Practicum Standards and Competencies pre_formative_assessment

1. TE TIRITI O WAITANGI PARTNERSHIP
Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
Elaboration of the standard
“What is the overarching
standard?”
Tailored competencies
“What does this mean for my
endorsement in particular?”
Self-Reflective Review
Score 1-10 for each
competency
“How do I currently rate
myself against the
standard, and why?”
Learning Goals/
Planned Activities
“How will I meet the
standard, through goals and
activities?”
Possible Evidence/ Artefacts
“How will I evidence my growth?”
Understand and recognise the
unique status of tangata
whenua in Aotearoa New
Zealand.
Demonstrate a commitment
to bicultural partnership in
Aotearoa New Zealand
Score: 5
Context: I spent 18
months in 2016-2017
teaching in a
Māori/English Bilingual
Unit (Primary years 0-6).
2018 sees me working as
a release teacher in a
school actively working,
as I am, to grow its
knowledge in this area.
Present: I have a good
overall understanding. I
have learned a lot from
the opportunity to work
closely with Kaiako
Māori, tamariki, whānau,
marae and the local
Māori community.
Projection: By the end of
the Practicum
assignment I will have
Goal: To review and reflect
on how I link the 3
principles of Te Tiriti)
Waitangi to my practice.
Activity:
Review learning from CORE
2016 (Domain 2).
Revisit Tataiako.
Revisit Ka Hikitia.
Read Bateman, Cavanagh,
Glynn and Macfarlane (2007).
Creating Culturally- Safe
Schools for Maori Students
Revisit Te Tiriti O Waitangi
Conversations with Kaiako
Māori
Possible Evidence/Artefacts:
Reflection on Research by
Bateman, Cavanagh, Glynn and
Macfarlane (2007). Creating
Culturally-Safe Schools for Maori
Students.
Reflections of learning in relation to of
Ka Hikatia, Tataiako and Te Tiriti O Waitang
Links to te Tiriti o Te Waitangi
Audio/Video – interview with at leas
1 Kaiako Māori.
Links to CORE 2016 (Domain 2)

reflected on my
understanding and
worked to clarify and
deepen my ability to
create strong links to the
3 main principles of Te
Tiriti o Waitangi –
Partnership, Protection
and Participation, in my
planning and practice
Understand and
acknowledge the
histories, heritages,
languages and cultures
of partners to Te Tiriti o
Waitangi.
Demonstrate cultural
responsiveness when
working with:
 children and young
people with
complex
educational needs
 their parents,
families and whanau
 other professionals
Respond effectively to the
diverse language and
cultural experiences of
individuals and groups of
akonga.
Score: 5
Context: Past 18 months
spent working within a
Māori/English Bilingual
Unit (Primary years 0-6)
Working in a school
actively moving towards
a deeper understanding
in this area.
Present:
Living on Waiheke Island
for the past 12 years has
given me the chance to
work in a community
with strong Māori core. I
have worked with Māori
students with a range of
Educational Needs
including complex
behaviours. I feel I have
not yet reached a point
in my journey where I
have effectively
incorporated culturally
Goal:
To use my knowledge of
cultural makeup of classes I
teach to create culturally
responsive planning.
Activities:
Create and use culturally
responsive transition
planning and information
folders for my case study
students.
Complete Te Huia Reflective
questions with case study
students.
Poutama for scaffolding knowledge
EBIP paper forum posts:
Working with whanau
Maori Frameworks
Voice of…
Effecting Change for Maori Students
Chart.
Te Huia Reflective Questions chart
and interview responses.
Transition planning/Information
Folder.

responsive practice in
meeting the learning
needs of a number of
these students.
Projection: By the end of
the Practicum
Assignment I will be
creating culturally
inclusive planning in all
areas of my practice
Practise and develop the use of
te reo and tikanga Māori.
Practise and develop the
use of te reo and tikanga
Māori
Score: 5
Context:
I am working across all
classes within the school
this year. As a school we
are actively engaged in
growing the use of te reo
within the school.
Present:
I understanding more te
reo than I am able to use,
in a conversational way.
Having taught in a bi-
lingual class for 18
months I am confident
that I act in a respectful
way of tikanga Māori
Projection:
By the end of 2018 I will
be confident in sharing a
mihi to bring the Bi-
lingual units morning
karakia to a close.
Goal:
To grow my competence
and confidence in using Te
Reo in everyday situations
within the learning
environment and on the
Marae.
Activity:
Te Reo PD – in school.
Present Pepeha at a staff
meeting.
Use te reo and tikanga
māori as a normal
expectation within my
practice.
Lead opening and closing
karakia at whole school
assembly.
Lead waiata at whole school
assembly.
Video of mihi, closing morning
Karakia.
Video - Sharing my pepeha at staff
Meeting.
Copy of transition planning/information
folder incorporating te reo and tikang
Māori in its delivery.

