Nuts and Bolts Self Assessment Checklist 2017
● Use this checklist as a self assessment tool. You could highlight areas of strength and
development. You could also add notes for next steps or links to examples to help

Practicing Teacher Criteria Comments, Next Steps

Literacy (Criterion 6) ● All planning is done in IUGO. Weekly plans for reading
● Long term planning shows coverage of progressions and writing are glued into modelling books and
● Unit plans on iUgo, weekly and daily plans shared annotated by teachers after/during each guided
here; may be linked to other sources of session.
planning/resources ● 1-2 goals are selected based on students current
● The planning clearly shows instructional learning for learning needs.
each week/day and other related follow-up and/or ● As a team LC1 reflect on, and discuss student’s
independent activities, teaching approach. learning each week and changes to groups are made
as necessary.
● Planning for groups changes to reflect the learner’s ● This year we have changed how we teach/share our
needs, achievement criteria, learning progressions learners. We now rotate reading/writing groups every
two weeks between the three of us. Two teachers
teach GR during the first block, while one is roaming
while facilitating Action Learning. We teach guided
writing and Daily 5 during the middle block. Daily 5 is
taking quite a while to set up this year. We have not
remembered to do enough modelling of each
component. We still have 1 teacher facilitating Daily 5
to help keep our learners engaged and on task.
● We have also introduced play based learning this year
to strengthen oral language, collaboration,
communication, resilience and thinking skills.
● Literacy/Numeracy and Parent Contact
Tracking Data LC1 2017

Maths (Criterion 6) ● All planning is done using IUGO. Weekly plans for
● Long term planning shows coverage of number and maths groups are glued into modelling books and
other strand learning annotated with teacher notes during/after each
● Unit plans on iUgo, weekly and daily plans shared guided session.
here; may be linked to other sources of ● I use the Numeracy Development Project planning
planning/resources sheets (and books/resources) to help me plan the
● The planning clearly shows instructional learning for progression of strategy/knowledge learning for each
each week/day and other related follow-up and/or group.
independent activities, teaching approach. ● Based on assessment data (observations, summative
ICAN/Gloss, formative etc) learners change groups
● Planning for groups changes to reflect the learner’s according to their current needs/goals. I have created
needs, achievement criteria, learning progressions a comprehensive tracking sheet for literacy and
numeracy so we can easily and quickly identify where
our learners are and where they need to head next.
● Literacy/Numeracy and Parent Contact Tracking
Data LC1 2017
● We usually teach 1-2 week blocks of strand each term.
I know we should ideally be integrating strand and
number together … and this is an area to work on.
● I would also like us to collaboratively ‘share’ our
numeracy learners as we are doing in literacy, but this
has not yet happened. I think this would be good for
our practice in LC1 as we have taught our preferred
Stage for 2-3 years now and I think it is important for us
to have experience teaching across levels in
numeracy, as it has been beneficial for us to do this in
● On a good day :-) I will teach every maths group in a
guided session. My sessions usually focus on strategy
development, with a few ‘hot spot’ knowledge areas
planned for as needed. I believe in extending my
learners as much as possible and believe that often
the ‘knowledge gaps’ will close as they are exposed to
more challenging strategy. Learners will then ‘see’ or
understand why they need to know they knowledge.
● When learners are not with me they are working
independently on a Daily 3 maths activity - Maths by
Myself, Maths Writing, or Maths with a Buddy.

Other Learning Areas (Criterion 6) ● This year LC1 is working on integrating other learning
(Science, Social Science, The Arts, Technology, areas via our Action Learning programme (play based
Languages, Careers - Y7/8) learning). The notion of learning through play is
● Unit Plan with skills and knowledge included prevalent in many recent educational readings and is
something we are ‘dabbling’ in this year.
● Weekly Plan - links to skills or knowledge ● Whilst we do have a ‘unit plan’ and weekly plans for
progression evident, learning experiences may Action Learning - the direct links to curriculum
be referenced to other sources as appropriate achievement objectives/WALTS is somewhat lacking
(i.e other websites) at this point.
● Our learners also experience fortnightly music/art and
PE specialist teaching during our CRT time.

