Mataura School Quality Practice Framework 2019

Quality Practice - Standards for the Teaching Profession at Mataura School 2019

Standard Elaborations of the standard What quality practices do we use at Mataura School that What evidence do you use that demonstrates
connect with this standard? these quality practices?
Te Tiriti o Waitangi + Take part in mihi whakatau each term to welcome Karakia
partnership Understand and recognise the unique new members of our community
status of tangata whenua in Aotearoa + Take an active role in Te Ao Māori
Demonstrate New Zealand. + Take part in daily kupu building sessions at the end of
commitment to
morning tea These are the karakia that I have taught the
tangata whenuatanga Understand and acknowledge the
+ Show evidence of kupu use in daily classroom teachers and then implemented them in my own
and Te Tiriti o Waitangi histories, heritages, languages and
partnership in cultures of partners to Te Tiriti o activities classroom and across the school.
Aotearoa New Zealand. Waitangi. + Actively plans and participates within the cultural
guidelines of our community Te Reo Māori Planning
Practise and develop the use of te reo + Be welcoming of all families who have tamariki at our This is an example of my weekly te reo māori
and tikanga Māori. reo-ā-waha planning. I have used achievement
school
objectives from the ​Te Aho Arataki Marau mō te
+ Joins in schoolwide karakia and waiata and uses
Ako i Te Reo Māori - Kura Auraki to inform my
school pepeha with our students planning.
+ Demonstrate planning and use of Te Reo Māori
within planning
 Pepeha
This is an example of the school pepeha I taught
my tauira at the beginning of the year. This is
something we refer to during our paepae in the
mornings.

Leadership of Te Aō Māori across the school.

Working with multiple people, starting to figure
out how to get the strengths from people. What
will this look like in 2020 with new kaiawhina?
- Kaiawhina- taking group or a big chunk of
kids, or extension
- Using some of the time as planning time.
-
Quality Practice - Standards for the Teaching Profession
Standard Elaborations of the standard
Professional Learning Inquire into and reflect on the
Use inquiry, effectiveness of practice in an ongoing
collaborative way, using evidence from a range of
problem-solving and sources.
professional learning
to improve Critically examine how my own
professional capability assumptions and beliefs, including
to impact on the cultural beliefs, impact on practice and
learning and the achievement of learners with
achievement of all different abilities and needs,
learners. backgrounds, genders, identities,
languages and cultures.
Engage in professional learning and
adaptively apply this learning in
practice.
Be informed by research and
innovations related to: content
disciplines; pedagogy; teaching for
diverse learners including learners with
disabilities and learning support needs;
and wider education matters.
Seek and respond to feedback from
learners, colleagues and other
education professionals, and engage in
collaborative problem-solving and
learning-focused collegial discussions.
What quality practices do we use at Mataura School that
connect with this standard?
+ Use a blog to reflect on classroom and personal
learning
+ Prepare and present for team Ariki sessions each term
+ Provide Ariki feedback to other staff
+ Willing participant at staff meetings
+ Active learner at PLD sessions
+ Engage with professional material occasionally (e.g. Ed
Gazette, TED talks, NZ research)
+ Problem solve with other Mataura School staff
members
+ Actively participates with COL
What evidence do you use that demonstrates
these quality practices?
- Te Rōnakitanga
This is my Te Reo Māori course that is a year long.
It is a Level 5 Diploma which requires me to have
weekly night classes, 8 noho marae (full weekend
classes) and complete 8 aromatawai.
Starting to be very evident in class. Role modelling
for strong confident girls.
- Ariki Inquiry
This year I have completed 2 Ariki Inquiry to
further my learning as a teacher.
The first one I did was on “​How can I enhance the
hauora of the tamariki in my classroom through
the use of whānaungatanga?” The second one was
on “The importance of reo-ā-waha in the
classroom”. When we present our inquiry it is also
a good time for me to learn new and interesting
things from other kaiako.
Staff are blessed to be able to learn from you.
Partly sharing your learning with Fiona.
- COL Seesaw Workshop
Last term I was asked to host a COL digital learning
workshop at school around how to use Seesaw in
the classroom. I had 4 people attend (primary,
intermediate and special needs). It was great to be
of help to other kaiako and it also made me see
that even though I am still very early in my
teaching career, I can be of some help. The
teachers were all at the basic levels of using
Seesaw so I showed them a range of tools they
could use to begin using it in their akomanga.

- Blog
https://whaealauraportfolio.weebly.com
/
I use my blog as a place to record my professional
learning. I could probably be a bit more consistent
with this.

- Incredible Years
I have completed the year course for Incredible
Years. I have learnt behaviour management
strategies and how to plan for a student, a group
of students and class in regards to incentives and
management.
 * Strategising about teaching practice and
students ability to get new learning. This has
happened through IY, peer relationship with
Jennie as you travel together, and through close
conversations with other staff members like
Annabelle!

