Lumsden School
Term Report
2014
Name: Chloe Madden School: Lumsden Date:
Term 1 (blue), Term 2 (green)
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New Registered Teacher Criteria
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Points of Strength
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Points for Development
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Reflective Question:
What does Chloe do to establish working
relationships with her akonga, their whanau and her colleagues and others to
support the learning of those she teaches?
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1. Establish
and maintain effective professional relationships focussed on the learning
and well-being of all akonga
Professional Relationships and Professional Values
Key Indicators
i)
Engage in ethical, respectful, positive and
collaborative professional relationships with:
·
Akonga
·
Teaching colleagues, support staff and other
professionals
·
Whanau and other carers of akonga
·
Agencies, groups and individuals in the community
At Lumsden School we have
developed Quality Teaching practices through:
Creating a supportive Environment
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Chloe
makes herself available to parents to talk about any issues related to their
child before or after school. Some parents in particular have been time
consuming and challenging and Chloe has dealt with these parents in a kind
and respectful manner.
Chloe
has made herself available to talk to parents on the spot or at an arranged
time.
Chloe
has a firm and fair approach to behaviour management in Room 3 and the
children respond well to this. They respect Chloe and work with her to
achieve their learning goals.
Chloe
is sensitive to the needs of the children in her class – emotional,
behavioural and learning – and works alongside children to meet these needs.
Chloe
is confident in asking for help and advice whenever she is unsure about
something. She is always respectful of her colleagues and the advice and
guidance they give her.
Chloe
has also worked alongside R.T.L.B’s and SPELD tutors to provide a great
learning environment that caters for children’s individual learning and
behaviour needs.
Chloe has a few children leave her
class due to roll growth and a 5th teacher being employed. She
managed this well keeping a secure, positive class environment.
Chloe began team teaching with Lauren
Hailes (D.P) in Reading and Mathematics during the second half of Term. From
observation this was done smoothly and without hitch. Children were placed in
ability groups so that their learning needs were well catered for.
Transitions between classrooms were smooth and hassle free. Students from
Room3 settled very well into Chloe’s class rules, routines and expectations.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
What does Chloe do to show in her practice
that she actively promotes the well-being of all akonga for whom she is
responsible?
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2. Demonstrate
commitment to promoting the well-being of all akonga
Professional Relationships and Professional Values
Key Indicators
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 clutures of all akonga
iii) Comply with
relevant regulatory and statutory requirements
At Lumsden School we develop
quality teaching practices through:
Encouraging Reflective Thought and Action
Facilitating
Shared Learning
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Chloe’s
classroom has a fun, and enthusiastic learning hum.
Children
are engaged in learning activities.
Chloe
has an exceptional knowledge of Maori and incorporates Maori into many of her
classroom activities.
Chloe
has ensured that all required assessment and reflections have been completed.
She has used assessment data to help her group and meet students learning
needs.
Chloe
displays kindness and patience when teaching students with learning
difficulties.
Current Learning from the children’s
science fair projects was displayed in the corridor as well as current
artwork from a ‘sketching’ unit.
Chloe’s feedback to students is
positive and supportive.
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Have a ‘writing’ wall with children’s
best writing displayed to encourage and motivate writing – children’ writing
for a purpose – for an audience. – just an idea?
Put up a measurement display to show
the children’s learning in this strand of mathematics this term….
Have chn make posters to show the
different mult/div strategies they have learnt with examples and working???
Or a book from each group for each strategy learnt – the cover could show the
strategy and then they could all have a page to show a question and their
working to answer the question?
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The Treaty of Waitangi extends equal status and rights to Maori and
Pakeha. This places a particular responsibility on all teachers in Aotearoa
New Zealand to promote equitable learning outcomes.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe reflect in her professional
work respect for the cultural heritages of both Treaty partners in Aotearoa
New Zealand?
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3. Demonstrate
commitment to bicultural partnership in Aotearoa New Zealand.
