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…