Paula Murray's practicum plan outlines activities to support three case study students with complex educational needs during their transition to new schools. She will interview the students, families, and teachers; create culturally responsive transition plans; facilitate PATH interviews; and complete assessments to share with the new schools. Additional activities will help Paula develop competencies in Te Tiriti o Waitangi partnership, professional learning, relationships, and teaching. These include reviewing research on culturally safe schools, growing her Te Reo skills, seeking feedback on her practice, and using inquiry to improve.
This document outlines Paula Murray's practicum plan for a special teaching endorsement in complex educational needs. The plan details three case study students - Kotiro, Tama 1, and Tama 2 - and the planned activities Paula will undertake with each student. These activities include interviews, assessments, transition planning, and reviewing information on student rights and inclusive education. The plan also lists additional activities Paula will complete to support her professional competencies and standards in areas like Te Tiriti o Waitangi partnership, professional learning, relationships, and teaching. Planned hours and possible evidence are provided for each activity.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
The Next Move - Delivering a World-Class ProgrammeNick Hassey
The document discusses research conducted by Teach First to redesign its leadership development and teacher training program. Key findings from the research include:
1. Initial training needs to focus on key teaching skills like classroom management, assessment, and planning to prepare participants for the classroom. Ongoing support is also needed, especially for struggling teachers.
2. In-school mentors are important for support, but their ability varies depending on time and expertise. University tutors provide expert guidance but cannot visit frequently. Teach First officers currently focus on leadership over teaching skills.
3. Longer-term development of teachers should focus on improving subject knowledge, instructional practices, use of data, and teacher collaboration. Support
DeLaina Simpson is applying for a position with the organization. She has 16 years of experience in education and holds degrees including a Bachelor's in Political Science, Master's in Public Administration, Master's in Education, and is currently pursuing her Doctorate in Educational Leadership. She has experience as both a classroom teacher and activities director, and brings skills in areas such as curriculum development, instructional strategies, and leadership.
PowerPoint Presentation - differentiating literacy instruction to increase st...Marion Piper
The document outlines a plan to improve literacy outcomes for English as an Additional Language/Dialect (EAL/D) students through differentiated instruction. It discusses ensuring creativity, excellence, belonging, and a passion for literacy. Teachers are encouraged to consider curriculum, student opportunities to learn, expected work qualities, and assessment to measure success. Quality teaching, learning, resources, and assessment are emphasized to achieve curriculum outcomes and increase EAL/D student success through collaborative planning and professional development.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
This document outlines Paula Murray's practicum plan for a special teaching endorsement in complex educational needs. The plan details three case study students - Kotiro, Tama 1, and Tama 2 - and the planned activities Paula will undertake with each student. These activities include interviews, assessments, transition planning, and reviewing information on student rights and inclusive education. The plan also lists additional activities Paula will complete to support her professional competencies and standards in areas like Te Tiriti o Waitangi partnership, professional learning, relationships, and teaching. Planned hours and possible evidence are provided for each activity.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
Bevins introduction of the new curriculum philippinesssusercc7829
The document summarizes a report on a consultation exercise undertaken in the Philippines regarding the introduction of a new curriculum and senior high school system. Key recommendations from the report include developing a rigorous evaluation strategy, clearly defined success criteria, and a strategy for addressing issues. It also recommends improving support for teacher guide writers, developing a national textbook, ensuring teacher guides meet teacher needs, and providing ongoing professional development for teachers. The goal is to enhance science teaching and learning in the Philippines.
SBE literacy task force final draft recommendationsEducationNC
The literacy task force recommendations, with minor June 1 tweaks, will go in front of the NC State Board of Education Wednesday. The task force, formed in 2019 to make recommendations on improving reading instruction, voted to approve the recommendations with minor amendments on June 1.