Learn the basic structure of
a mihi to close karakia.
2. PROFESSIONAL LEARNING
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all
learners
standard?”
Score 1-10 for each
competency
myself against the
Learning Goals/
Planned Activities
standard, through goals
and activities?”
“How will I evidence my
growth?”
Inquire into and reflect on the
effectiveness of practice in an
ongoing way, using evidence from
a range of sources.
Demonstrate in practice, a
critical knowledge and
understanding of how
akonga learn, and the
implications for children and
young people with complex
educational needs.
Score: 3
Context:
My 2017 appraisal
showed that throughout
the year, due to a
number of major
personal stressors, I lost
my way in inquiring and
reflecting on my
practice. I struggled to
provide clear evidence
of this in my practice.
Present:
Looking back over my
career I know I can and
have done this in the
past. I am working hard
Goal:
To seek support when
needed through my
interprofessional
network.
To provide clear
evidence, throughout my
Practicum, that I am
inquiring into and
reflecting on my practice
in an ongoing way, using
evidence from a range of
sources.
Activity:
Practicum Assignment.
Practicum Plan.
Practicum Assignment.
References to research.

this year in my practice
and throughout this
study to get myself back
on track with this.
Projection:
By the end of the
Practicum assignment I
will have clear
documentation that
shows, through inquiry,
that I am a reflective,
effective practitioner.
Evidence Based Practice
Assignment.
Interprofessional
Practice Assignment.
Critically examine how my
own assumptions and
beliefs, including cultural
beliefs, impact on practice
and the achievement of
learners with different
abilities and needs,
backgrounds, genders,
identities, languages and
cultures.
Articulate a critical personal
philosophy of inclusive
education for children and
young people with complex
educational needs and their
families, and demonstrate
this philosophy in practice
with children, young people,
their families and whanau,
and other professionals.
Score: 6
Context:
It has been said that I
am tenacious when
working for the rights of
all my students. I am
passionate about
teaching but here too I
believe that the events
of 2017 have created a
drop off in my passion
and my ability to be a
truly professional
practitioner.
Projection:
By then end of the
Practicum Assignment I
will be able to show that
I am back on track
working for the students
through a focused and
professional lens.
Goal:
To continue developing
my personal,
professional philosophy.
To share this as evidence
of my growth
throughout the
Practicum assignment.
Activity:
Create information
folder to support
transition of students in
Practicum to their 2019
classroom
Information Folder.

Engage in professional learning and
adaptively apply this learning in
practice.
Demonstrate a commitment
to ongoing professional
learning and development
of personal professional
practice.
Score: 7
Context:
This entire Post Grad
Diploma in Specialist
Teaching has been huge
in regard to professional
learning. As a classroom
practitioner I am also
expected to complete at
least one inquiry into
my practice each year.
This year the school has
a focus on writing and I
am going to look at oral
language/language
experience in relation to
supporting
early/struggling writers.
Present:
I am working to get
myself back on track
after a particularly
hideous year. I feel I am
doing this well and have
already had feedback
from others as to the
difference they see in
me this year. I am
growing my professional
learning around oral
language as part of my
school inquiry and
transitions as part of my
Goal:
To complete all aspects
of my Post Graduate
Diploma of Specialist
Teaching on time and in
depth.
To ensure that as part of
my professional learning
I take my own well-being
into account.
Activity:
Complete professional
portfolio.
Help set up a Wellness
Team at school.
EBIP Paper – Forum Posts.
PATH – Research – adapt to meet
a student’s needs.
Attend, engage and participate
in the February and July
Workshops for diploma of
Specialist Teaching (CEN).
Presentation of practicum as
part of my professional
portfolio.
Wellness Team links.

EBIP paper and
Practicum.
Projection:
By the end of the
appraisal cycle I will
have a clearer
understanding of how I
can support early
writers through oral
language and language
experiences. I will have
a clearer understanding
about supporting all
stakeholders in
transitioning students
with CEN and will be
able to share this with
others.
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.
Conduct professional
activities in a way that is
consistent with current NZ
and international legislation
and policies including but
not limited to, the Treaty of
Waitangi, The New Zealand
Curriculum, Te Mātauranga
o Aotearoa, the NZ Disability
Strategy, the United Nations
Convention on the Rights of
Persons with Disabilities,
and the United Nations
Convention on the Rights of
the Child.
Score: 3
Context:
I feel this is an area
where I am lacking.
Working across a
number of classrooms
with students who have
a vast range of abilities
and teachers who all
have different
philosophies and ways
of doing things I am a
little overwhelmed.
Present:
I am aware of the
relevant research etc.
Goal:
To have a clear, current
understanding of UDL
and LWL and to apply
these to my practice.
Activity:
Revisit UDL.
Revisit Learning without
Limits.
Revisit Te Tiriti O
Waitangi.
Join NZCER.
Attend, engage and participate
in the February and July
Workshops for diploma of
Reflection on how I use and
can adapt my practice using
UDL and LWL.
Links to NZCER.
Presentation to SENCO and
Principal.