Professional Relationships and Professional Values
Key Indicators
i) Demonstrate
respect for the heritages, languages and cultures of both partners to the
treaty of Waitangi
At Lumsden School we develop
quality teaching practices through:
Creating a supportive Environment
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Chloe has a broad knowledge of the Maori
culture and language. She integrates this into her classroom programme
extremely well. The students in her class are privileged to have a teacher
with such great knowledge and the passion to teach it well.
Chloe is doing a wonderful job of
guiding the staff in their delivery of maori in their classroom programmes.
She talks at staff meetings and has made some fantastic resources to support
teachers.
Chloe has continued to show leadership
and guidance to the staff in the delivery and integration of the Maori
curriculum. In consultation with the Principal she has integrated Maori
Achievement Objectives and Goals into our school planning and has showed
staff ways in which Maori can be better integrated and included in classroom
programmes.
Chloe has liaised with the Northern
Southland College staff to see how we can best prepare our students for Maori
when they transition to College.
Chloe is starting a Kapa Haka group in
Term 3.
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Keep staff informed as to how we can
support and encourage you and the students in Kapa Haka
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How will Chloe continue to advance her
professional learning as a teacher?
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4. Demonstrate
commitment to on-going professional learning and development of personal
professional practice
Professional Relationships and Professional Values
Key Indicators
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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Involvement in staff PD.
Chloe
has identified different areas in which she would like advice and support in.
She is open to ideas and advice given.
Chloe attends a course in Winton
weekly to extend her knowledge in Te Kanga and Te Reo. This is not a course
that she enrolled in through the school but one that Chloe decided to do for
her own personal interest. Chloe is to be commended for her passion and
commitment.
Chloe has participated in all school
PD throughout the year. She is open to new ideas and to giving things a go.
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Teaching as Inquiry model. Reflect on
own practice. (Andrew)
You talked about observing teachers at
other schools in Term 3 with Lauren Hailes. Let’s make this happen. Keep us
informed as to your ideas and how we can organise these observations and make
them happen.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe help support her colleagues
to strengthen teaching and learning in her setting?
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5. Show
leadership that contributes to effective teaching and learning
Professional Relationships and Professional Values
Key Indicators
i) Actively contribute
to the professional learning community
ii) Undertake
areas of responsibility effectively.
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Chloe
has made a fantastic start in leading staff in the effective teaching of
Maori.
Chloe
has talked to staff in staff meetings about ways in which they can integrate
Maori into their classroom programme and supplied resources ready to use.
Chloe has continued to show leadership
and guidance to the staff in the delivery and integration of the Maori
curriculum. In consultation with the Principal she has integrated Maori
Achievement Objectives and Goals into our school planning and has showed
staff ways in which Maori can be better integrated and included in classroom
programmes.
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Contribution to school wide
professional development, and curriculum planning, sharing aspects of her own
excellent practice. (Andrew)
Continue to communicate with staff
about their integration of Te Reo and Te Kanga into their classroom
programmes – keep them accountable. Ask reflective questions, offer advice
and support. Give examples of your own teaching.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
What does Chloe take into account when
planning programmes of work for groups and individuals?
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6. Conceptualise,
plan and implement an appropriate learning programme
Professional Relationships and Professional Values
Key Indicators
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 knowledge and understanding of
relevant content, disciplines and curriculum documents
At Lumsden School we develop
quality teaching practices through:
Teaching as Inquiry
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You have improved in your record of
reflections in your Numeracy Programme which is great to see. We need to see
that this is continued this term. This will help you plan lessons that better
meet the needs of your students.
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This can be a focus for term 2 for
literacy and maths?
This will be a relevant goal with our
whole school inquiry ‘Frozen’ unit.
Remember to check that children have
mastered a learning goal and can complete a skill independently before moving
onto the next skill. (Numeracy)
I would like to see reflection in
other curriculum areas as well as maths. It is an important part of teaching
and planning. We can review your reflections from your Term 2 units early in
Term 3 to see where to go to from here – what your next goals may be.
Based on Term 2 Reports and assessment
Data, we can look at ‘at risk’ students and ways that you can include
learning goals in your weekly learning plans for these students to close the
gaps in Term 3 to show improvement ready for assessment and reporting in Term
4.