The Next Move - Delivering a World-Class ProgrammeNick Hassey
The document discusses research conducted by Teach First to redesign its leadership development and teacher training program. Key findings from the research include:
1. Initial training needs to focus on key teaching skills like classroom management, assessment, and planning to prepare participants for the classroom. Ongoing support is also needed, especially for struggling teachers.
2. In-school mentors are important for support, but their ability varies depending on time and expertise. University tutors provide expert guidance but cannot visit frequently. Teach First officers currently focus on leadership over teaching skills.
3. Longer-term development of teachers should focus on improving subject knowledge, instructional practices, use of data, and teacher collaboration. Support
DeLaina Simpson is applying for a position with the organization. She has 16 years of experience in education and holds degrees including a Bachelor's in Political Science, Master's in Public Administration, Master's in Education, and is currently pursuing her Doctorate in Educational Leadership. She has experience as both a classroom teacher and activities director, and brings skills in areas such as curriculum development, instructional strategies, and leadership.
PowerPoint Presentation - differentiating literacy instruction to increase st...Marion Piper
The document outlines a plan to improve literacy outcomes for English as an Additional Language/Dialect (EAL/D) students through differentiated instruction. It discusses ensuring creativity, excellence, belonging, and a passion for literacy. Teachers are encouraged to consider curriculum, student opportunities to learn, expected work qualities, and assessment to measure success. Quality teaching, learning, resources, and assessment are emphasized to achieve curriculum outcomes and increase EAL/D student success through collaborative planning and professional development.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document discusses a proposed study on the perceptions of students, parents, and teachers at St. Scholastica's Academy of Marikina High School regarding a 12-year schooling system in the Philippines. The study aims to understand how socioeconomic factors, time utilization, and curriculum may impact perceptions of the proposal. It also seeks to determine the implications for learning and significance for Philippine education development. The conceptual framework outlines how the study will assess perceptions, standards, and the implication or rejection of the 12-year plan.
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
The document provides an instructional module for first grade English along with letters addressed to teachers, students, and parents about using the module. It explains that the module was created by the Puerto Rico Department of Education to support independent learning during extraordinary times and encourages students and families to use the provided weekly schedule and suggested accommodations for students with different learning needs.
1. The document proposes an integrated curriculum approach for a middle school focusing on well-being over a 10 week period and linking various subjects like languages, English, drama, health and PE.
2. It involves developing lesson plans for each subject and mind maps to show connections between topics to allow collaborative, in-depth learning across different classes.
3. Assessment of students would evaluate achievement of learning outcomes and subject goals as well as overall understanding of the well-being topic through various activities.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
RTLB working alongside a school on their journey to embed Te Ara Whakamana as a living part of the school culture to support positive behaviour for learning.
This workshop will show how RTLB have supported a school systems request for support and outline the tools and framework used throughout this process.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
Aligning Professional Practice With Te Ara Whakamana: Mana EnhancementTeAraWhakamana
Strategic leadership to embed Te Ara Whakamana requires us to recognise the links to documents that support the development of cultural competencies and inclusive educational practice in our schools. As we move forward, developing a framework for sustainable practice within the kaupapa of Te Ara Whakamana, along with solid inquiries to support ongoing teacher learning, by understanding the links to where Te Ara Whakamana situates itself alongside documents such as Tātaiako and Tapasā or the Learning Support Action Plan, will support effective pedagogical practice and strategic planning.
As the SENCO and Learning Support Coordinator at Arahoe School, Pia Harré supports the implementation of Te Ara Whakamana – Mana Enhancement in this large urban school. Entering their fifth year of being a TAW school, the inquiries that have supported the thinking and actioning of TAW has culminated in wanting to develop a rubric to support a sustainable model for all.