Demonstrate an
understanding of, and apply
in practice the principles of
inclusive pedagogies,
including, but not limited to,
Universal Design for
Learning, and Learning
Without Limits.
but feel I do not often
think about it in a
specific way when
working with students.
It is just ‘what I do!’ I
feel it is timely to review
my understandings and
to show them clearly in
my classroom planning
and reflections
Projection:
have reviewed current,
relevant research with
regard to diverse
learners, including
learners with disabilities
and learning support
needs; and wider
education matters.
Share my learning of UDL
and LWL with SENCO
and Principal.
Seek and respond to feedback
from learners, colleagues and
other education professionals, and
engage in collaborative problem
solving and learning focused
collegial discussions.
Establish and maintain
effective, collaborative
professional relationships
focused on the learning and
wellbeing of akonga.
Demonstrate the
application of Article 12 of
the UNCRC on children’s
participation rights, by
seeking and responding to
the views and perspectives
of children and young
people with complex needs.
Score: 6
Context:
I am working as a
release teacher in a
Modern/Innovative
Learning Environment
School (MLE/ILE). I am
in daily discussion with
teachers as to their
students and
expectations. I am in
regular email contact
with regard to the
planning for the days I
Goal:
To regularly engage in
conversations with other
professionals in regard
to my practice as a
classroom teacher,
working in collaborative
learning environments.
Activity:
Seek feedback, through
observation from other
teachers, team leader
and Deputy Principal
(appraiser).
EBIP Forum Posts.
Practicum Feedback to Emma.
Practicum Feedback from
Emma.
Emails.
Observation Feedback –
classroom practice - from LH ,
CC and TP.

Collaborate with other
professionals involved in
assessment, teaching and
learning for children with
complex educational needs,
using the principles of
interprofessional learning
and practice.
Understand and
demonstrate in practice the
principles of Integrated
Effective Practice.
am in their classrooms
and seeking feedback
regarding overall
planning and any
adaptations that may
need to occur to create
inclusive learning
opportunities for the
class.
Present:
I am in daily discussion
with teachers as to their
students and
expectations. I am in
regular email contact
with regard to the
planning for the days I
am in their classrooms
and seeking feedback
regarding overall
planning and any
adaptations that may
need to occur to create
inclusive learning
opportunities for the
class.
Projection:
To seek opportunities
for observations of my
planning, practice etc.
and to use the feedback
from these observations
to adapt to meet the
needs of all learners.

3. PROFESSIONAL RELATIONSHIPS
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner
standard?”
“What does this mean for
my endorsement in
particular?”
Score 1-10 for each
competency
myself against the
Learning Goals/
Planned Activities
activities?”
growth?”
Engage in reciprocal,
collaborative learning-focused
relationships with:
– learners, families and whānau
– teaching colleagues, support
staff and other professionals
– agencies, groups and
individuals in the community.
Promote a collaborative,
inclusive and supportive
learning environment for
children and young
people, their
families/whanau, and
school staff.
Collaborate with the child/
young person with
complex needs, their
family/whanau and others
to support transitions for
children with complex
educational needs
Score: 7
Context:
Working across the
school as a release
teacher allows me
opportunities to build
relationships with many
students, families
whānau and
interprofessionally.
Present:
Relationships not as in
depth as they would be if
I was based in one class
with one group of
students. That said. I
believe I have a strength
in creating and building
these types of
relationships. My focus
Goal:
To build and engage in
reciprocal, collaborative
learning-focused
relationships with the
stakeholders involved with
my identified students
Activity:
Through the development of
the above relationships, to
create, plan and begin
implementation of positive
transitions to 2019 classes
for my identified students
Forum Posts
Attend , engage and participate in
February and July Block
Courses for Diploma of Specialist
Teaching (CEN)
Transition plans
Information Folder