Are there any whole class learning
gaps that need addressed to prepare children for end of year assessment?
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe’s
teaching practice promote an environment where learners feel safe to explore
ideas and respond respectfully to others in the group?
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7. Promote a collaborative, inclusive and supportive learning environment
Professional Relationships and
Professional Values
Key Indicators
i)
Demonstrate effective
management of the learning setting which incorporates successful strategies
to engage and motivate akonga
ii)
Foster trust, respect and cooperation
with and among akonga
At Lumsden School we develop quality teaching practices through:
Creating a supportive Environment
Encouraging Reflective Thought and Action
Enhancing the Relevance of New Learning
Facilitating Shared Learning
·
Children doing lots of talking
about their learning
·
Group/peer shared learning
·
Using cooperative learning
strategies
Making Connections to Prior learning and experience
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During
the numeracy lesson I observed children were involved in numeracy games and
activities around the room. They were all happy, and having a wonderful time
and were all on task.
Children
are confident in sharing their answers and ideas in guided maths lessons.
Chloe is patient and kind when working with children who are finding a
concept difficult.
Chloe’s
has students share a whiteboard in numeracy lessons so that they have the
learning support of a peer.
During
my observation the students in Chloe’s class were all enthusiastically
engaged in the various numeracy activities she had around the room.
It’s great to see children given
opportunities to have peer shared learning within your classroom programme
Chloe.
In Numeracy all activities were
relevant to learning needs. Children were enthused and self – motivated to
complete activities with their peers.
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Let’s continue to look at the marking
of student’s work, to ignite and encourage self-directed learning. Getting
children to start thinking….what do I need to learn next? How am I going to
do this…. etc.
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In Aotearoa New Zealand, the Code of Ethics/Nga Tikanga Matatika
commits registered teachers to the highest standards of professional service
in promoting the learning of those they teach.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe’s
teaching reflect that she understands the main influences on how her akonga
learn?
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8. Demonstrate in practice their knowledge and understanding of how
akonga learn
Professional Relationships and
Professional Values
Key Indicators
i) Enable akonga to make connections between their prior experiences and
learning and their current learning activities
ii) Provide opportunities and support for akonga to engage with, practise
and apply new learning to different contexts
iii) Encourage akonga to take responsibility for their own learning and
behaviour
iv) Assist akonga to think critically about information and ideas and to
reflect on their learning
At Lumsden School we develop quality teaching practices through:
Encouraging Reflective Thought and Action
Making Connections to prior learning and Experience
Providing sufficient Opportunities to Learn
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Students work well independently and
in groups. They are focussed and stay on task showing that learning is at an
appropriate level and children are motivated to learn.
Chloe is good at questioning children
during lessons to help them reach an answer – rather than spoon feeding
children the answers.
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This could be a focus at some point in
the year. I don’t feel that I have observed Chloe enough to comment on this
yet.
I
would like this to be our main focus for Term 3. Ways I can see us developing
this criteria are…
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective
Question:
How
does Chloe’s knowledge of the varied strengths, interests and needs of
individuals and groups of akonga influence how she teaches them?
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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 akonga
Professional
Relationships and Professional Values
Key Indicators
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 akonga
iii)
Modify
teaching approaches to address the needs of individuals and groups of akonga.
At Lumsden
School we develop quality
teaching practices through:
Making connections to Prior learning and
Experience
Providing
Sufficient Opportunities to Learn
Teaching as Inquiry
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Chloe’s class has a wide range of
learning and social needs to cater for. Chloe has asked for advice and
guidance to help her cater for the needs of children with learning
difficulties in reading and mathematics. Chloe has listened to and actioned
this advice to meet the needs of these learners.
Having a new classroom start up in
Term 2 has relieved Chloe of some of her younger students so that her ability
range is slightly less.
Team teaching and ability based grouping
in Literacy and Numeracy has enabled Chloe and Lauren to better cater for the
wide range of learning needs in their classrooms. Chloe works with Lauren
well and transitions for students between classrooms have been smooth and
successful.
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Teachers play a critical role in enabling the educational achievement
of all akonga/learners
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
In Chloe’s teaching
how does she take into account the bicultural context of teaching and
learning in Aotearoa New Zealand?
