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Registered Teacher Criteria and E-Learning. What evidence might look like? A selection of ideas and examples of how e-learning practice can support the registered teacher criteria.
Professional Relationships and Professional Values Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.GUIDING QUESTION:How do I / can I embrace e-learning to establish and develop working relationships with my ākonga, their whānau andmy colleagues to support the learning of those I teach? (ākonga is inclusive of all learners in the full range of settings) classroom blogs tools for dialogue individualised regular contact and wikis and reflection student feedback with families Using digital tools that Contacting families ‘just-in-time’ Enabling whānau to Using digital tools to give allow colleagues, students and ‘just because’. keep in touch with the students feedback about and the wider school “I email two parents per week class programme and to their learning and to report learning highlights”. encourage interaction community to have a voice behaviour and inviting Encourage parents to provide between home and in decision making, them to respond. just-in-time information. school. discussions and reflections. e-portfolios video conferencing sharing information participating in online networks with stakeholders Supporting parent/whanau Valuing the expertise in the to access their childs wider school community by Being an active member of Using online tools to share e-portfolio and become inviting participation in the the wider educational information about a child with actively involved in what they classroom programme community through online educators, special needs are learning and what they through the use of video networks. specialists and families so all need to do next conferencing. feel involved and valued.
Professional Relationships and Professional Values Criteria 2: Demonstrate commitment to promoting the well-being of ākongaGUIDING QUESTION:How do I / can I use e-learning to actively promote the well-being of all ākonga for whom I am responsible? developing digital utilising online resources knowing the learner valuing student work citizens Providing opportunities Using digital tools to allow Helping students to Exploring resources related for students to share student’s work to be understand the impact of to well being online. their home life with the viewed and valued multiple their actions online and their class. times by authentic role as a digital citizens. audiences. catering for all learners being safe online access to ICT for all ergonomics Providing a variety of ways Providing access for Encouraging good posture Ensuring that students and students who do not have when students are using ICT for students to engage in their families know how to computers at home equipment and ensuing that new learning and keep safe online. eg Computers In Home equipment has been set up demonstrate their understanding using digital with this in mind. In school, provide computer tools in order to match their access in library before and learning style. after-school
Professional Relationships and Professional Values Criteria 3:Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand.GUIDING QUESTION:How do I / can I utilise e-learning to demonstrate respect for the cultural heritages of both Treaty partners inAotearoa New Zealand? accessing online support and online professional typing Māori words resources learning correctly Utilising online networks and Participating in online Type Māori words using online resources to actively learning as an educator to the correct macrons. seek support in how to show increase your own Find out how to do this respect for the bicultural knowledge of Māori by clicking on nature of New Zealand language and culture. ‘Examples.’ showing respect seeking input from attending events when posting in staff, students and online spaces whānau Virtually attend cultural events through the use of All online spaces are public Use digital tools to get digital tools that help to forums and educators need feedback on how your develop knowledge of Māori to show respect for the teaching style and lessons language and culture. bicultural nature of New recognise the bicultural nature Zealand in these spaces. of New Zealand.
Professional Relationships and Professional Values Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice.GUIDING QUESTION:How do I / can I utilise e-learning to further my professional learning and development? participate in learning participate in online create online access PD materials communities professional resources online development Use digital tools to build Being active in a variety of Accessing content such as Participating in online PD resources for yourself and online spaces with other videos, research articles, e- opportunities such as online other educators around educators in order to explore stories, suggested teaching conferences, webinars and topics of interest to support effective teaching and learning strategies and learning workshops run via video effective teaching and strategies and ideas. snapshots online. conferencing. learning. start your own teaching as inquiry subscribe to online organising the web professional blog content Consider e-learning when Using an online Exploring your own developing an inquiry and bookmarking or other Seeking out online professional practice throughout all aspect of the content that is useful to website aggregation tools to through blogging in order to teaching as inquiry process. be able to organise the you as an educator and engage in dialogue with a subscribing to it so you content related to effective wider educational audience How might ICT support me teaching and learning. always get the latest and to track your with this inquiry? updates. development.