always will and always
has been ‘the best
interests of the child.’
Projection:
By the end of the
will have built reciprocal,
collaborative learning-
focused relationships
with all stakeholders
involved with my
identified students
Communicate effectively
with others.
Share information with
others to enhance
understandings about
inclusive education,
teaching and learning for
children and young people
with complex educational
needs
Score: 6
Context:
As a classroom
practitioner effective
communication is a vital
part of everything I do.
Present:
Personal circumstances
in 2017 created times
where the pressure of
personal events
overwhelmed me and my
communications with
others were affected by
this. I am making positive
headway this year.
Projection:
have developed my
communication skills. I
will be able to hold
professional and difficult
Goal:
To communicate effectively
with others in order to build
and engage in reciprocal,
collaborative learning-
focused relationships with
the stakeholders involved
with my case study students.
Activity:
Through effective
communication and the
development of the above
relationships, to create, plan
and begin implementation
of positive transitions to
2019 classes for my
identified students
Research and undertake PD
on effective professional
communication skills.
Forum Posts.
Emails.
Transition plans.
Information Folder.
Material from Professional
Development.

conversations in a
professional manner.
Actively contribute, and work
collegially, in the pursuit of
improving my own and
organisational practice, showing
leadership, particularly in areas
of responsibility.
Show leadership that
contributes toward the
development of inclusive
education and effective
teaching and learning for
students with complex
needs
Score: 6
Context:
Trying to do this every
day. There are barriers to
this at my current school.
I am working through
and around these.
Present:
I am open and available
to all teaching staff who
ask for ideas and
strategies to support
students in their
classrooms. There are
barriers, however to my
ability to improve
organisational practice.
At the moment I am
focused on my own
practice and with regard
to students with CEN
Projection:
have reviewed current,
relevant research with
regard to diverse
learners, including
learners with disabilities
and learning support
needs; and wider
education matters. I will
have presented my
Goal:
To have a clearer
understanding of UDL and
LWL and to apply these to
my practice.
To share information with
other educators on the
island in order to get buy in
and therefore be able to ask
for support through shared
knowledge and experience.
Activity:
Revisit UDL.
Revisit Learning without
Limits.
Revisit Te Tiriti O Waitangi.
Create and share study
information presentation for
Senior Leadership Team and
staff.
Present study information
presentation with 2 other
schools on island (includes
CoL group)
Reflection on how I use and
can adapt my practice using
UDL and LWL, particularly with
my case study students.
Presentation to SENCO and
Principal.

findings to the Senior
Leadership Team and
with their approval, with
staff.
Communicate clear and accurate
assessment for learning and
achievement information.
Gather, analyse and
appropriately use, formal
and informal assessment
information to enhance
student learning.
Demonstrate an ability to
maintain clear and useful
records including, for
example, medical history;
family knowledge and
experience; assessment
information; information
on effective approaches to
teaching and learning;
ASD profiles; past and
present planning
documents such as IEPs
and collaborative learning
plans.
Score: 2
Context:
I am harsh in my self-
reflection mark here as
the past year has not
been one in which I have
demonstrated well my
ability to maintain clear
and useful records. In
past years I would have
marked myself at a
higher level.
Present:
Working across the
entire school makes this
a little more difficult. I
am going to focus my
assessment practices on
the students I am using
for my school inquiry. I
will also curate and add
to assessment data from
teachers around these
students and those
identifies in my
Practicum plan.
Projection:
By the end of this
professional practicum I
will have a clear set of
Goal:
To collect, curate, analyse
and appropriately use
assessment in formation and
other records for identified
inquiry and practicum
students.
Activity:
Create information folder
for identified students.
Include all relevant
information and analysis,
notes, feedback, feed
forward, reflections etc.
Information folders.

records for identified
students which can be
passed on to 2019
teachers.
4. LEARNING-FOCUSED CULTURE
Develop a culture that is focused on learning, and characterized by respect, inclusion, empathy, collaboration, and safety.
standard?”
“What does this mean for
my endorsement in
particular?”
Score 1-10 for each
competency
myself against the
Learning Goals/
Planned Activities
activities?”
growth?”
Develop learning-focused
relationships with learners,
enabling them to be active
participants in the process of
learning, sharing ownership and
responsibility for learning.
Ensure that all assessment,
planning and teaching is
built upon evidenced
based best practice, and
the goals and perspectives
of students themselves
and their families
Score: 7
Context:
Adding to 3.4 above, I am
always looking for
student and whānau
voice across all elements
of my practice.
Present:
The information
currently passed on from
teacher to teacher is, in
my opinion, lacking the
element of student and
family/ whānau voice
unless the student has an
IEP in place and even
then I do not feel the
Goal:
Adding to 3.4 above, to
ensure that I include the
voice of the learner and the
family/ whānau in the
information folders.
Activity:
Regular interviews with
(hold conversations with)
family/ whānau and
students to get their voice
on how things are going,
PMI, and their views on
possible adaptations for
learning.
Information Folders.
Ongoing reflections with
students, teachers, family and whanau.

