Mataura School Quality Practice Framework 2019

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

Standard Elaborations of the standard
Te Tiriti o Waitangi
partnership Understand and recognise of the
unique status of tangata whenua in
Demonstrate Aotearoa New Zealand.
commitment to
tangata whenuatanga Understand and acknowledge the
and Te Tiriti o Waitangi histories, heritages, languages and
partnership in cultures of partners to Te Tiriti o
Aotearoa New Zealand. Waitangi.
Practise and develop the use of te reo
and tikanga Māori.
What quality practices do we use at Mataura
School that connect with this standard?
+ Take part in mihi whakatau each term
to welcome new members of our
community
+ Take an active role in Te Ao Māori
+ Take part in daily kupu building
sessions at the end of morning tea
+ Show evidence of kupu use in daily
classroom activities
+ Actively plans and participates within
the cultural guidelines of our
community
+ Be welcoming of all families who have
tamariki at our school
+ Joins in schoolwide karakia and waiata
and uses school pepeha with our
students
+ Demonstrate planning and use of Te
Reo Māori within planning
What evidence do you use that demonstrates
these quality practices?
● Weekly teaching of Te Ao Māori, including
adapting lessons to suit my classroom
needs/wider curriculum
● Teaching/modelling in kapa haka and
Polyfest practice
● Use of morning and end of day karakia,
and karakia in my wellbeing presentation
● Teaching of Māori legends
● Use of external resources to create
interest in and teach ​Māori culture, history
and legends​, including through ​art
teaching
● Teaching around pepeha
● Participation in staff meetings with Fiona
Matapo re cultural narrative
● Now able to adapt the base lessons for
own purpose in integrated class
programme.
● Very welcoming to new whanau and
visitors.
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?
● Attendance of the ​Positive Education
Conference
● Professional learning around ​mixed ability
grouping in maths
● Attended ​Murray Gadd PD​, and used
selected strategies in my classroom
programme
● Presented at the Southland Maths
Symposium 2019
● Attended the ​Sir Paul Callaghan Science
Academy​, and started using selected
aspects of this professional learning in my
science/general classroom programme
● Professional learning about ​dyscalculia
and maths anxiety
● Presentation at the ​Southland Literacy
Symposium 2019
● Professional learning about
self-regulation​, which I have implemented
in my behaviour management and
teaching
● 10-week ​Science of Well-Being​ online
course
● Professional learning on my own
leadership​ with Darran Ingram from CORE
● Kathryn Berkett ​PLD day​ and my own
independent reading​ that came from this
● Learning about the ​Appreciative Inquiry
model
Where to next? 1. Women’s leadership. 2. Maths
moderation- meaningful for us. Our way of doing it
here.
Quality Practice - Standards for the Teaching Profession
Standard Elaborations of the standard
Professional Engage in reciprocal, collaborative
relationships learning-focused relationships with:
Establish and maintain ● learners, family and
professional whānau
relationships and ● teaching colleagues,
behaviours focused on support staff and other
the learning and professionals
well-being of each ● agencies, groups and
learner. 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.
What quality practices do we use at Mataura
School that connect with this standard?
+ Engage with whānau on a regular
basis
+ Use a variety of ways to communicate
to make connections e.g. face to face,
parent interviews, phone, Seesaw
+ Get to know students, what do they
like? what is hard? what can they do
in their learning? what are their next
steps do they think? what are their
passions in life?
+ 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
What evidence do you use that demonstrates
these quality practices?
● Wellbeing parent evening ​✓
● Newsletter contributions
○ Maths anxiety
○ Wellbeing
● Liasing with parents about camp
● Working with parents of children with
behavioural or emotional challenges, to
support their child and the whānau to
have success
● Participation in Ariki - giving feedback to
staff and asking deep questions
● Leading wellbeing staff meetings
● Attendance of the Kāhui Ako TOD
● Organisation of charity fundraising, and
posting about this on Facebook
● Organisation and attendance of the
Southland Festival of Dance​, and putting a
video up on Facebook
● Presentations at the ​Southland Maths
Symposium​ and ​Southland Literacy
Symposium
● Development of ​Wellbeing Google Site
● Wellbeing work with ​Ara Simmons​ and
Darran Ingram from CORE
● Sharing​ our school’s wellbeing PLD and
teaching with other schools
● Wellbeing workshop for ES Kāhui Ako