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Curriculum And Instruction Session 3 Learning Targets[1]Laura Chambless
The document discusses the importance of establishing clear learning targets to guide effective curriculum, instruction, and assessment. It defines learning targets as specific, short-term goals that lead to mastery of broader standards. Teachers should deconstruct standards to identify the intended learning, knowledge, skills, or reasoning and write student-friendly "I can" statements. Having visible learning targets allows students and teachers to know what is being taught and assessed and improves student achievement.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
This document presents a proposal to improve the reading skills of 7th grade students at CINDEA San Antonio through the use of memory games. It begins with an introduction and background on the problem of students struggling with reading comprehension. The general and specific objectives are outlined, which aim to establish the effects of memory games on reading skills. Variables, scope, limitations and frameworks are discussed. Analysis of observations, interviews and questionnaires provide data on students' reading abilities and teachers' strategies. Conclusions note that students would benefit from activities to improve English skills. Recommendations include understanding students' needs and focusing on all language skills. A proposal is presented to implement memory games to enhance vocabulary and comprehension.
The document summarizes key issues in achieving quality primary education in Ekiti State, Nigeria. It identifies wide disparities in learning outcomes, poor teacher deployment practices, and poor quality of teaching and learning as major challenges. It recommends prioritizing increasing equitable participation, selecting cost-effective strategies to improve school quality like providing teaching materials and training teachers, and assessing the high cost of teacher salaries against class size and instructional time. The document provides a high-level overview of the current state of primary education in Ekiti and potential strategies and priorities for improving quality.
Educ 15 The Teacher and the School Curriculumvanessahilario4
This document discusses the philosophy, vision, mission, goals and core values of DepEd, CHED, and TESDA in the Philippines. It then asks the learner to analyze whether these align with the aims of the Philippine educational system as outlined in the 1987 constitution.
The learner defends that DepEd, CHED and TESDA's philosophies do support the constitutional aims. DepEd aims to help Filipino children reach their full potential and become responsible citizens. CHED promotes quality and accessible higher education. TESDA provides vocational education and training for employment.
The document then provides an example from the K to 12 curriculum, citing the content area, reading strategies, and critical reading components for Grade
Improving student achievement is very simple Part 1Mann Rentoy
The document discusses improving student achievement through improving teacher quality and effectiveness. It argues that mentoring alone is not sufficient for developing new teachers, and that comprehensive induction programs including initial training, ongoing professional development, administrative support, and other components are needed. Research shows new teachers lower achievement initially but induction programs can reduce teacher turnover rates from over 40% with no training to 18% with comprehensive induction over multiple years. Mentoring should be one part of induction rather than used interchangeably or as a standalone approach.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This document discusses a proposed study on the perceptions of students, parents, and teachers at St. Scholastica's Academy of Marikina High School regarding a 12-year schooling system in the Philippines. The study aims to understand how socioeconomic factors, time utilization, and curriculum may impact perceptions of the proposal. It also seeks to determine the implications for learning and significance for Philippine education development. The conceptual framework outlines how the study will assess perceptions, standards, and the implication or rejection of the 12-year plan.
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
The document provides an instructional module for first grade English along with letters addressed to teachers, students, and parents about using the module. It explains that the module was created by the Puerto Rico Department of Education to support independent learning during extraordinary times and encourages students and families to use the provided weekly schedule and suggested accommodations for students with different learning needs.
1. The document proposes an integrated curriculum approach for a middle school focusing on well-being over a 10 week period and linking various subjects like languages, English, drama, health and PE.
2. It involves developing lesson plans for each subject and mind maps to show connections between topics to allow collaborative, in-depth learning across different classes.
3. Assessment of students would evaluate achievement of learning outcomes and subject goals as well as overall understanding of the well-being topic through various activities.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
RTLB working alongside a school on their journey to embed Te Ara Whakamana as a living part of the school culture to support positive behaviour for learning.