information passed on is
always comprehensive
enough to give the
student, family/ whānau
and teachers a good start
at the beginning of the
new year.
Projection:
have produced a
comprehensive
information folder for
each of the identified
students. I will have
reflected on this folder
with the student (where
appropriate), family/
whānau and the teachers
for 2019. I will also check
in with the above
stakeholders to reflect on
whether these folders
have been useful or not.
How might they be more
effective?
Foster trust, respect and
cooperation with and
among learners so that
they experience an
environment in which it
is safe to take risks.
Demonstrate an
understanding of the
principles, contexts and
practices that enhance
students’ friendships and
positive social relationships
Score: 7
Context:
As a classroom
practitioner I have always
worked hard to foster
trust, respect and co-
operation with and
among learners. I have
always begun every term
Goal:
To grow my knowledge and
resource bank of strategies
and programmes used by
other teaching staff
including TA’s to support
current students.
Activity:
Resource Bank

with a focus on
friendships and positive
social relationships. I am
always checking in on
these relationships with
my students and
encourage them to talk
with me about any
concerns they may have
Present:
Across the school there
are a huge range of
complex issues at play
amongst students. I am
finding this extremely
interesting and am
learning daily from other
teachers about how they
grow and build these
important learning
elements into their
practice.
Projection:
By the end of the
will have grown my
knowledge base and
resource bank of
strategies and
programmes that have
proved to be effective for
other teachers.
Create and build a resource
bank of strategies and
programmes currently used
by teaching staff at my
school to support this
competency.
Share this resource bank
with the rest of the staff.
Demonstrate high expectations
for the learning outcomes of all
learners, including for those
Recognise and respond
effectively to the varied
strengths, interests and
Score: 7
Context:
Goal:
To promote high
expectations of the learners
Information folder

learners with disabilities or
learning support needs.
needs of individuals and
groups of akonga.
I believe I do this in every
class I work in and with
every student. All
students have strengths,
It is a matter of finding
them and enabling the
akonga to set high
expectations of
themselves by tapping
into these strengths.
Present:
I work to create
differentiated learning
experiences for all
akonga. Scaffolding and
support where required
and extension and
independent goal setting
where applicable.
Projection:
By the end of this
will be able to show,
through the transition
folder, and differentiated
planning that the
strengths and individual
needs of each identified
student has been taking
into account when
creating experiences
towards transition to
2019 classes.
by the learners towards
moving their learning
forward.
To promote the
development of the Key
Competencies.
Activity:
Creation of Information
folder.
Differentiated planning
based on high expectations
and individual strengths and
needs
Differentiated planning

Manage the learning setting to
ensure access to learning for all
and to maximise learners’
physical, social, cultural and
emotional safety.
Demonstrate a
commitment to promoting
the wellbeing of all akonga
Score: 7
Context:
I believe this is a strength
when running a
classroom. I believe this
is more complex when
working in multiple
classrooms every day.
Present:
I talk regularly with
classroom teachers in
order to collaboratively
plan to meet the needs
of all student in the
classroom. I take into
account other
information relating to
the students including
emotional, physical,
cultural and overall well-
being of the akonga. I am
not so good at writing
this down.
Projection:
By the end of the
will be able to show, in
planning and reflection
of my practice how I take
into account the needs of
the individual students,
specifically those
identified in case studies.
Goal:
To include reflections and
annotations in planning to
show the adaption of
programmes in order to
allow students with CEN to,
with all other akonga, be
engaged, active participants
in learning environments
designed to suit their
learning needs.
Activity:
To revisit UDL and LWL and
to suggest/make
adaptations to learning
environments in
collaboration with students
and teachers.
Labelled classroom photos
Planning documents
Links to UDL and LWL

Create an environment where
learners can be confident in
their identities, languages,
cultures and abilities.
Develop environments in
the classroom and wider
school that respect, affirm
and build upon students’
identities, languages,
cultures and abilities
Score: 8
Context:
Working across a school
with a multi-cultural
population.
Present:
In my role working across
the school I have the
opportunity to
incorporate the
uniqueness of each
student into my teaching
and learning.
Projection:
By the end of this
Practicum assignment to
have a cleared
actual cultural make-up
of the school and the
individual students I
teach.
Goal:
To have a clearer
cultural make-up of the
school as a whole and the
individual classes I teach.
Activity:
To work with the school
office manager to create a
graph which shows the
cultural make-up of the
school and individual classes
as noted on school system.
To create a survey for
students about where they
come from and how they
see themselves their
culture, their strengths and
the languages they call their
own
Graphed data on cultural make
up of school and individual
classes.
Student Survey Template
Student Survey Results (as a
graph)
Develop an environment where
the diversity and uniqueness of
all learners are accepted and
valued.
Articulate a critical,
personal philosophy of
inclusive education for
with complex educational
needs and their families,
and demonstrate this
philosophy in practice with
children, young people,
families and whanau, and
professionals.
Score: 7
Context:
Working across the
entire school I am able to
do this in every
classroom when I am
there. I feel that the
longer I am in this role
the better I get to know
the students and the
more I am able to
Goal:
To have a good background
knowledge of all the
students I work with.
Activity:
To revisit UDL and LWL and
to suggest/make
adaptations to learning
environments in
collaboration with students
and teachers
Observation feedback from
peers.
Information Folders
Links to UDL and LWL within
planning and reflection.