Physical Education (Criterion 6) ● This is an area for further development!
● Unit Plan - AOs, skills and weekly learning ● We do daily ‘fitness’ but we need to better plan for PE
experiences evident, learning experiences may ‘skills’ teaching to ensure some progression of PE skills
be referenced to other sources as appropriate is obtained and some explicit ‘skills’ are being taught.
● We have started incorporating PE skills within our
Action Learning planning, but again this is perhaps not
being taught explicitly enough. Examples of what we
are trying to incorporate: skipping, jumping, ball skills,
gymnastics skills.
● Each fortnight our learners experience specialist PE
teaching with Mrs Peter.

eLearning (Criterion 1, 7, 9) ● SeeSaw is being used better in LC1 this year. I am
Seesaw working hard to ensure my learners have better
● System for tracking what/how often work is ownership over the use of SeeSaw. I have been
shared with families teaching them how to use the camera function, crop
function etc. Many of the groups I have worked with
Digital Citizenship have also explored using Book Creator for writing/oral
● Unit planning shows that DC is embedded in language. My maths groups all upload their own
learning ICANs to SeeSaw and record their next learing goals.
● Students can articulate DC for them in both ● However as a leader in LC1 I need to continue to work
a school and home setting on encouraging my colleagues to ‘hand over’ the
devices to our learners. Currently my colleagues are
still often taking the photos and recording the evidence
of learning onto SeeSaw themselves. I have issues
with this as I believe this negates part of the reason for
SeeSaw and provides little or no ownership of our
learners learning journey!
● We ‘briefly’ outlined some explicit digital citizenship
points at the beginning of the year. We watched some
online clips/stories about how to keep safe online and
led some discussions points about digital citizenship.
● However this is something we do need to remember to

Te Reo/Tikanga (Criterion 6, 3, 10) ● Te Reo and Tikanga is integrated into our Action
● The classroom environment reflects both Learning Programme throughout the term - eg. I have
treaty partners planned for weaving, sewing and Maori Language
games when I have been planning for Action Learning.
Week 7-8 of Term 2 - Karen Peter and myself have
planned a two week exploration of Matariki.
● I use greetings and some other formulaic language
throughout the day. I have taught some ‘hot spot’
language throughout the day - eg. feelings words,
whaanau words etc.
● We have taught Pepeha/MihiMihi’s before during
writing, but my issue with this has always been that we
often do it once and do not revisit it!!!

Assessment (Criterion 6, 8, 9, 11)

● We do oodles of assessment in both summative
● Assessments (summative) as per and formative ways.
assessment schedule ● Eg. ICAN, GLOSS, Running Records, Spelling,
● On-going assessments are used to inform writing samples etc.
teaching and learning (formative) ● Observations, discussions, conferencing,
● Clear links between assessment and annotating in modelling books, discussion with
planning colleagues, tracking of students visually (online
and on our walls).
● Literacy / Numeracy and Parent Contact Tracking
LC1 2017 - see this doc for our online evidence of

TK Vision & Values

Learner Qualities (Criterion 7, 8) ● We refer to our LQs daily during mat times and small
● How are you living and breathing these group guided teaching times.
throughout your learning ● We use our ‘lanyards’ to explicitly link a quality to a
programme/environment? behaviour a child shows - and offer a ‘reward’ or
acknowledgement that they have displayed a certain
● We also talk a bit about the learning pit and have used
the DOJO videos to help children understand the
concept of thinking, resilience, collaboration,
communication and self management.
● We do have issues with self management in LC1 and
have started to explicitly model how to manage our
belongings and behaviour. This is working pretty well -
although pack up is still full on!!

PRIDE Values (Criterion 7, 8) ● This year the PRIDE Values have probably not been as
● How are you living and breathing these explicitly referred to as the LQs.
throughout your learning ● This is a good reminder for me to consider how to
programme/environment? better incorporate these into our environment.

Reflections against PTC’s

● Regular and often reflections against both ● Please see the link to my Weebly for evidence of
PTC’s and Professional Standards reflections etc. against the PTCs and a record of
● Links to reflections on collaborative Inquiry our collaborative inquiry.

Links to Practicing Teacher Criteria
Professional Relationships and Professional Values Professional Knowledge in Practice

Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 Criterion 6 Criterion 7 Criterion 8 Criterion 9 Criterion 10 Criterion 11 Criterion 12

Relationships Well-being Value Professional Leadership Plan and Teach Inclusiveness Akonga Culturally Biculturalism Assessment Inquiry
Biculturalism Learning Responsive in practice

Whanaungata Manaakitanga Tangata Ako Wānanga Ako Manaakitanga Ako Tangata Tangata Wānanga Wānanga
nga whenuatanga whenuatanga whenuatanga Ako

**If you were to use this document as a reflection tool, you will be reflecting against all PTC’s except 1, 2 , 5 and 12