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10. Work effectively within the bicultural context of Aotearoa New Zealand
Professional Relationships and
Professional Values
Key Indicators
i)
Practice and develop the
relevant use of te reo Maori me nga tikanga-a-iwi in context
ii)
Specifically and effectively
address the educational aspirations of akonga Maori, displaying high
expectations for their learning.
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Chloe has a passion for the
integration and teaching of Maori, not just for her class but for all classes
within the school.
She has an outstanding knowledge of
the Maori curriculum and integrates to reo Maori into her daily classroom
activities. Chloe is also a very talented singer and sings waiata with her
class regularly paying special attention to pronunciation.
As above.
It is also fantastic to see Chloe
organising a Kapa Haka group for the school to start in Term 3.
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Keep up your communication to staff at
staff meetings. Providing new ideas, Feedback, discussions etc. on the integration
of Maori in our classroom programmes.
As above.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective
Question:
How
does Chloe gather and use assessment information in ways that advance the
learning of her akonga?
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11. Analyse and appropriately use assessment
information, which has been gathered formally and informally
Professional
Relationships and Professional Values
Key Indicators
i)
Analyse
assessment information to identify progress and on-going learning needs of akonga
ii)
Use
assessment information to give regular and on-gong 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 whanau in the collection and use of information about the
learning of akonga
At Lumsden
School we develop quality
teaching practices through:
Encouragaing
Reflective Thought and Action
Enhancing the
Relevance of New Learning
Making Connections
to Prior learning and Experience
Teaching as Inquiry
·
Evaluation
impacting on future planning and preparation
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Chloe has used assessment data to
place the students in her class into ability based groups.
Chloe successfully collated and
reflected on student assessment data to make OTJ’s and report to parents on
where their children sit against National Standards.
She successfully completed parent
teacher interviews.
Lauren and Chloe used assessment data
in Literacy and Numeracy to group the children in their classes according to
learning needs so that they can team teach. They are running very effective
programmes in both of these areas and I look forward to seeing this continue
in Term 3.
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This will be a relevant focus for Term
2 with assessment tasks, reports and parent teacher interviews.
We can look at ways in which children
can use self and peer assessment to identify their strengths and next
learning steps.
Refer to some points in # 8.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe
advance the learning of her akonga through critical inquiry within her
professional learning?
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12. Use critical inquiry and problem-solving effectively in their
professional practice
Professional Relationships and
Professional Values
Key Indicators
iii)
Systematically and critically
engage with evidence and professional literature to reflect on and refine
practice
iv)
Respond professionally to
feedback from members of their learning community
v)
Critically examine their own beliefs,
including cultural beliefs, and how they impact on their professional
practice and the achievement of akonga
At Lumsden School we develop quality teaching practices through:
Enhancing the Relevance of New Learning
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I would like to listen to/ look at
feedback to students at some stage – to look at good systems to manage
feedback and direct learners to next learning steps as well as effective
feedback comments and methods that can be used.
Term 3 focus J
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Lumsden School
Term Report
2014
Name: Chloe Madden School: Lumsden Date:
Term 3/4
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New Registered Teacher Criteria
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Points of Strength
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Points for Development
|
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Reflective Question:
What does Chloe do to establish working
relationships with her akonga, their whanau and her colleagues and others to
support the learning of those she teaches?
|
||
|
1. Establish
and maintain effective professional relationships focussed on the learning
and well-being of all akonga
Professional Relationships and Professional Values
Key Indicators
i)
Engage in ethical, respectful, positive and
collaborative professional relationships with:
·
Akonga
·
Teaching colleagues, support staff and other
professionals
·
Whanau and other carers of akonga
·
Agencies, groups and individuals in the community
At Lumsden School we have
developed Quality Teaching practices through:
Creating a supportive Environment
|
Chloe
has made herself available to talk to parents on the spot or at an arranged
time. Chloe has dealt with parents in a kind and respectful manner.
Chloe
has continued to ask for advice and guidance whenever she is uncertain about
something. She listens carefully and takes on advice.