demonstrate a
philosophy of inclusive
education.
Present:
I am still getting to know
the students in some
classes. I am in some
rooms more often than
others. Also having been
out for Block Course and
with short weeks
throughout the term this
is still a work in progress.
Projection:
By the end of term 2 I will
have a good
understanding of all the
students. I will be able to
demonstrate a growing
philosophy of inclusion
within my practice.
Meet relevant regulatory,
statutory and professional
requirements.
Meet relevant regulatory,
statutory and professional
requirements.
Score: 3
Context:
Working to meet
appraisal requirements
for professional practice
in 2018
Present:
I currently hold full
teaching registration.
2017 was not a good
year for me personally
and professionally.
Projection:
Goal:
By the end of the appraisal
cycle (end 2018) to meet
the requirements of the
New Zealand Teaching
Standards.
Activity:
Professional Inquiry.
Post Graduate Diploma of
Appraisal Documentation
Feedback from Principal and
DP (appraiser).
Completion and graduation
from Post Graduate Diploma
of Specialist Teaching (CEN).

By the end of the
appraisal cycle to be able
to show that I am
meeting all relevant
regulatory, statutory and
professional
requirements,
5. DESIGN FOR LEARNING
Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs,
identities, languages and cultures.
“What is the overarching standard?”
Score 1-10 for each
competency
myself against the
Learning Goals/
Planned Activities
standard, through goals
and activities?”
growth?”
Select teaching approaches,
resources, and learning and
assessment activities based on a
thorough knowledge of curriculum
content, pedagogy, progressions in
learning and the learners.
Ensure that approaches to
assessment, teaching and
learning are based on an
student as being situated
within the NZ curriculum.
Score: 3
Context:
Working with identified
students for professional
inquiry and Practicum
assignment
Present:
This is an area where I
believe I still have much
learning to do.
Projection:
By the end of this
Goal:
To explore and gain a
greater understanding
of PATH.
Activity:
To use PATH with at
least one of the
identified students
within my Practicum
assignment.
Documentation related to an
understanding PATH.
Documentation showing outcomes
for student of incorporating PATH
within their learning/transition plan.

will have explored in
greater depth PATH.
Gather, analyse and use
appropriate assessment
information, identifying
progress and needs of
learners to design clear next
steps in learning and to
identify additional supports
or adaptations that may be
required.
Gather and appropriately
use evidence-based
assessment information and
planning approaches that
draw upon the NZ
curriculum, student, and
family and whanau
perspectives.
Understand and
appropriately use narrative
approaches to assessment.
Score: 5
Context:
students within
professional inquiry and
Practicum assignment
Present:
As a release teacher I am
currently relying on most
of my information being
relayed by classroom
teachers. I reflect after
every teaching session
creating formative
assessment information
which I use to plan
future teaching. I share
this information with
teachers.
Projection:
By the end of this
will have a greater
understanding of
narrative approaches to
assessment.
Goal:
To have a deeper
understanding of
narrative approaches to
assessment.
Activity:
To research in more
depth the narrative
assessment approach.
To begin a narrative
assessment on one
identified student as
part of my Practicum
assignment.
Critical review of the narrative
approach to assessment.
Narrative approach
assessment (work in progress) of
an identified student.
Design and plan culturally
responsive, evidence-based
approaches that reflect the local
community and Te Tiriti o Waitangi
partnership in New Zealand.
Design and plan culturally
responsive, evidence-based
approaches that reflect the
school community and Te
Score: 5
Context:
2016-2017 teaching
within Māori bi-lingual
unit
Goal:
To have a refreshed
can ensure my practice
is a culturally
Links to readings
EBIP Forum posts