Quality Practice - Standards for the Teaching Profession

Standard Elaborations of the standard What quality practices do we use at Mataura School that What evidence do you use that demonstrates
connect with this standard? these quality practices?
+ Engage with whānau on a regular basis Seesaw, phone calls and face-to-face with
Professional Engage in reciprocal, collaborative + Use a variety of ways to communicate to make whānau
relationships learning-focused relationships with: connections e.g. face to face, parent interviews, I have made an effort to contact whānau about
Establish and maintain ● learners, family and phone, Seesaw positive things their tamaiti is doing. I have also
professional whānau learnt that I have to contact parents when their
+ Get to know students, what do they like? what is
relationships and ● teaching colleagues, child is not being behaviour appropriate at school.
hard? what can they do in their learning? what are
behaviours focused on support staff and other As a 3rd year teacher this is one of the things I
the learning and professionals their next steps do they think? what are their passions have really had to work on as I use to see myself as
well-being of each in life? being “too young” to have those difficult
learner. conversations with whānau. But now that I have
 ● agencies, groups and
individuals in the
community.
Communicate effectively with others.
Actively contribute, and work
collegially, in the pursuit of improving
my own and organisational practice,
showing leadership, particularly in areas
of responsibility.
Communicate clear and accurate
assessment for learning and
achievement information.
+ work with others to make this the best possible school
it can be
+ support other teachers, especially with students who
have challenges
+ work with agencies where required e.g. RTLB,
behaviour support, Oranga Tamariki
+ Complete responsibilities according to job description
as appropriate
+ Actively participates within COL as a networking
forum
already made connections with parents it makes it
easier to have those conversations. Seesaw has
been a great way for me to contact parents (class
pānui, parent interviews) and it has been great to
get such positive feedback from them too.
● Perseverance is so important
Whānau Hui (Term 3)
Last term we (Sam, Susan and I) held a whānau hui
for the children and parents in Ruma Ruru. This
was a chance to communicate about how they feel
the bilingual classroom is going. This was all really
positive comments. It was also a chance for them
to ask questions and to give feedback. Some of the
comments were around how amazing it was for
their children to be proud māori tamariki and how
they are bringing
Junior Teacher COL Maths @ Mataura
I went along to this to get some pointers on
teaching junior maths and also to make
connections with other kaiako as I am still new to
the area.
Quality Practice - Standards for the Teaching Profession
Standard Elaborations of the standard
Learning-focused Develop learning-focused relationships
culture with learners, enabling them to be
Develop a culture active participants in the process of
which is focused on learning, sharing ownership and
learning, and is responsibility for learning.
characterised by
respect, inclusion, Foster trust, respect and cooperation
empathy, with and among learners so that they
collaboration and experience an environment in which it
safety. is safe to take risks.
Demonstrate high expectations for the
learning outcomes of all learners,
including for those learners with
disabilities or learning support needs.
Manage the learning setting to ensure
access to learning for all and to
What quality practices do we use at Mataura School that What evidence do you use that demonstrates
connect with this standard? these quality practices?
+ Make your classroom a great place to be for all Me Mahi/Ka Taea (Must do’s and Can do’s)
learners
+ Actively maintain positive working relationships I use this in certain times when my classroom is
between students being split for events that requires them to go with
their year group. This is a great way for them to
+ Teach children how to work independently, this
slowly develop their independence in being able to
obviously looks different from Kererū to Kiwi.
work away with taks. This is scaffolded a little
+ Create an environment where students can have a differently for those younger children in my class.
go, take a risk
+ Maintain an attractive learning environment where
learners see themselves e.g. through their writing, art,
topic work, opinion
+ Create learning opportunities where learners have
choices and have to make decisions
+ Complete admin tasks in a timely manner- roll, daily
Ruru Target Books
notices, rubbish out, etc
Need to actually be using these. ​This needs to be
+ Complete assessment in a timely manner, this a 2020 goal.
includes the annual target book for your class Affirmative Inquiry????
maximise learners’ physical, social,
cultural and emotional safety.

Create an environment where learners

can be confident in their identities,
languages, cultures and abilities.

Develop an environment where the

diversity and uniqueness of all learners
is accepted and valued.

Meet relevant regulatory, statutory and

professional requirements.

