Rtcs ptcs (mmps) evidence, tataiako posters june 2015
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Transcript of Rtcs ptcs (mmps) evidence, tataiako posters june 2015
A Great Extraordinary Bundle (of practice)
An extraordinary bundle: An inquiry into your practice that evidences, reflection, research and improvement with clear links to
PTCs.
Identify a problem in your classEvidence of the problem (what told you this is a problem?)
Investigation on ways to solve problem- Research (Keep your research and reflection)
Develop a plan to address problem
Check if problem solved (evidence of improvement?)
Inquire into your practice again… What’s your next focus/issue/problem/Crisis?
The Practising Teacher Criteria
at Mount Maunganui Primary School
Tātaiako: Cultural Competencies
Each of the competencies unpacked….
Refer to Tātaiako document for further indicators.
Criteria 1: Establish and maintain effective professional relationships focussed on learning and well being of all ākonga.
❏ Certificate List (of recipients)❏ Communications with parents
❏ emails, notices, face to face, phone❏ Movies/photos of our students learning
together (Mountieisms in action)❏ Tracking of student behaviour❏ Team Meetings (evidence of learning
discussions)❏ IEPs❏ Staff Meeting notes (focussed on learning)❏ Learning Conferences
Focus Question: What do I do to establish effective relationships with my akonga, whanau and colleagues in
order to support the learning of those I teach? Tataiako: Whanaungatanga
❏ Class Blog❏ Knowing, using and pronouncing correctly
student names.❏ Knowing students backgrounds (whānau
connections) ❏ Metaphor for learning on display in class ❏ Engages with our whānau as partners in
learning. ❏ Gathers and acts on student voice❏ Gathers and acts on parent voice❏ Shares who you are as a person (and as a
teacher)❏ Smiles
Evidence of practice at Mount Primary could include…
Criteria 2: Demonstrate commitment to promoting the well-being of all ākonga.
❏ Being in class from 8:30 (or earlier) to check in with ākonga.
❏ Knowing about learning needs of each ākonga.
❏ Students learning plans. ❏ Use of GLIs and SLIs with SCs
❏ Observations of students in learning situations.
❏ Engagement of whānau in class learning opportunities.
❏ Encouraging whānau participation.
Focus Question: How do I actively promote the well-being of all ākonga and how do I demonstrate this? Tataiako: Ako, Manaakitanga
❏ Knowing ākonga as people and as learners.❏ Ethnicity, gender, whānau situation
❏ Class description❏ Student voice gathered and acted on.❏ Students will feel safe at school (in class
and the playground)❏ Parents will know students are safe at
Mount Primary. ❏ Student voice will be gathered, listened to,
and acted on. ❏ Parent voice will be gathered and acted on. ❏ Smiling
Evidence of practice at Mount Primary could include…
Criteria 3: Demonstrate commitment to bicultural partnerships in Āotearoa.
❏ Instructions, greetings, songs in Te Rēo Māori (in class, the playground, assembly)
❏ Correct pronunciation of peoples names, places (including Tauranga) and items.
❏ Te āo Māori inclusion in each CC Unit. ❏ Taha Māori in all classes each term. ❏ Awareness of Māori cultural practices.
❏ Observance of these practices (step 2)❏ Use of macron above vowels
(appropriately) when using written te reo Māori.
Focus Question: How do I show respect for the cultural heritage of the Treaty partners in Āotearoa? Tataiako: Tangatawhenuatanga
❏ Recognition of special days eg: Matariki, Waitangi Day, Te wiki ō te Reo Māori.❏ Celebration of these days (step 2)
❏ Mihimihi by students and staff.❏ Links to knowing where our students are from
❏ Attend and participate in Professional Learning opportunities.
❏ Class Treaty (as a mean of learning about Te Tiriti ō Waitangi).
❏ Māori myths and legends (as contexts for learning)
❏ Local knowledge and teaching of stories of our place.