● Wellbeing intervention reflection with
staff
● Presentation​ at Ice-cream & Ideas
Southland Literacy Association afternoon
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
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.
What quality practices do we use at Mataura
School that connect with this standard?
+ Make your classroom a great place to
be for all learners
+ Actively maintain positive working
relationships between students
+ Teach children how to work
independently, this obviously looks
different from Kererū to Kiwi.
+ Create an environment where
students can have a 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 notices, rubbish
out, etc
+ Complete assessment in a timely
manner, this includes the annual
target book for your class
What evidence do you use that demonstrates
these quality practices?
● Work to make our classroom more
hyggelig following my
professional/personal reading about
happiness e.g candles, use of space,
cushions, plants
● Klassens Tid
● Target book completed in a timely manner
with deep reflections/observations and
targeted programmes
● Use of Must Dos and May Dos within my
classroom programme to encourage
independence
● Job wall in classroom & “What I’m
reading” on my whiteboard
● Creative problem solving​ in Maths Cafe
● Explicit teaching of wellbeing, including
kindness and gratitude​, and how our
brains work
● Inclusion- Damian. New processes around
peers and what his needs are. Assistance
from Annie Cai to get this started then you
have moved significantly with this.
● Inclusion: Dion, Tex behaviours. They are
fabulous with you!
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 What evidence do you use that demonstrates
School that connect with this standard? these quality practices?
● Student self-assessment in writing
● Differentiation of my maths programme,
+ Plan and implement an appropriate
including ​mixed-ability​ grouping and small
learning programme based on students
groups. ​Evolved from 2018 observations
prior knowledge and next learning steps
from Averil.
+ Demonstrate everyday that you have the ● Wellbeing posters for whole school and
knowledge and understanding of how wellbeing posts in the newsletter/on
students learn Facebook
+ Plan for the diverse needs of the children
● Changes made to maths programme as a
in your class, paying special attention to
result of my learning about ​maths anxiety
the target students.
and dyscalculia
● Use of ​LEARNZ virtual field trips​ to support
+ Analyse and appropriately use assessment my classroom teaching programme
information which has been gathered ● Comprehensive planning and analytical
formally and informally notes.
+ 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
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
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.
Teach in ways which enable learners to
learn from one another, to collaborate,
to self-regulate, and to develop agency
over their learning.
Ensure learners receive ongoing
feedback and assessment information
and support them to use this
information to guide further learning.
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
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.
What evidence do you use that demonstrates
these quality practices?
●
● Lessons designed that cater to students’
prior knowledge, interests that have been
ignited, topics they have shown a speck
of interest in, world knowledge, science
lens. ​Deliberately looked wide and
purposeful.
● Topics and texts chosen that are
high-interest for students (Guided
Reading, Shared Reading, Arctic &
Antarctic learning, etc.)
● Detailed observations of students:
formative notes taken and used to inform
subsequent teaching
● Explicit connections (and opportunities
for children to make these connections)
made between different subjects, in
order to continually build upon students’
knowledge and interests
● Maths reflection- e.g. Marlin
● High expectations, pushed as seniors.
● Proud of maths teaching. Stage 7 in
numeracy for some groups.
2019:
Success of the year:
Wellbeing- staff engagement. Increased through this. Use of deliberate tactics to engage.
Evidence: the range of topics teachers chose for their 10 week intervention! Naturally
integrated across our school.
Unit job description completed successfully.

The challenge you had to work with:

Comfortable presenting to strangers etc. Not always so comfortable presenting in our staff
meetings. Facilitating discussion. Has a new perspective in engagement.

Frustration with many aspects/ facets of “other roles” . Not dissatisfied but has identified the
greatest joy every day is with the kids. Loves extra responsibilities.
Discerning- about out of class time. 2020 plan will be different.

Where to next?
Preferred option: not move. Year group. Open.