You are on page 1of 15

Registered Teacher Criteria Self-Assessment Tool

Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all konga
Questions I might ask myself
Reflections
What do I do to establish effective working
Reading PD with Liz Hansen
Writing PD with Jill Eggleton
relationships with my konga, their whanau
PB4L PD in staff meetings
and my colleagues and others to support the
Mindset readings
learning of those I teach?
Reflections on PD and readings recorded on website
How can I access agencies, groups,
Attend all meetings with an open/reflective mind
individuals in the community?
Open door classroom policy
Open, honest and approachable to staff, students and their whanau

Whanaungatanga
How do I actively engage in respectful working
relationships with Maori Learners, parents,
whanau, hapu, iwi and the Maori Community?

Greeting and talking to whanau before and after school


Honest and approachable
Positive interactions with all
Use of basic Te Reo throughout lessons
Karakia to begin and end day
Tuakana Teina approach to learning
Share students learning with whanau through regular conferencing

What might evidence look like?


List of professional development undertaken (including in school PD)
Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback)
Examples of changes made to planning based on different levels within the class
Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular
activities
Evidence of feedback from students (written, oral, perception data)

Evidence from in-school appraisal processes


Registered Teacher Criteria Self-Assessment Tool

Criteria 2: Demonstrate a commitment to promoting the well-being of all konga


Questions I might ask myself
Reflections
What type of environment have I created in
Evidence of student progress shown in data
Day to day reflections evident in planning book
the classroom?
Reading reflections on website
If student(s) are not engaging, is it because
Hands-on learning approach to teaching to increase engagement in
they do not feel safe either physically,
learning
socially, culturally or emotionally?
Changes made to programme to enhance learning in Literacy
Can I make a difference by changing an
Students are aware of their learning goals in each area of the
aspect of my interaction with student(s) or
curriculum and with support, can reflect on these regularly
delivery of a lesson? How?
Tablets and Chromebooks used to support learning in Reading and
Who is out there and how might they
Maths (Reading Eggs, ABCya.com and other appropriate aps). Focus
support me?
is also placed on researching and presenting new information
Is my programme interesting, varied,
through the use of Google.com and Pic Collage
relevant?
How am I integrating technology/ICT into my
learning programme? Am I using ICT as an
engagement tool?
How do I show in my practice that I actively
promote the well-being of all konga for
whom I am responsible
The development of a classroom environment where all aspects of
Manaakitanga
students wellbeing is supported
Use of Te Reo throughout all lessons, and respect for the culture in
How do I demonstrate integrity, sincerity and
the day to day running of the classroom
respect towards Maori beliefs, language and
Open Door policy to all staff, students, whanau and wider
culture?
community

Respect to all that enter the classroom

What might evidence look like?


List of professional development undertaken (including in school PD)
Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback)
Examples of changes made to planning based on different levels within the class
Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular
activities
Evidence of feedback from students (written, oral, perception data)
Evidence from in-school appraisal processes
Registered Teacher Criteria Self-Assessment Tool
Criteria 3: Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Questions I might ask myself
Reflections
What is my understanding of a bicultural
Te Reo used throughout all lessons
Use and implementation of school wide Te Reo planning
partnership?
Karakia every day to begin and end day
What does showing respect for cultures look
Maori culture/protocols respected and reinforced on a daily basis
like?
Teaching of PB4L to respect biculturalism
How do my teaching styles reflect and
demonstrate appreciation of the bicultural
partnership of the Treaty of Waitangi?
How do I develop and maintain links with my
families/whanau?

Tangata Whenuatanga
Affirms Maori Learners as Maori How do I provide

The development of a classroom environment where all aspects of


students wellbeing is supported
Use of Te Reo throughout all lessons, and respect for the culture in

contexts for learning where the identity, language,


and culture (cultural locatedness) of Maori
Learners and their whanau is affirmed?

the day to day running of the classroom


Weekly class focus of Te Reo developing

What might evidence look like?


List of professional development undertaken
Samples of student voice (and the voice of others) that demonstrates commitment to a bicultural partnership
Notes on opportunities taken to learn or practice skills in less known cultural area
Examples of changes made to planning based on cultural opportunity
Examples where staff, students, parents or the local community have appreciated my interest, involvement or initiation of
cultural expression

Registered Teacher Criteria Self-Assessment Tool


Criteria 4: Demonstrate commitment to on-going professional learning and development of personal professional practice
Questions I might ask myself
Reflections
How do I reflect in my professional work
respect for the cultural heritages of both
Treaty partners in Aotearoa New Zealand?
Did my PD meet my needs this year?
Were my PD goals met this year?
Did I complete my portfolio?

Ako
What have I done to show that I take responsibility
for my own professional development/learning to
enhance the learning needs of Maori?

What might evidence look like?