Professional Knowledge in Practice Criteria 5 :Show leadership that contributes to effective teaching and learning.GUIDING QUESTION:How do I/ can I use e-learning to support my colleagues to strengthen teaching and learning in my setting? model a blended sharing best practice providing access to capturing feedback approach to from within the school information on professional learning effective practice Using digital tools to capture Setting up systems using feedback from colleagues in Incorporating the use of digital tools in order to share Encouraging colleagues to order to develop and fine digital tools into staff best practice within and access information on tune effective teaching and meetings, professional beyond the school. effective e-learning from learning strategies. development workshops and beyond the school. teacher administrative tasks. keep e-learning becoming a leader of managing equipment visible school-wide planning e-learning in the effectively for e-learning school Incorporating e-learning Setting up systems for the into school wide events Developing a strategic plan sharing and management of Supporting colleagues to and class assembly and putting policies in place equipment to support e- effectively integrate e- presentations to keep the that support the use of e- learning in the school. learning into their classroom focus on how e-learning learning in classrooms. programmes. can positively impact on student outcomes.
Professional Knowledge in Practice Criteria 6: Conceptualise, plan and implement an appropriate learning programmeGUIDING QUESTION:In what way do I consider how e-learning can support and extend what I am trying to achieve when planningprogrammes of work for groups and individuals ? examples in practice planning templates prior knowledge creating learning and learning models paths Using e-learning to Looking at examples of how ascertain prior knowledge Locating useful resources other teachers have Developing school-wide, and to tap into what within Digistore to support successfully integrated e- syndicate or department engages and reflects your your unit of study and learning into their templates and learning learners. creating learning paths for programmes in order to get models that encourage the your students to use. ideas. integration of e-learning. crowd sourcing – collaborative student voice and gathering ideas from rich digital resources planning understanding the network Aggregating and utilsing online digital resources and Using tools such as Google Using digital tools to Tapping into the online websites that support the Docs to enable teachers to gather reflections and educational community in curriculum subject area work collaboratively any assessment information order to generate ideas to objectives through e-learning. time and any place. from students to inform include in planning. ongoing planning.
Professional Knowledge in Practice Criteria 7: Promote a collaborative, inclusive and supportive learning environment.GUIDING QUESTION:How do I promote a collaborative, inclusive and supportive learning environment that embraces e-learning? developing digital sharing and working reflecting the social citizens responding collaboratively and cultural context Helping students to Providing multiple and Utilising digital tools to Using e-learning resources understand the impact of varied opportunities for allow students to that take account of their actions online and their student to share and collaborate both within individual, cultural, and role as a digital citizens. respond to others work. and beyond the social differences. classroom. engagement and catering for peer support building relationships special needs motivation Students supporting Utilising digital tools to help Utilising digital tools Using digital tools to each other in their build positive relationships incorporating multi-media to personalise and adapt learning through the use both within and beyond the engage and motivate learning for special of digital tools. classroom. students. needs students.
Professional Knowledge in Practice Criteria 8: Demonstrate in practice their knowledge and understanding of how ākonga learnGUIDING QUESTION:How does my e-learning practice reflect that I understand the main influences of how my ākonga learn? making connections creating multiple facilitating assisting critical to prior learning learning opportunities responsibility for thinking learning Helping students to make Providing opportunities and Assisting ākonga to think connections to prior learning support using e-learning for Encouraging ākonga to critically about information and experiences and current ākonga to engage with, take responsibility for and ideas using digital tools learning activities. practise and apply new their own learning using to reflect on their learning. learning to different digital tools. contexts. making learning enhancing the enhancing connections facilitating shared relevance of learning opportunities to learn learning Helping students make Utilising digital tools to help connections across learning students understand the Offering students virtual areas, to home practices, and Enabling students to join relevance of new learning, to experiences and tools that to the wider world by enabling or create communities of stimulate the curiosity of the save them time and cater them to enter and explore learners that extend well students, and to involve for their individual needs digital learning environments, beyond the classroom students in decision making allowing them to take their overcoming barriers of using digital tools. related to their learning. learning further. distance and time.