Evidence of practice at Mount Primary could include…
Criteria 4: Demonstrate commitment to ongoing professional learning and development of personal professional practice.
❏ Identification of personal goal(s) for inquiry/focus of Professional learning.
❏ Professional discussions (with notes).❏ Inquiring into best practice in relation to
goal(s). ❏ Including research into solutions for
‘problem’ focus of goal(s).❏ Sharing of teacher practice with others. ❏ Reading blogs, articles, books, watching
movies. ❏ Reflect on above.
❏ Learning/New ideas❏ Impact on class programme
Focus Question: How do I continually advance my learning as a teacher? Tataiako: Ako
❏ Visits ❏ other classes, schools.
❏ Participate in professional learning that supports whole school goals.
❏ In team discussions (with notes)❏ Reflective teaching/Teaching as
inquiry/Extraordinary Bundles.
Evidence of practice at Mount Primary could include…
Criteria 5: Show leadership that contributes to effective learning and teaching.
❏ Contribution to team discussions about learning (minuted).
❏ Constructive involvement in staff meeting discussions about learning (minuted).
❏ Sharing of areas of good practice with others.
❏ Carrying out formal unit areas of responsibility (if you have one).
❏ Observing others and having others observe you.
Focus Question: How do I provide support to my colleagues in order to strengthen teaching and learning. Tataiako: Wānanga
❏ Inquire into the effect of your practice on student learning. ❏ Including tracking student progress.
❏ Lead Staff Prof Learning.❏ Staff Meetings, Team Hui, Informal
conversations, arrange visits elsewhere for others.
❏ Publish thoughts, ideas, areas of strength in practice. ❏ Blogs, Google+, Facebook, Twitter or ?
❏ Host Student Teachers.
Evidence of practice at Mount Primary could include…
Criteria 6: Conceptualise, plan and implement an appropriate programme of learning.
❏ Long Term Plans mapping expected progress. ❏ Term by term
❏ Units of learning support teacher knowledge of content to be taught.
❏ Daily/Weekly plans give the what is being taught to ensure expected progress (or accelerated progress) is happening.
❏ Assessment is being used to support learning. ❏ Progress ❏ OTJs (achievement)❏ Reflection of effectiveness of
programmes.
Focus Question: When I am planning for groups or individuals what do I take into consideration? Tataiako: Ako
❏ Proof individual/group needs are being identified and learning being planned for.
❏ Global Learning Intentions, Specific Learning Intentions, Success Criteria and Learning Metaphors are all evident.
❏ Student voice is being gathered, analysed and acted on about the effectiveness of programmes.
❏ Engaging learning experiences are evident. ❏ CC Units, Core Curriculum, AIMs
❏ Plan and teach Mountieisms explicitly in class.
Evidence of practice at Mount Primary could include…
Criteria 7: Promote a collaborative, inclusive supportive learning environment.
❏ Role modelling of appropriate behaviour by staff.
❏ Effective classroom management systems❏ Positive, Respectful, Effective, Restorative.
❏ Student voice gathered, analysed and acted on. ❏ A collaborative learning environment is evident.
❏ Students work together to learn better❏ Students take risks in their learning. ❏ Planning and effective pedagogy is shared within
and between teams.
Focus Question: How do I ensure my students feel safe to explore their ideas and respond accordingly to others? Tataiako: Manaakitanga
❏ Students are active participants in the learning process (student agency)
❏ Learning conferences are happening. ❏ Self and Peer feedback is evident in student
learning. ❏ Student inquiry learning (student directed)
Evidence of practice at Mount Primary could include…
Criteria 8: Demonstrate in practice my knowledge and understanding of how ākonga learn.
❏ Class description outlines key aspects of class make up (gender, ethnicity, needs)
❏ Evidence is used to guide practice.❏ Assessment information, observations,
anecdotal notes, student voice, parent voice❏ Whānau partnerships are evident. ❏ Conferencing with students to gain an
understanding of learning. ❏ Use of technologies to support and enhance
learning. ❏ iPads, Chromebooks, Laptops, Blogs,
Portfolios, email, Google Apps (classroom).