List of professional development undertaken (both in school and off site) recorded in portfolio
Notes on opportunities taken to learn or practice skills arising from PD
Examples of changes made to planning based on PD opportunity application of PD learning
Examples of sharing my PD opportunity with others
Evaluation form/review of PD goals and planning for future PD

Registered Teacher Criteria Self-Assessment Tool


Criteria 5: Show leadership that contributes to effective teaching and learning
Questions I might ask myself
Reflections
How do I become a leader/have an area of
responsibility?
How do leadership opportunities contribute
to effective teaching and learning?
What contributions do I make to my
team/school?

Do I understand effective feedback and


feed-forward processes?

Wananga
Participates within the learning community for the
benefit of Maori learners achievement. How do I
participate so that it impacts on Maori Learners
achievement?
What might evidence look like?
Demonstrate awareness of professional standards
Demonstrate leadership in specialist areas for internal school professional development where appropriate
Manage and/or develop resources safely and effectively
Demonstrate flexibility and adaptability to meet students learning needs

Registered Teacher Criteria Self-Assessment Tool


Criteria 6: Conceptualise, plan and implement an appropriate learning programme
Questions I might ask myself
Reflections

Ako

How do my aims link to learning outcomes?


What teaching strategies can I do? Use?
Can I make real world connections to my
programme/planning?
How can I ensure that I meet the wide range
of learning needs in my class? (How do my
students best learn?)
How do I access and use appropriate data to
ensure my programmes are effective?
What do I take into account when planning
programmes of work for groups and
individuals?

Provide multiple ways of learning- visual, oral and kinaesthetic.


Regular observations done by PRT Mentor, Team Leader and Liz
Hansen (RTLit)
Reflection of PD and how I can develop my programme to meet the
needs of the students
Gather a range of data on all students to inform planning and where
to next
Daily refection on teaching practice and programmes to ensure I am
meeting the needs of all students
Discussions with colleagues about teaching practice and
programmes to gain new ideas to enhance teaching practice and
programmes

Incorporated a Hands-on approach to learning and opportunities to


focus their learning on interests in a supportive manner
Students work is displayed and valued
WALT evident and success criteria developed as a class/small group
to increase understanding of learning goals
Students ideas and opinions respected and valued in lesson planning

Takes responsibility for their own learning and

plans and uses pedagogy that engages Maori

learners and caters for their needs. What do I


know about pedagogy that engages Maori

learners, catering for their needs? How have I


planned and implemented this?
What might evidence look like?
List of professional development undertaken
Notes and reflections made by classroom observers
Notes made during discussions with colleagues and during visits
Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with
colleagues, students work, student feedback/surveys

Registered Teacher Criteria Self-Assessment Tool


Criteria 7: Promote a collaborative, inclusive and supportive learning
Questions I might ask myself
Reflections

Do I understand the effective pedagogy section of the

NZC?
What does effective learning setting management look

like?
How have I integrated P.R.I.D.E into my classroom?

How do my teaching styles foster trust, respect and


cooperation?
How does my teaching practice promote an environment

where learners feel safe to explore ideas and respond

respectfully to others?

How have I incorporated motivation strategies into my


planning and execution of lessons?
Manaakitanga
Demonstrates integrity, sincerity, and respect towards Maori
beliefs, language and culture. How do I demonstrate this in
my classroom?

environment
Refer to NZC and other resources when planning
Classroom resources are changed and introduced to support
prior knowledge and new learning
Classroom expectations are discussed and developed
alongside students are referred to regularly
Aspects of PRIDE taught and practiced every morning through
PB4L sessions. PRIDE reinforced throughout the day in and
outside the classroom
Learning Intentions evident in modelling and students books
We do a lot of learning together and from one another-this
helps to promote a safe and trusting environment
Promote that mistakes in learning is ok and discuss ways to
move forward from these mistakes are discussed- this creates
a safe and supportive environments
All ideas and opinions are valued-no idea is a silly idea
We do a lot of learning together and from one another-this
helps to promote a safe and trusting environment
Promote that mistakes in learning is ok and discuss ways to
move forward from these mistakes are discussed- this creates
a safe and supportive environments where students are
happy to take risks in their learning

What might evidence look like?