Professional Knowledge in Practice Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests and needs of individuals and groups of ākongaGUIDING QUESTION:How does e-learning support me to respond effectively to the diverse and cultural experiences of the variedstrengths, interests and needs of individuals and groups of ākonga? contexts for learning catering for gifted and talented accessibility special needs learners Accessing and generating Considering contexts for learning that accessibility issues Using digital tools to Using digital tools to reflect and affirm identity , when putting materials personalise and adapt personalise and adapt language and culture of online. learning for special learning for gifted and your learners incorporating needs students. talented learners. the use of digital tools. analysing student facilitating shared learning about the personalising data learning school community learning Utilising digital tools to Use digital assessment Enabling students to join Using digital tools to find out provide appropriate tools in order to better or create communities of about the different groups learning experiences for understand the needs of learners that extend well within the school community individual students and learners and to be able to beyond the classroom and how to engage with them groups of students. analyse by ethnicity. using digital tools. in order to improve outcomes for students.
Professional Knowledge in Practice Criteria 10: Work effectively within the bicultural context of Aotearoa NZ.GUIDING QUESTION:In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa NewZealand? applying Ka Hikitia teaching approaches accessing online using digital media seeking feedback on support and Use teaching approaches practice resources Integrating media into for e-learning as outlined in the classroom Ka Hikitia to help maximise Using digital tools to share Utilising online networks to programme that reflects the potential of Māori with a mentor work being support all students to the identity and culture of students such as co- done in the classroom and acquire knowledge of te reo Māori. construction, collaboration to then seek feedback. and tikanga. and tailoring instruction to the learner. providing virtual facilitating peer capturing student learning experiences tutoring using digital tools voice Facilitating teaching and Using digital tools to provide Students using video Using digital tools to virtual learning experiences for conferencing or other learning experiences using digital tools that enable capture the educational students to help them acquire digital tools to tutor aspirations of Māori knowledge of Māori language others in the use of te expression of Māori identity and culture. learners. and culture. reo and tikanga.
Professional Relationships and Professional Values Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally.GUIDING QUESTION:How can e-learning support me to gather and use assessment information in ways that advance the learningof my ākonga? involving the whānau e-asTTle SMS and LMS Student self and peer assessment Using the online Using student and learning Using digital tools to seek numeracy and literacy management systems to information and feedback Using digital tools to help testing in order to gather and analyse student from parents and caregivers students self and peer in order to inform the identify areas of need to assessment information assess as part of the development of be addressed in your and to see class and school classroom programme. programmes to support the classroom programme. trends. learners. digital tools to support student voice build reflection into making assessment assessment for e-learning tasks manageable learning practices Using digital tools to seek feedback from students Expecting students to Using digital tools to reduce Utilising digital tools to capture about their experiences as marking workload and to reflect on their own learning in a variety of forms learners in the classroom in provide any where any time learning as part of an e- and formats in order to order to improve teaching access to student work and learning task. demonstrate the capabilities and learning. assessment information. of the learner.
Professional Knowledge in Practice Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice.GUIDING QUESTION:How do I advance the learning of my akonga through critical inquiry with my professional learning? Investigating the be open to new working with mentors read online teaching impact of e-learning learning stories Using digital tools to work Looking at how an aspect of Realising that you are also a and communicate with Reading stories of teacher e-learning can make a learner and being open to mentors in order to examine practice online and using this positive impact on an up-skilling in the area of e- and refine your current to examine your own identified area of need in the learning in order to improve practice and improve teaching practice. classroom. your current practice. outcomes for students. seek feedback managing e-learning read the research troubleshooting with e-learning Investigating how to manage Reflecting on your own Seeking out the latest an e-learning programme in teaching practice in online research available online your classroom to achieve the Developing resilience when spaces and invite other about best practice in order best outcomes. How will dealing with problems that educationalists to enter into a to continue to grow and students access equipment in arise when using ICT dlialogue with you in order to develop as an educator. an equitable way and how will equipment and digital tools refine your approaches and you know that time spent on e- and learning effective processes. learning is productive? problem solving strategies.