This workshop will show how RTLB have supported a school systems request for support and outline the tools and framework used throughout this process.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
Aligning Professional Practice With Te Ara Whakamana: Mana EnhancementTeAraWhakamana
Strategic leadership to embed Te Ara Whakamana requires us to recognise the links to documents that support the development of cultural competencies and inclusive educational practice in our schools. As we move forward, developing a framework for sustainable practice within the kaupapa of Te Ara Whakamana, along with solid inquiries to support ongoing teacher learning, by understanding the links to where Te Ara Whakamana situates itself alongside documents such as Tātaiako and Tapasā or the Learning Support Action Plan, will support effective pedagogical practice and strategic planning.
As the SENCO and Learning Support Coordinator at Arahoe School, Pia Harré supports the implementation of Te Ara Whakamana – Mana Enhancement in this large urban school. Entering their fifth year of being a TAW school, the inquiries that have supported the thinking and actioning of TAW has culminated in wanting to develop a rubric to support a sustainable model for all.
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills."
Gill Slaughter is an experienced primary school teacher seeking a challenging position that values innovation and community engagement. She holds a Graduate Diploma in Teaching from New Zealand along with qualifications in art, design, and community development. Slaughter has taught students from years 1-8 across a range of subjects and has experience assessing student progress through both formative and summative methods. She is passionate about integrating technology into learning and empowering students. In addition to teaching, Slaughter has held roles advising on health policy, planning addiction services, and facilitating community projects internationally.
Curriculum And Instruction Session 3 Learning Targets[1]Laura Chambless
The document discusses the importance of establishing clear learning targets to guide effective curriculum, instruction, and assessment. It defines learning targets as specific, short-term goals that lead to mastery of broader standards. Teachers should deconstruct standards to identify the intended learning, knowledge, skills, or reasoning and write student-friendly "I can" statements. Having visible learning targets allows students and teachers to know what is being taught and assessed and improves student achievement.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
This document presents a proposal to improve the reading skills of 7th grade students at CINDEA San Antonio through the use of memory games. It begins with an introduction and background on the problem of students struggling with reading comprehension. The general and specific objectives are outlined, which aim to establish the effects of memory games on reading skills. Variables, scope, limitations and frameworks are discussed. Analysis of observations, interviews and questionnaires provide data on students' reading abilities and teachers' strategies. Conclusions note that students would benefit from activities to improve English skills. Recommendations include understanding students' needs and focusing on all language skills. A proposal is presented to implement memory games to enhance vocabulary and comprehension.
The document summarizes key issues in achieving quality primary education in Ekiti State, Nigeria. It identifies wide disparities in learning outcomes, poor teacher deployment practices, and poor quality of teaching and learning as major challenges. It recommends prioritizing increasing equitable participation, selecting cost-effective strategies to improve school quality like providing teaching materials and training teachers, and assessing the high cost of teacher salaries against class size and instructional time. The document provides a high-level overview of the current state of primary education in Ekiti and potential strategies and priorities for improving quality.
Educ 15 The Teacher and the School Curriculumvanessahilario4
This document discusses the philosophy, vision, mission, goals and core values of DepEd, CHED, and TESDA in the Philippines. It then asks the learner to analyze whether these align with the aims of the Philippine educational system as outlined in the 1987 constitution.
The learner defends that DepEd, CHED and TESDA's philosophies do support the constitutional aims. DepEd aims to help Filipino children reach their full potential and become responsible citizens. CHED promotes quality and accessible higher education. TESDA provides vocational education and training for employment.
The document then provides an example from the K to 12 curriculum, citing the content area, reading strategies, and critical reading components for Grade
Improving student achievement is very simple Part 1Mann Rentoy
The document discusses improving student achievement through improving teacher quality and effectiveness. It argues that mentoring alone is not sufficient for developing new teachers, and that comprehensive induction programs including initial training, ongoing professional development, administrative support, and other components are needed. Research shows new teachers lower achievement initially but induction programs can reduce teacher turnover rates from over 40% with no training to 18% with comprehensive induction over multiple years. Mentoring should be one part of induction rather than used interchangeably or as a standalone approach.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
This job description is for a Spanish Teacher position at the British International School of Boston. The key responsibilities of the role include effectively planning and delivering Spanish language instruction aligned with the school's curriculum, assessing student progress and supporting their learning. Additional duties involve participating in professional development, contributing to a positive school culture, communicating with parents, and providing pastoral care and support for students. The ideal candidate will be an inspiring educator committed to helping students achieve high standards and preparing them for future success.