Tiriti o Waitangi partnership
in New Zealand.
Present:
Now working across the
school – including the bi-
lingual unit I work to
plan and reflect using my
knowledge of the school
community and linked to
Te Tiriti o Waitangi.
Projection:
By the end of this
will have revisited the
2016 CORE readings and
others on culturally
responsive practice to
refresh my approach and
practice in this area
responsive, evidence-
based one.
Activity:
Revisit CORE 2016
(Domain 2) readings on
culturally responsive
practice.
Readings from 2018
EBIP forums related to
culturally responsive
practices
Harness the rich capital that learners
bring by providing culturally
responsive and engaging contexts
for learners.
Recognise and build on the
cultural knowledge,
capabilities and strengths of
with complex needs.
Score: 4
Context:
Working across the
whole school.
Present:
There are many cultures
across the school
population. I am
currently focusing on the
needs of the students
identified within my
professional inquiry and
my Practicum
assignment
Projection:
By the end of the
Goal:
To undertake my own
professional
development around
the Te Pikinga ki runga
and the Te Huia
reflective questions
Activity:
Observation in the bi-
lingual unit.
To use the Te Huia
reflective questions to
gain an in depth
understanding of an
identified student
within my Practicum
assignment.
Observation notes
Reponses to Te Huia
reflective questions.
Links to Readings

will have revisited CORE
2016 readings on
cultural responsiveness.
This alongside my own
PD around Te Pikinga ki
runga will give me a
clearer understanding of
how I can adapt and/or
change my current
practice to meet this
competency.
Design learning that is informed by
national policies and priorities.
Demonstrate a critical
understanding of the rights
of children and young
people with complex needs
to an inclusive education in
Aotearoa/New Zealand, and
demonstrate how these
rights inform your teaching
practice.
Score: 5
Context:
Working across the
entire school
Present:
My current planning is
based on the
expectations of
classroom teachers. I
always ensure that
where I can I
differentiate my
teaching practice to
ensure that the rights of
the child, including those
with CEN, are taken into
account.
Projection:
By then end of this
will have re visited the
current and relevant
documentation on the
Goal:
To refresh my
rights of the child and
inclusive education in
NZ
Activity:
Explore MOE websites
on inclusive education.
To revisit the NZ
disability strategy
Survey teaching staff
about their
Rights of the Child and
Inclusive Education in
Aotearoa/NZ learning
environments.
Survey results
Reflections on MOE websites
in relation to my own
practice.
Reflections on NZ disability
strategy in my own practice.

rights of the child,
children with disability
and inclusive education
6. TEACHING
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
standard?”
Score 1-10 for each
competency
myself against the
Learning Goals/
Planned Activities
activities?”
growth?”
Teach in ways that ensure all
learners are making sufficient
progress, and monitor the
extent and pace of learning,
focusing on equity and
excellence for all.
Teach in ways that ensure
all learners are making
sufficient progress, and
monitor the extent and pace
of learning, focusing on
equity and excellence for all.
Score: 6
Context:
Teaching across the entire
school
Present:
I believe in enabling
students to become self-
motivated learners...
Learners who can self-
assess against the school
progressions and set their
next learning steps.
Learners who are able to
independently access the
resources they need, and
ask questions to support
their learning. Learners
who are able to work
collaboratively with
Goal:
To grow my understanding
of how AT can be used to
aide students with CEN
access the curriculum and
support ongoing learning
progress.
Activity:
Survey teachers with regard
to AT – low tech to high
tech that is currently being
used across the school.
Survey teachers with regard
to their AT wish list for
enabling equitable access to
the curriculum for all
students.
EBIP Forum Post
Survey results
Teachers AT wish list
Links to CORE 2016 (Domain 5)

others. Who use
reciprocity,
resourcefulness, resilience
and reflectiveness to grow
their learning power.
Projection:
By the end of this
Practicum assignment to
have reviewed the ways
that AT is currently being
used across the school to
ensure all students are
able to access the
curriculum at an
appropriate level.
Revisit CORE 2016 (Domain
5) to review learning around
AT.
Specifically support the
educational aspirations
of Māori learners, taking
shared responsibility for
these learners to achieve
educational success as
Māori.
Specifically support
the educational
aspirations of Māori
learners, taking
shared responsibility
for these learners to
achieve educational
success as Māori.
Score: 7
Context:
Working with the Māori bi-
lingual unit.
Present:
I work with these students,
varying learning needs,
based on their strengths
and interests to achieve
success as Māori.
Projection:
By the end of the
Practicum assignment I will
have a greater
can specifically support
Māori learners with CEN.
Goal:
To develop a deeper
understanding of how I can
specifically support the
educational success of
Māori students with CEN, as
Māori
Activity:
Revisit Tataiako
Revisit Ka Hikitia
Read Creating Culturally
Safe Schools (2007)
Te Reo PD – In school
Review and reflections on
readings.

