curriculum and curriculum delivery, empathy, good relationships with others - these allow me to provide a collaborative, inclusive and supportive learning environment.
Throughout other criteria I have mentioned AKO, MANAAKITANGA, AWHINATANGA. These are indicative of my thoughts on this question. | |
8. Demonstrate in practice their knowledge and understanding of how ākonga learn .
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i. Enable ākonga to make connections between their prior experiences and learning and their current learning activities .
ii. Provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts.
iii. Encourage ākonga to take responsibility for their own learning and behaviour.
iv. Assist ākonga to think critically about information and ideas and to reflect on their learning.
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SELF REFLECTION: Reflective question: How does my teaching reflect that I understand the main influences ion how my ākonga learn?
AKO: As I a teacher I am passionate about ensuring I know my akonga as individuals and appreciate and value how they learn and what they have to offer the school community. Not every child might be gifted, but they all have talents and it is my responsibility to nuture them and make the most of them all. I strive to build the skills that make children resilient, connected and collaborative learners who take responsibility for their own choices, actions and strive for excellence. I have high expectations of the akonga. I endeavour to make sure the akonga are aware of the expectations. I look to provide pathways for them to meet those expectations.
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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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i. Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand .
ii. Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
iii. Modify teaching approaches to address the needs of individuals and groups of ākonga .
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SELF REFLECTION: Reflective question: How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?
I have lived and learnt within the bicultural and multicultural contexts of learning in Aotearoa New Zealand. I mix and mingle easily with people I meet. I respect the rights and beliefs of different groups. I believe I have knowledge and understanding of people that allows me to meet and address the questions posed by this criteria.
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10. Work effectively within the bicultural context of Aotearoa New Zealand .
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i. Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context .
ii. Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning .
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SELF REFLECTION: Reflective question: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa NZ?
I am Maori brought up in a pakeha world. I have enjoyed the best of both worlds. I am not a fluent speaker, but am able to use basic te reo Maori and I have good knowledge of nga tikanga-a-iwi. I am able to access people and programmes that enable me to address the educational aspirations of akonga Maori. I also feel confident to do so in my classroom and to lead my colleagues to achieve the same things.
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11. Analyse and appropriately use assessment information, which has been gathered formally and informally.
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i. Analyse assessment information to identify progress and ongoing learning needs of ākonga .
ii. Use assessment information to give regular and ongoing feedback to guide and support further learning .
iii. Analyse assessment information to reflect on and evaluate the effectiveness of the teaching .
iv. Communicate assessment and achievement information to relevant members of the learning community .
v. Foster involvement of whānau in the collection and use of information about the learning of ākonga .
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SELF REFLECTION: Reflective question: How do I gather and use assessment information in ways that advance the learning of my ākonga?
As part of my job (which I have been doing for a long time) I use data. I am aware of a whole range of assessment tools and strategies and am comfortable using them.I find out where akonga are at and decide where they need to go. I provide the support and tools to get them there. I am efficient at analysing data and when I need checks and balances, we have regular moderation sessions with other colleagues. I use a range of methods - informal chats, conferences, written reports etc - to share assessment and achievement information with parents, BOTs and other agencies. I am aware of statutory obligations of reporting. I have helped set up whanau groups in the school: one for akonga and one for the wider whanau group. The school informs and involves this wider whanau group in all matters concerning their aspirations and those of their rangatahi. I have also been the driving force behind the establishment of a whanau room in the school - it is earlier stages, but the aim is to provide a place where our adult whanau members might come along and work alongside our tamariki. Already we have had a Dad doing carvings, mums working with harakekand, tukutuku. It is a start and people are talking to each other and sharing the load.
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12. Use critical inquiry and problem-solving effectively in their professional practice.
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i. Systematically and critically engage with evidence and professional literature to reflect on and refine practice .
ii. Respond professionally to feedback from members of their learning community .
iii. Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga .
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SELF REFLECTION: Reflective question: How do I advance the learning of my ākonga through critical inquiry within my professional learning?
I have been teaching for 43 years. I love my job (most of the time). I genuinely like children. I have their best interests at heart. To best serve their interests I must be self analytical. I constantly question my practice. I look for better answers. I welcome feedback. I beg, steal or borrow if I have to in the interests of my akonga. I read, I talk with colleagues, I get involved in Professional Development. I am a learner and I'm happy to share.
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Appraisers Name: Date:
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