Criteria Reflective Question Evidence in my practice

Te Tiriti o Waitangi / How do I reflect in my *create localised units of

Partnership professional work, respect work that celebrate Maori
Demonstrate commitment for cultural heritages of artists, stories and histories.
to tangata whenuatanga both treaty of partners in
and bicultural partnership Aotearoa New Zealand? * actively promote our
and practice in Aotearoa school tikanga around
New Zealand. How are Maori students whakaute for self,
that I teach able to enjoy environment, others,
success as Maori? learning.

In my teaching, how do I *have pastoral and learning

take into account the conversations that link to
bicultural context of the treaty and our
teaching and learning in indigenous histories.
Aotearoa New Zealand?
*students have choice of
themed projects around
their beliefs, opinions and
interests under
assessments- which is
celebrated at arts night.

*Take part in and produce

student surveys that
connote power sharing.

*using statistical analysis in

Kamar.

*using and learning Te Reo

and correct pronunciation
of Maori, Pacifica and other
cultural names .

*know and use my Pepeha

when introducing myself.

*Acknowledge and take part

in important cultural
practices in our school-
Powhiri, waiata, karakia.

Professional learning* How do I continue to *utilise current unit plans

Use critical inquiry, advance my professional and resources.
collaborative problem- learning as a teacher?
solving and professional *Help plan and analyse full
learning to improve
professional capability to
impact on the learning and
achievement of all learners.
Professional relationships
and behaviours
Establish and maintain
professional relationships
and behaviours focussed on
the learning and well-being
of each learner.
Learning-focussed
environments
Create and maintain
learning-focussed
environments which are
How do I critically examine
my own beliefs, current
pedagogical practices
including, cultural beliefs
and how they impact on the
achievement of akonga/
taiohi?
How do I support my
colleagues to strengthen
teaching and learning in my
school?
How do I use professional
literature to refine and
reflect on my practice?
How do I show in my
practice that I actively
promote akonga for whom I
am responsible?
What steps do I take to
promote collaborative and
cooperative learning in my
class?
school, whanau and
community surveys.
*establish opportunities for
observations in other
classes and my own -around
teaching and learning.
*Attend and utillise regular
school based professional
learning.
*E- learning , Poutama
Pounamu – Rongohai Te
hau leadership team.
Appraisal reviews and
interviews, department
meetings.
2020 taken SCT role where I
can observe and help
facilitate support for
colleagues.
*maintain caring and
responsive pastoral
practices in Roopu and
classes , contacting home
and connecting with
whanau and students
around their needs.
*Student feedback on my
own teaching and their
learning.
*Help initiate and be a part
of restorative conversations
if necessary between
students and teachers.
*class critiques and
feedback on work, and
assessment criteria (student
to student )
collaborative, inclusive and
safe.
Design for learning
Design learning based on
professional knowledge,
assessment information and
an understanding of each
learner’s strengths,
interests, needs, identity,
language and cultures.
Teaching
Teach and respond to
learners in a knowledgeable
and adaptive way to
progress their learning at an
appropriate depth and
pace.
What evidence is there in
my classroom or a culturally
responsive pedagogy?
How does the content and
contexts of my teaching
programme reflect my
understanding of the
interests, knowledge and
needs of my akonga / taiohi
? and how to problem solve
How does my knowledge of
the varied strengths,
interests and needs of
individuals and groups of
akonga influence how and
what I teach them?
How do I ensure that my
teaching enables akonga to
use prior knowledge,
engage with and use new
learning in different context
and become independent
and reflective learners who
think critically about
information?
How do I gather and use
*student voice evaluations
forms and understanding
around feedback given.
*student to student
mentoring opportunities
around learning.
*using Kaupapa Maori
theories around power
sharing collaborative
contracts around planning
deadlines and check points
for assessments.
Students orientated
programmes based on their
prior knowledge and
motivation as a foundation.
Giving students choice over
how they choose to learn
that suits their needs.
Looking at differentiated
ways to break down and
communicate information.
Using school Kamar profile
based information to inform
my planning.
Encourage student diversity
and abstract themes
surrounding identity/ tuakiri.
*Cultural diversity is
encouraged in assignments
and work.
*Inquiry learning – art
boards.
*pre -testing and utilising
learner profiles from kamar.
*Students create their own
assessment information in reflective feedback
ways that advances the alongside mine to develop
learning of my akonga? their ideas and
achievement.

*using regular informal

feedback such as oral
conversations , padlet
critique, peer to peer and
class sharing, reflections
and feedback.