Inclusion​- strength of your! The way you start

every morning on the paepae, they all know how
it’s run and the clear expectations but bigger than
that is your culture you’ve developed where they
all support each other.
Quality Practice - Standards for the Teaching Profession
Standard Elaborations of the standard
Design for learning
Select teaching approaches, resources,
Design learning based and learning and assessment activities
on curriculum and based on a thorough knowledge of
pedagogical curriculum content, pedagogy,
knowledge, progressions in learning and the
assessment learners.
information and an
understanding of each Gather, analyse and use appropriate
learner’s strengths, assessment information, identifying
interests, needs, progress and needs of learners to
identities, languages design clear next steps in learning and
and cultures. to identify additional supports or
adaptations that may be required.
Design and plan culturally responsive,
evidence-based approaches which
reflect the local community and Te
Tiriti o Waitangi partnership in New
Zealand.
Harness the rich capital that learners
bring by providing culturally responsive
and engaging contexts for learners.
Informed by national policies and
priorities.
What quality practices do we use at Mataura School that What evidence do you use that demonstrates
connect with this standard? these quality practices?
Planning
I-ugo for the first Terms 1-3 2019
+ Plan and implement an appropriate learning programme
Individual Planning formats for Term 4 2019
based on students prior knowledge and next learning steps
(Changed as I found i-ugo was making me become
+ Demonstrate everyday that you have the knowledge and lazy and too relaxed with my planning).
understanding of how students learn
+ Plan for the diverse needs of the children in your class,
paying special attention to the target students.
+ Analyse and appropriately use assessment information
which has been gathered formally and informally
+ Show you know what you are doing and are present
+ Show evidence of planning collaboratively using TAHI as a
guideline. In 2019 this will include using the family
information for celebrations.
+ Explicit links to our cultural narrative
Aromatawai/Assessment
This is an example of some pre and post
assessment done before beginning a 10 week
intensive reo-ā-waha programme and the data
after we had completed it.

Quality Practice - Standards for the Teaching Profession
Standard Elaborations of the standard
Teaching Teach in ways that ensure all learners
are making sufficient progress, monitor
Teach and respond to the extent and pace of learning,
learners in a focusing on equity and excellence for
knowledgeable and all.
adaptive way to
progress their learning Specifically support the educational
at an appropriate aspirations for Māori learners, taking
depth and pace. shared responsibility for these learners
to achieve educational success as
Māori.
Use an increasing repertoire of
teaching strategies, approaches,
learning activities, technologies and
What quality practices do we use at Mataura
School that connect with this standard?
+ Conceptualise, plan and implement an
appropriate learning programme
+ Demonstrate in practice your knowledge
and understanding of how students learn
+ Analyse and appropriately use assessment
information which has been gathered
formally and informally
+ Demonstrate commitment to ongoing
professional learning and development of
personal professional practice
+ Actively participate in the PLD focus at
Mataura School this year
2019 - Wellbeing
Cultural Consciousness
Diverse group of kids:
Te reo- and English groups are different.
Groupings with Pūkeko too.
Very aware of social and emotional needs of
students.
Differentiating the learning across English and te
reo. Groups catered for.
Rich, rewarding environment.
What evidence do you use that demonstrates these quality
practices?
Wellbeing PD with Ara (in class and staff meeting)
I had Ara come into my class for the afternoon. She
demonstrated some techniques and ways to look at Hauora.
Ariki Presentations
I have used Ariki to reflect on my teaching (especially as a 3rd
year teacher). It is also
We are blessed to have your positive nature and great role
modelling for our tamariki. You have the ability to develop
meaningful relationships, they know you care, as well as having
high expectations!
 assessment for learning strategies and
modify these in response to the needs
of individuals and groups of learners.
Provide opportunities and support for
learners to engage with, practise and
apply learning to different contexts
and make connections with prior
learning.
Digital Technologies
+ Use critical inquiry and problem solving
effectively in your professional practice-
evident through Oral Language spiral of
Inquiry, Target books, Ariki contributions,
and blogs.

Teach in ways which enable learners to

learn from one another, to collaborate,
Digital Technologies
to
self-regulate, and to develop agency
PD with COL- presentation to other COL teachers around Seesaw.
over their learning.
Took them through my own Seesaw class page and then showed
them how to create an activity to share with their class.
Ensure learners receive ongoing
Seesaw Focus.
feedback and assessment information
and support them to use this
Active participant for our staff meetings, we value your
information to guide further learning.
contributions.

2019:
Library: Go to Paper Plus/Fishpond/University Bookshop (get Susan to use school credit card) Get some books
before the end of the year.
Success of the year:
My success of the year would be seeing the progress of the level of reo (oral, pānui, tuhituhi, confidence as Māori children) of all of
the tamariki in my class. Being able to have a conversation with (at) some tamariki such as S.K, A.E and R.T and they understand
99% of what I am saying. The fact that our tamariki can now confidently stand and say some or all of their pepeha.
The challenge you had to work with:
Finding the right balance of how much te reo and how much english to speak and teach.
Looking forward- going towards a Level 2 classroom (being able to have more te reo in the class).

Where to next?
Looking forward to next year, I know that I will need to really look at how my programme is going to run with the potential to go up to
Year 7 / 8. This could mean that I could have Year 2 - 7 in my class.

I possibly would need to go and look at a MLE somewhere in Southland to see how they run their programme to cater for a range of
learning needs and age levels.

Susan- Karen Stirling & Pam Fleck- can she point us to any high functioning multi level spaces? Resources for this?