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.
Demonstrate an
understanding of, and apply
in practice the principles of
inclusive pedagogies,
including, but not limited to,
Universal Design for
Learning, and Learning
Without Limits.
Demonstrate knowledge
and apply in practice
contemporary approaches
to:
 the assessment of
communication
 the use of assistive
technology to
enhance the
development of
language and
communication, and
to enhance learning
within the NZ
curriculum
Score: 3
Context:
Teaching across the entire
school
Present:
I believe this is an area
where I need to grow my
knowledge.
Projection:
By the end of the
have researched
information and possible
PD in the areas of:
The assessment of
communication.
The use of assistive
technology to enhance the
development of language
and communication, and
to enhance learning within
the NZ curriculum.
Goal:
To develop my
assessment of
communication.
To develop my
understanding of how AT
can be used to enhance the
development of language
and communication.
Activity:
Interview RTLB, SLT and SEA
attached to the school.
Further readings on
assessment for
communication.
Revisit CORE 2016 (Domain
5).
EBIP Forum Posts
Discussions with RTLB, SLT and
SEA attached to the school.
Links to readings.
Links to CORE 2016 (Domain 5).
Provide opportunities and
support for learners to engage
with, practise and apply learning
to different contexts and make
connections with prior learning.
Provide opportunities and
support for learners to
engage with, practise and
apply learning to different
contexts and make
connections with prior
learning
Score: 5
Context:
students as part of
professional inquiry
Present:
Goal:
To be able to create and
develop language
experiences to support early
and struggling writers use of
oral language when
developing, planning and
Tracking documentation.
Bi-weekly reflections.

Support the generalization
of learning across a range of
contexts
My inquiry is about
growing writing skills
through oral language,
using Language Experience
as a motivator for
vocabulary
Projection:
By the end of the inquiry
process to be able to see
the growth in the oral
language of early writers
and their ability to use this
growth across a range of
contexts
sharing their ideas for
writing
Activity:
Track oral language
development and writing
progression of students
identified as part of
professional inquiry process.
Reflect on progression bi-
weekly.
Teach in ways that enable
learners to learn from one
another, to collaborate, to self-
regulate and to develop agency
over their learning.
Teach in ways that enable
learners to learn from one
another, to collaborate, to
self-regulate and to develop
agency over their learning.
Score: 7
Context:
As a classroom teacher I
am always looking for
ways to enable students to
become lifelong learners,
to have agency over their
own learning and to use
the schools values of
caring, courtesy,
commitment, co-operation
and courage alongside the
building brainpower
expectations of
reciprocity, resilience,
resourcefulness and
reflection.
Present:
Using Tuakana/Teina to
support learning. There
Goal:
To extend my knowledge in
enabling students to set
their own goals and work
with others to grow learning
for all.
Activity:
Work with identified
professional inquiry
students to identify where
they are at in their learning
and what they need to do
next to move forward (using
the school learning
progressions as the tracking
method)
Learning Progressions for
identified Professional Inquiry
students.

are still opportunities for
this to be done more
widely across the NZ
Curriculum. I am part of
the team which has
created the Maori
the mainstream classes
within the school.
I work in these classes
weekly/bi-weekly and in
collaboration with their
teachers students receive
feedback and feedforward
through the Reading,
Writing and Maths
progressions created by
the school. Students are
encouraged to
independently share with
teachers when they
believe they have met a
learning goal. They are
then encouraged to decide
on their next learning
goals. Teaching is based
around individual learning
goals and consistent
regular
feedback/feedforward.
Projection:
By the end of this

have further developed my
knowledge in this area to
ensure I am catering to the
learning needs of all
students.
Ensure learners receive ongoing
feedback and assessment
information and support them
to use this information to guide
further learning.
Ensure learners receive
ongoing feedback and
assessment information,
have opportunities to
respond to assessment
information, and support
them to use this information
to guide further learning.
Score: 5
Context:
Working across the whole
school.
Present:
As above the use of school
progressions supports
regular formative
assessment as well as
enabling students to self-
assess and to set their
learning goals. The
feedback is used to set
next learning steps and
this is done in
collaboration with the
student.
Projection:
By the end of this
have included in the
information folders a copy
of the learning
progressions which will be
updated regularly in
collaboration with the
student and the classroom
teachers.
Goal:
To work with identified
students to ensure they are
aware of their learning
achievements and next
steps. To ensure the
methods currently used are
easily accessible and
understood.
Activity:
Interview with identified
students re accessibility and
comprehension of
progressions and
expectations around them.
Interview with classroom
teachers with regard to how
accessible they believe
these progressions are for
the identified students.
identified Professional Inquiry
students.
Interviews with identified
Professional Inquiry students.
Interviews with classroom
teachers.

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