The
children respect Chloe, they listen carefully, follow her instructions and
work to achieve her expectations of them. Chloe has created a safe classroom
environment where children feel comfortable to share ideas, ask questions and
take risks.
Team
teaching with Lauren Hailes has continued to run smoothly. Chloe works well
with Lauren. During reading time the two classrooms open the bi-folding doors
and work together. For maths the rooms are kept separate but the children are
streamed between the two classes. Children’s learning needs have been well
met through this and children switching classrooms during this time have
transitioned smoothly and confidently.
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New Registered Teacher Criteria
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Points of Strength
|
Points for development
|
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Reflective Question:
What does Chloe do to show in her practice
that she actively promotes the well-being of all akonga for whom she is
responsible?
|
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2. Demonstrate
commitment to promoting the well-being of all akonga
Professional Relationships and Professional Values
Key Indicators
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 clutures of all akonga
iii) Comply with
relevant regulatory and statutory requirements
At Lumsden School we develop
quality teaching practices through:
Encouraging Reflective Thought and Action
Facilitating
Shared Learning
|
Children
are engaged in learning activities.
Chloe
has continued to use her knowledge of Maori and has not only included Te Reo
as part of her class culture on a daily basis but has encouraged other
teachers to do this as well by providing them with Maori words of the week,
Termly quizzes and support during staff meetings.
She
has successfully run a Kapa Haka group that all children can be involved in.
The children have thoroughly enjoyed this opportunity and have performances
that they are proud of. She has consulted with Maori parents to ensure that
she is providing the best for their children.
Chloe
has talked with concerned parents about how their children can be further
challenged and encouraged to achieve their best. She has listened to their
concerns and worked to address these.
Children’s
art work is displayed.
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Ideas to improve motivation/and build a love of learning:
|
|
The Treaty of Waitangi extends equal status and rights to Maori and
Pakeha. This places a particular responsibility on all teachers in Aotearoa
New Zealand to promote equitable learning outcomes.
|
|
New Registered Teacher Criteria
|
Points of Strength
|
Points for development
|
|
Reflective Question:
How does Chloe reflect in her professional
work respect for the cultural heritages of both Treaty partners in Aotearoa
New Zealand?
|
||
|
3. Demonstrate
commitment to bicultural partnership in Aotearoa New Zealand.
Professional Relationships and Professional Values
Key Indicators
i) Demonstrate
respect for the heritages, languages and cultures of both partners to the
treaty of Waitangi
At Lumsden School we develop
quality teaching practices through:
Creating a supportive Environment
|
Chloe formed and coached a fantastic
Kapa Haka Group which performed an excellent haka and waiata at our term 3
production. Chloe invested a lot of time and effort into this to make sure
that the group’s performance was of a very high standard and something for
the children to be proud of.
The Kapa Haka group performed at a
community event. Despite being outside on a windy day they still performed
very well and with good volume. Chloe should be proud of her efforts in
preparing the children well, getting good numbers of children to perform on a
Saturday and for liaising with staff to organise practices in school time
prior to the performance.
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Continue to lead the Kapa Haka group
next year. The children love being part of this group and it is such a
pleasure to watch them grow in their knowledge of the Maori Culture and to
perform infront of audiences.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
|
|
Reflective Question:
How will Chloe continue to advance her
professional learning as a teacher?
|
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4. Demonstrate
commitment to on-going professional learning and development of personal
professional practice
Professional Relationships and Professional Values
Key Indicators
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
|
It’s
great to hear about how your week is going – about anything that is going
really well or about any challenges you are facing – so we can discuss these
and come up with ideas together if needed.
Chloe
has continued to keep herself up to date with current teaching practice in
Maori though the course she is enrolled in at Winton.
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How
have your daily weekly reflections helped and guided your teaching? We should
catch up about this before the end of the term – it’s an important part of
your teaching practice.
I
haven’ t seen heaps of evidence to show that you are reflecting daily/weekly
on your teaching – I am hoping that you followed through on advice and
guidance given in Terms 1 and 2 regarding this. If you need any help with
this please just ask – I’m more than happy to help you.
