This document provides a job description and performance agreement for a registered teacher at Tisbury Primary School. It outlines the school's goals, principles and shared teaching beliefs which focus on collaboration, authentic learning experiences, and developing relationships. The teacher will be responsible for organizing physical education units and sports competitions. Their performance will be evaluated based on criteria such as establishing relationships, promoting student well-being, demonstrating teaching knowledge, and participating in professional development goals set by the school. Notes from appraisal interviews will also be referenced.

1. Tisbury Primary School
School’s Performance Management
Job Description and Performance Agreement
for
Registered Teacher Criteria – Maternity Leave LTR Scale A
Name:
Teaching Year Levels: To Be Agreed (Senior Area)
Year: 2015
The School’s Goals, Principles, Values and Shared Effective Teaching Beliefs, underpin and weave through this Job Description and Performance Management Agreement B
SignedE
SSigned: __________________ ______________ Date:
Teacher Principal
LIEFS

2. SHARED TEACHING BELIEFS
The following shared teaching belief’s form the foundation for working as a team to deliver an engaging and challenging curriculum.
Kotahitanga : working together as one : where staff are valued, supported and work collaboratively and collegially to create a learning
environment which has a unified approach to educating our students.
Ako : focused learning : where staff provide authentic learning experiences that cater for individuals, and create life-long learners through high expectations.
Whanaungatanga : relationships : where staff seek excellence in teaching practice and our learning environment by continuously developing relations
in all aspects of our work.
Our teaching beliefs underpin Tisbury School’s:
√ Actions that promote student learning – Effective Pedagogy.
√ Curriculum Design, Planning and implementation.
√ Charter: encompassing Principles, Vision, Values and Strategic Planning
Kids Can Do Anything – Watch Us Try!

3. Job Description
Criteria
Performance Agreement
Attestation –Registered Teacher – specific focus areas for 2011
Specific focus areas for 2012
Professional relationships and professional
values
Professional knowledge and practice
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6
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11
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V
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7
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ii
12
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3
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8
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iii
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4
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9
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5
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10
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Name: Katrina Manson Status: Fully Registered Teacher Step:
Responsible to: Principal – Andrea Joyce
Functional Relationships with: Principal/Other Staff/School Agencies/Students
Directly Supervising Class: T1 Room 4 – Yrs 1/2 / T2-4 Room 5: Yrs0/1 and Room 1 Yrs 4/5/6
Period From 28 January 2013 and 29 January 2014

4. Registered Teacher Criteria
Professional relationships and professional values
Criteria
Key Indicators
Evidence
1. Establish and maintain effective professional relationship focussed on the learning and well-being of all ākonga
i. Engage in ethical, respectful, positive and collaborative professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community
REFLECTIVE QUESTION: What do I do to establish working relationships with my ākonga, their whānau and my colleagues and others to support the learning of those I teach?

5. Registered Teacher Criteria
Professional relationships and professional values
Criteria
Key Indicators
Evidence
2. Demonstrate commitment to promoting the well-being of all ākonga
i. Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. Acknowledge and respect the languages, heritages and cultures of all ākonga
iii. Comply with relevant regulatory and statutory requirements
REFLECTIVE QUESTION: How do I show in my practice that I actively promote the well-being of all ākonga from whom I am responsible?

6. Registered Teacher Criteria
Professional relationships and professional values
Criteria
Key Indicators
Evidence
3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
i. Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
REFLECTIVE QUESTION: How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?

7. Registered Teacher Criteria
Professional relationships and professional values
Criteria
Key Indicators
Evidence
4. Demonstrate commitment to ongoing professional learning and development of personal professional practice
i. Identify professional learning goals in consultation with colleagues
ii. Participate responsively in professional learning opportunities within the learning community
iii. Initiate learning opportunities to advance personal professional knowledge and skills
REFLECTIVE QUESTION: How do I continue to advance my professional learning as a teacher?

8. Registered Teacher Criteria
Professional relationships and professional values
Criteria
Key Indicators
Evidence
5. Show leadership that contributes to effective teaching and learning
i. Actively contribute to the professional learning community
ii. Undertake areas of responsibility effectively
REFLECTIVE QUESTION: How do I help support my colleagues to strengthen teaching and learning in my setting?

9. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
6. Conceptualise, plan and implement an appropriate learning programme
i. Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
ii. Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
REFLECTIVE QUESTION: What do I take into account when planning programmes of work for groups and individuals?

10. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
7. Promote a collaborative, inclusive and supportive learning environment
i. Demonstrate effective management of the learning setting which incorporates successful strategies to
Engage and motivate
ākonga
ii. Foster trust, respect and cooperation with and among ākonga
REFLECTIVE QUESTION: How does my teaching practice promote and environment where learners feel safe to explore ideas and respond respectfully to others in the group?

11. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
8. Demonstrate in practice their knowledge and understanding of how ākonga learn
i. Enable ākonga to make connections between their prior experiences and learning and their current learning activities
ii. Provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
iii. Encourage ākonga to take
responsibility for their own
learning and behaviour
iii. Assist ākonga to think critically about information and ideas and to reflect on their learning
REFLECTIVE QUESTION: How does my teaching reflect that I understand the main influences on how my ākonga learn?

12. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
i. Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
ii. Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
iii. Modify teaching approaches to address the needs of individuals and groups of ākonga
REFLECTIVE QUESTION: How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?

13. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
10. Work effectively within the bicultural context of Aotearoa New Zealand
i. Practice and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
ii. Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
REFLECTIVE QUESTION: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand

14. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
11. Analyse and appropriately use assessment information, which has been gathered formally and informally
i. Analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. Use assessment information to give regular and ongoing feedback to guide and support further learning
iii. Analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. Communicate assessment and achievement information to relevant members of the learning community
v. Foster involvement of whānau in the collection and use of information about the learning of ākonga
REFLECTIVE QUESTION: How do I gather and use assessment information in ways that advance the learning of my ākonga?

15. Registered Teacher Criteria
Professional knowledge in practice
Criteria
Key Indicators
Evidence
12. Use critical inquiry and problem-solving effectively in their professional practice
i. Systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. Respond professionally to feedback from members of their learning community
iii. Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga
REFLECTIVE QUESTION: How do I advance the learning of my ākonga through critical inquiry within my professional learning?

16. Registered Teacher
Specific Responsibilities Indicators Evidence
Responsible for:
1) Organising and Planning - PE Units for school wide implementation
2) Organising Sports Teams and inter-school sports competitions
3) Ensuring there is appropriate playground equipment ready for students to play with at play and lunch
time and Friday Fun Time
4) Ensure the PE Shed and Play Equipment Shed are kept tidy and organised.
5) Purchase, within budget, PE, Sport and Play equipment to ensure that there is sufficient and good
quality equipment for students to use during PE, Sport and Play sessions. Performance Goal – identified 2014 Indicators Evidence
To be Agreed by School
.
School Professional Development Goals: Indicators Evidence
To take part in school based professional development with:
Major emphasis on:
Still being developed for 2015
Appraisal interview notes:

17. Registered Teacher
Refer to attached meeting notes from throughout the year.
Signed ________________________ (Appraisee) ________________________ (Appraiser) ____________ (Date)
When completed and each party agrees.