List of professional development undertaken notes on opportunities taken to learn or practice skills
Examples of planning based on promoting an effective learning environment and classroom observations/feedback

discussions
Examples where staff, students, parents or the local community have appreciated my interest, interactions with parents,
whanau
Teacher has effective support regular meetings with teams, Reciprocal Colleague
Group learning, class discussion, student feedback/survey, student work displays noted in observations
Appropriate classroom resources, good environment in the classroom
Lesson planning, classroom management, positive role model(s), clear expectations, issues resolved promptly
High expectations of the learners, students engage in learning, differentiated learning, classroom culture of inquiry,
through classroom observations
Registered Teacher Criteria Self-Assessment Tool

Criteria 8: Demonstrate in practice their knowledge and understanding of how konga learn
Questions I might ask myself
Reflections
How do I elicit information from the
students?
How does my teaching reflect that I
understand the main influences on how my
learners learn?
How do I demonstrate knowledge of my
learners, their backgrounds, interests and
identity?
Do I allow my students to reflect on their
learning and behaviour?
How do I support students to implement
their personal goals?
Do I provide students opportunities to reflect
on their learning experiences?
Do I use effective questioning?
Ako

How do I demonstrate through my practice my


knowledge and understanding of how Maori learn?

What might evidence look like?


Planning acknowledges prior learning and provision of authentic learning experiences eg. text choices, links and
references
Use a variety of teaching strategies and understanding of why the strategies are being used
Evidence in planning of strategies to cater to ESOL students and priority learners (Maori, Pacifica, special needs)
Co-construction of lessons demonstrated in planning adjustments
Student voice evident in implementation of lesson demonstrated in evaluative comments
Samples of student work and feedback
Consideration of what I want the students to achieve and draft my reflection sheet accordingly

Registered Teacher Criteria Self-Assessment Tool


Criteria 9: Respond effectively to the diverse language and cultural experiences and the varied strengths, interests and needs
of individuals and groups of konga
Questions I might ask myself
Reflections
What best practice teaching approaches are
effective for learners in a multicultural
context?
What are the needs of the learners in my
class?
How do/will I best utilise the technologies
and resources available to me?
Am I aware of the languages in the cultures
that I teach?

Am I flexible in my teaching approaches?


How does my knowledge of the varied
strengths, interests and needs of individuals
and groups of
konga influence how I teach them?

Tangata Whenuatanga
What evidence do I have that shows I Affirm Maori
Learners as Maori? How do I provide contexts for
learning where the identity, language, and culture
(cultural locatedness) of Maori Learners and their
whanau are affirmed?
What might evidence look like?
List of professional development undertaken
Examples of changes made to planning based on addressing the needs of learners
Feedback from staff, students and the local community
Lesson observations and visits

Registered Teacher Criteria Self-Assessment Tool


Criteria 10: Work effectively within the bicultural context of Aotearoa New Zealand
Questions I might ask myself
Reflections
What are the educational aspirations of my
learners?
- Maori
- Pasifika

How do I plan to develop these aspirations?


How do I develop and maintain links with
these cultures?
How do I practice and develop my use of te
reo Maori?
In my teaching, how do I take into account
the bicultural context of teaching and
learning in Aotearoa New Zealand?
Tangata Whenuatanga
Affirms Maori Learners as Maori provides
contexts for learning where the identity, language,
and culture (culture locatedness) of Maori
Learners and their whanau is affirmed.

What might evidence look like?


List of professional development undertaken
Samples of student voice (and the voice of others) that demonstrates appropriate use of Te reo (and/or English)
Notes on opportunities taken to learn or practice skills in less known cultural area
Examples of changes made to planning based on cultural opportunity
Student achievement data

Registered Teacher Criteria Self-Assessment Tool


Criteria 11: Analyse and appropriately use assessment information, which has been gathered formally and informally

Questions I might ask myself


Can I use the schools SMS to generate the
information I need?
How do I use this information to plan
teaching and assess progress?
What other sources of data could/do I use?
How do I gather and use assessment
information in ways that advances the
learning of my konga?

Reflections

Wnanga
How do I communicate assessment and
achievement information to whanau for the
benefit of Maori Learners achievement?

What might evidence look like?


Reflection notes on gathers information
Teacher self-review demonstrates appropriate use of assessment tools
Examples of how I share assessment information with whanau, teachers and konga
Examples of assessment information appropriately recorded
Planning reflects use of assessment as reflective tool

Registered Teacher Criteria Self-Assessment Tool


Criteria 12: Use critical inquiry and problem solving effectively in their professional practice
Questions I might ask myself
Reflections
How does my inquiry impact on the learners
in my class?
What evidence do I seek that my teaching is
advancing the learning of all my konga?
How can I use my PLG & Colleagues
effectively?
Wananga
When do I communicate assessment and
achievement information to whanau, staff or my
PLG for the benefit of Maori Learners
achievement? When else do I do this?

What might evidence look like?


Teacher demonstrates high level approaches
Reflective evaluative practice occurs across all areas of practice
Teacher observes, listens to and learns from colleagues of his/her teaching practice
Positive change occurs
Professional relationships maintained
Demonstrate tolerance of varying attitudes beliefs and cultures
Reading Log list of professional readings
Feedback from observations
Students are exhibiting high level skills

Students offer a range of opinions