Regularly
look at feedback given to you in observation notes/ appraisal advice/Term
Reports and put things that will/may work for you into place. Let Andrew and
I know how you get on – whether things are working or not? If you need more
ideas?
The
observations of other teachers at other schools with Lauren Hailes didn’t end
up eventuating. This would have been great P.D for you. I would definitely
advise you to do it in Term 1 2015 – make the most of your last few PRT Days.
There
hasn’t been a whole lot of PD outside of Staff Meetings this year. Ask Andrew
if you can look through PD opportunities for 2015 – especially in the areas
of Literacy and Numeracy. See if there are any courses that you can enrol in
to advance your professional learning in these areas and to inspire you.
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New Registered Teacher Criteria
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Points of Strength
|
Points for development
|
|
Reflective Question:
How does Chloe help support her colleagues
to strengthen teaching and learning in her setting?
|
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5. Show
leadership that contributes to effective teaching and learning
Professional Relationships and Professional Values
Key Indicators
i) Actively
contribute to the professional learning community
ii) Undertake
areas of responsibility effectively.
|
At the end of Term 3 Chloe organised a
week of Maori art afternoons. Classes rotated round different teachers to
learn/participate in toku toku panels, poi, raku, harakeke and waiata. The
children and staff thoroughly enjoyed the experience.
Chloe continues to maintain a
bicultural environment within her classroom and continues to encourage and
support staff to do the same.
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Do this again next year – maybe every
term or biannually? It was fantastic!
Continue to support staff in their
inclusion of Maori in their everyday classroom environment. Even if it’s just
to have the word of the week. It might be cool to have a few quick games we
could play to practise our ‘Te Reo’ ?
Continue
to communicate with staff about their integration of Te Reo and Te Kanga into
their classroom programmes – keep them accountable. Ask reflective questions,
offer advice and support. Give examples of your own teaching.
|
|
New Registered Teacher Criteria
|
Points of Strength
|
Points for development
|
|
Reflective Question:
What does Chloe take into account when
planning programmes of work for groups and individuals?
|
||
|
6. Conceptualise,
plan and implement an appropriate learning programme
Professional Relationships and Professional Values
Key Indicators
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 knowledge and understanding of
relevant content, disciplines and curriculum documents
At Lumsden School we develop
quality teaching practices through:
Teaching as Inquiry
|
Chloe has met with a few parents
regarding extension/motivation for their children. Chloe has listened to
these parents and come up with some ideas to better cater for their
children’s learning needs. She has liaised with staff regarding this – asked
for ideas etc.
Chloe is careful to look at current
assessment data to group children accordingly. Especially in the areas of
Reading and Numeracy where she is team teaching with Lauren Hailes.
Chloe has started to use
Self/Peer/Teacher Learning Rubrics in the area of writing – Letter writing
and Narratives. From what I have seen this has worked well with students
being able to take responsibility for their learning goals and see their next
learning steps or the areas they need support in. Chloe has used these
Rubrics to plan lessons to model ‘how to’ to the class and to give them
opportunities to practise different skills and ask questions.
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Touch
base with these children every couple of weeks – see how they are feeling –
if they have any ideas themselves – if there is anything you can do to help??
etc. They may be nervous about approaching you to start with but if you
approach them a few times they will build a relationship with you where they
feel free and motivated to come to you with any thoughts or ideas they have
about their learning.
Catch
up with parents and see how things are going – keep in touch. Parents
appreciate this and it makes them feel that you have listened and are doing
your best to cater for their children. It will help build a strong and
positive rapport with the parents and the children.
Use
children’s self/peer assessment to identify groups of children who may need
extra support with a certain skill.
Sign
and date rubrics when you have had learning conversations with children as
evidence of your teaching.
I
have shown you how I analyse data to identify ‘At Risk’ or ‘Below’ students
and what I do with this info – identify ‘gaps’, ‘next learning steps’,
‘teacher aide support programmes’, regular monitoring of their learning, ‘home
and school communication’ – this needs be ongoing – not just at interview and
report time.