Focus Question: How does my teaching practice reflect an understanding of how my students learn? Tataiako: Ako
❏ AToL Practices evident in classrooms.❏ Metaphor, GLIs, SLIs, SCs
❏ Evidence of inquiry into emerging theories of learning and teaching (links to RTC 4)
Evidence of practice at Mount Primary could include…
Criteria 9: Respond effectively to the diverse language and cultural experiences, and the varied strengths, interest and needs of individuals and groups of ākonga.
❏ Knowledge of the New Zealand Curriculum. ❏ Inclusion of the key outcomes of the Mount
Maunganui Primary School Curriculum for Learning in planning and practice.
❏ Class descriptions outline ethnicities and cultural needs of students.
❏ Leave room in learning for student agency, students to have input into their learning.
❏ Scaffold learning taking into account prior experiences.
❏ Vary teaching methods to suit student preferences.
Focus Question: How does my knowledge and understanding of individual and group strengths and needs
influence my teaching? Tataiako: Tangatawhenuatanga
❏ ESoL and Special Programmes support and cater to diversity.
❏ Teaching resources/contexts offer a variety of ethnic, cultural and gender experiences.
❏ Technologies are used to support and reduce student learning needs.
❏ Opportunities for students to share and contribute their prior experiences in class.
❏ Teachers take time to know about the diversity classes have and they accompanying needs.
Evidence of practice at Mount Primary could include…
Criteria 10: Work effectively within the bicultural context of Āotearoa.
❏ Know about Māori student achievement. ❏ Be aware of national trends for Māori
student achievement and how our school compares.
❏ Include activities and contexts from Te āo Māori in learning (CC Units and Core Curriculum).
❏ Contribute to events from Te āo Māori❏ Hangi, Marae trip, Māori Language
week, Kapa haka, Taha Māori lessons. ❏ Correctly pronounce Māori words.
❏ names, places, things.
Focus Question: What do I do to show an understanding of the bicultural context of learning and teaching in Āotearoa? Tataiako: Tangatawhenuatanga
❏ Identify and address Māori learners needs. ❏ Know what documents such as Kāhikitia,
Te Kotahitanga, Tātaiako say and how this impacts on your teaching.
❏ Know at least 1 song in Te reo Māori❏ School song?
❏ Know and understand your mihimihi (as a teacher)
Evidence of practice at Mount Primary could include…
Criteria 11: Analyse and appropriately use assessment information which has been gathered formally and informally.
❏ Analysis of needs from assessments including❏ Running records❏ easttle (Reading, Writing, Maths)❏ PAT (Maths)❏ STAR❏ Observations❏ Performance tasks (to show learning)
❏ Writing samples❏ explain everything tasks❏ Portfolio pieces
Focus Question: How do I use assessment information in a way that promotes further learning of my students? Tataiako: Wānanga
❏ Learning intentions (and notes on student achievement)
❏ Use of progressions of learning to assess, plan and teach learning.
❏ Team Hui to unpack learning needs, map ways to ensure students are learning.
❏ Staff meetings to unpack data and identify key messages.
❏ Student and parent voice to judge effectiveness of learning and teaching programme(s)
Evidence of practice at Mount Primary could include…
Criteria 12: Use critical inquiry and problem solving effectively in my professional practice.
❏ Evidence of teacher professional inquiry (Bundles of Extraordinary Practice).
❏ Reflection on teaching practice, innovation, learning and teaching programmes.
❏ Student learning books (to monitor learning is happening)
❏ Gathering analysing and acting on student voice.
❏ Engaging in professional dialogue about student learning.
Focus Question: How do I enhance learning through inquiry within my own professional learning? Tataiako: Ako,
Evidence of practice at Mount Primary could include…