It
would be great to how you are catering for your ‘At Risk’ or ‘Below’ children
– how are catering for their needs? Do you need support with this etc? You
may be doing this well already but we haven’t looked at this together yet.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe’s
teaching practice promote an environment where learners feel safe to explore
ideas and respond respectfully to others in the group?
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7. Promote a collaborative, inclusive and supportive learning environment
Professional Relationships and
Professional Values
Key Indicators
i)
Demonstrate effective
management of the learning setting which incorporates successful strategies
to engage and motivate akonga
ii)
Foster trust, respect and cooperation
with and among akonga
At Lumsden School we develop quality teaching practices through:
Creating a supportive Environment
Encouraging Reflective Thought and Action
Enhancing the Relevance of New Learning
Facilitating Shared Learning
·
Children doing lots of talking
about their learning
·
Group/peer shared learning
·
Using cooperative learning
strategies
Making Connections to Prior learning and experience
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Chloe continues to provide an
environment in which children have plenty of opportunities to discuss their
learning with peers/groups.
In the groups I have observed Chloe teaching
she continues to provide an environment where children feel confident to take
risks and ask questions about their learning.
Students in Chloe’s class continue to
work hard. They are focussed on the task set.
Children have started to take
ownership for their own learning in the area of writing by being given
Rubrics so that they can identify their next steps.
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In Aotearoa New Zealand, the Code of Ethics/Nga Tikanga Matatika
commits registered teachers to the highest standards of professional service
in promoting the learning of those they teach.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
How does Chloe’s
teaching reflect that she understands the main influences on how her akonga
learn?
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8. Demonstrate in practice their knowledge and understanding of how
akonga learn
Professional Relationships and
Professional Values
Key Indicators
i) Enable akonga to make connections between their prior experiences and
learning and their current learning activities
ii) Provide opportunities and support for akonga to engage with, practise
and apply new learning to different contexts
iii) Encourage akonga to take responsibility for their own learning and
behaviour
iv) Assist akonga to think critically about information and ideas and to
reflect on their learning
At Lumsden School we develop quality teaching practices through:
Encouraging Reflective Thought and Action
Making Connections to prior learning and Experience
Providing sufficient Opportunities to Learn
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Chloe
gives students many opportunities to discuss learning with their peers and to
work together on questions.
Chloe
continues to show that she is good at questioning her students to draw out
knowledge and to check their understanding – she doesn’t spoon feed them.
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Follow
up on our Term 3 focus.
Give students opportunities to reflect on their learning – to see what they
have done well and what their next learning goals should be. (Effective
marking and feedback will be an important part of this process so that
children are clear about what they do well and what they need to work on)
We
discussed that in numeracy children should write their current learning
intention and do practise activities in their maths books as evidence of
their learning and your teaching. Also that you are recording
lessons/practice questions in a group learning journal. I trust that this is
still happening as I haven’t seen any of the children’s maths books/group
learning journals and I haven’t observed Numeracy for terms 3 and 4. Please
come and see me if you want me to look at this. I am happy to help.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective
Question:
How
does Chloe’s knowledge of the varied strengths, interests and needs of
individuals and groups of akonga influence how she teaches them?
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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 akonga
Professional
Relationships and Professional Values
Key Indicators
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 akonga
iii)
Modify
teaching approaches to address the needs of individuals and groups of akonga.
At Lumsden
School we develop quality
teaching practices through:
Making connections to Prior learning and
Experience
Providing
Sufficient Opportunities to Learn
Teaching as Inquiry
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Chloe was given the responsibility of
planning some of the activities on the Year 4/5/6 camp in Dunedin. One of the
highlights was the amazing race she organised. She did a fantastic job of
making this very much like the real thing and from the feedback I have heard
students/parents enjoyed this activity alike. It built skills of team
work/time management/ problem solving and orienteering.
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Think of great activities like this
that you could possibly use for different curriculum areas in 2015. The
children love this kind of thing and activities along the same lines as this
can really ignite passion and enthusiasm for learning.
I haven’t seen enough evidence/discussed this with
Chloe enough to provide any other feedback/feed forward here – it could be a
focus for Term 1 2015 with her new Tutor teacher?
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Teachers play a critical role in enabling the educational achievement
of all akonga/learners
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective Question:
In Chloe’s teaching
how does she take into account the bicultural context of teaching and
learning in Aotearoa New Zealand?
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10. Work effectively within the bicultural context of Aotearoa New Zealand
Professional Relationships and
Professional Values
Key Indicators
i)
Practice and develop the
relevant use of te reo Maori me nga tikanga-a-iwi in context
ii)
Specifically and effectively
address the educational aspirations of akonga Maori, displaying high
expectations for their learning.
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Chloe has taken into account the need
for the celebration of the Maori Culture at Lumsden School and has done an
exceptional job of leading students, staff and parents in the teaching of
Waiata, Dance and Haka.
Chloe has done an excellent job of liaising
with Maori students and parents to see how Lumsden Primary takes into account
the bicultural context of teaching and learning and how we can do this
better.
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Continue to do what you are doing here
Chloe. This is a real strength of yours and we are certainly privileged to
have your expertise as part of our teaching team at Lumsden Primary School.
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New Registered Teacher Criteria
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Points of Strength
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Points for development
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Reflective
Question:
How
does Chloe gather and use assessment information in ways that advance the
learning of her akonga?
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11. Analyse and appropriately use assessment
information, which has been gathered formally and informally
Professional
Relationships and Professional Values
Key Indicators
i)
Analyse
assessment information to identify progress and on-going learning needs of
akonga
ii)
Use
assessment information to give regular and on-gong 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 whanau in the collection and use of information about the
learning of akonga
At Lumsden
School we develop quality
teaching practices through:
Encouragaing
Reflective Thought and Action
Enhancing the
Relevance of New Learning
Making Connections
to Prior learning and Experience
Teaching as Inquiry
·
Evaluation
impacting on future planning and preparation
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Chloe
makes effective use of her CRT days and school assessment tools to assess
children to find out/affirm what their strengths/weaknesses and learning gaps
are so that she can write reports for parents and effectively group children
and plan lessons to cater for the needs of the individuals/groups of children
in her class.
It
has been great to see Chloe use self/peer assessment rubrics in Writing in
Terms 3 and 4 as a tool to encourage children to reflect on their learning as
well as to drive their next learning steps. Having these rubrics stuck into
the children’s work books is fantastic evidence of their learning and a great
way for them to revise and reflect on their learning.
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Refer to some points in # 8.
Record or have students record and
date – from their learning conversations with you – whether they be group or
individual – their next steps – as evidence of your teaching/learning
conversations in their work books.
This is fantastic evidence of your
teaching and is very useful when you are making OTJ’s about children’s
learning. It helps you to see/recall what they have struggled with/ what they
have learnt/how far they have come/how self-motivated they are etc. What they
are still struggling with and your next teaching points.
From using the Letter Writing Rubrics
– did you identify: what the children’s strengths and weaknesses were? What
you would keep the same and what you would change next time you taught the
same unit? Have you recorded this in your reflective notes?
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New Registered Teacher Criteria
|
Points of Strength
|
Points for development
|
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Reflective Question:
How does Chloe
advance the learning of her akonga through critical inquiry within her
professional learning?
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12. Use critical inquiry and problem-solving effectively in their
professional practice
Professional Relationships and
Professional Values
Key Indicators
iii)
Systematically and critically
engage with evidence and professional literature to reflect on and refine
practice
iv)
Respond professionally to
feedback from members of their learning community
v)
Critically examine their own
beliefs, including cultural beliefs, and how they impact on their
professional practice and the achievement of akonga
At Lumsden School we develop quality teaching practices through:
Enhancing the Relevance of New Learning
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Chloe’s verbal feedback is very good –
she has great questioning skills that enable her to help students explain
their thinking and learning and identify their next learning steps.
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We have started to really look at this
in Term 4 for writing. To date there is not a lot of evidence of Chloe’s
learning conversations with students in their writing books other than how
they can improve their surface features e.g. spelling etc.
We have discussed ways in which Chloe
can improve her feedback in this area.
We will continue to look at this for
the remainder of the term.
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