This document summarizes the Philippine Professional Standards for Teachers, which were developed to define teacher quality in the Philippines. It outlines the 7 domains that teachers are required to demonstrate, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning, proficient, highly proficient, and distinguished - and provides descriptors for the knowledge and skills expected at each stage for each of the 37 standards. The purpose is to provide a framework for teacher professional development and quality from pre-service to in-service.
This document provides guidance for teachers on continuous professional development. It discusses reflecting on teaching practice and planning goals for improvement in using new learning delivery modalities. The document includes a self-assessment questionnaire, templates for setting goals and an individual development plan. It emphasizes aligning professional development with the Philippine Professional Standards for Teachers across domains like content knowledge, learning environment, diversity of learners and more. Teachers are guided to identify priorities, choose relevant training programs and discuss topics at their School Learning Action Cell meetings to strengthen practice.
The document discusses the process of transforming a school's curriculum from 2007 to 2010 and beyond. It outlines six critical components needed to successfully lead change: clear educational values and beliefs, a strong professional community, promoting high standards, sustained professional development, partnerships with community organizations, and a systematic planning process. The school is learning to work collaboratively and introduce thinking skills and strategies. An integrated curriculum is envisioned that builds on existing work and focuses on key competencies, big concepts, and connecting learning across areas. Next steps include developing curriculum teams to research learning areas and facilitate professional learning sessions.
Moe powerpoint presentation all day 1 presentation 1 (1)Justine Brock
The document discusses the Programmes for Students (PfS) initiative in New Zealand, specifically the Accelerating Literacy Learning (ALL) component. ALL uses school expertise to evaluate literacy practices and closely monitor a 15-week literacy intervention for small groups of students in their first year of school. Key aspects of ALL include using data to inform decisions, selecting priority students based on data, designing iterative interventions grounded in evidence, and fostering teacher inquiry to accelerate student progress. The goal is to shift students to a faster learning trajectory through culturally-responsive, supplementary programs that catch students up to expected literacy levels.
NCS Learning Support Teacher - Position DescriptionMelanie Morris
This document outlines the responsibilities of a part-time Learning Support Teacher. The key responsibilities include developing and implementing academic programs for students with learning needs, coordinating teacher aides, supporting classroom teachers in implementing education plans, arranging assessments with outside professionals, and administering standardized tests. The position requires a teaching degree, first aid certification, and experience writing education plans and assessments. Duties involve assisting students, collaborating with teachers, and engaging in professional development.
This document discusses educational planning and quality teacher training programs in the Philippines. It describes the establishment of the Ateneo Teacher Center (ATC) in 1985 to provide retraining programs for basic education teachers. The ATC conducts seminars, workshops, and programs to help upgrade teachers' skills. It also assists schools in developing instructional materials and reading programs. While focusing on professional development, the ATC could expand to address teachers' personal and organizational development as well. The document emphasizes the importance of quality education and defining what constitutes a quality education system in the Philippines.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
8920 Partners for Possibility Case Study FAW.PDFAnthony Naidoo
The Symphonia Partners for Possibility programme brought together two people’s passion for quality education, Anthony Naidoo and Annah Lebethe, in transforming a disadvantaged school, Masakhane-Tswelelopele Primary School, and its surrounding community. Through their year-long partnership, they addressed challenges like crime, poverty, and poor facilities by engaging educators, increasing community involvement, and beautifying the school grounds. As a result, educator effectiveness and learner confidence improved, school results increased, and the school became a source of pride for the community.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
Katherine Smith is a teacher aide seeking a teaching position. She has over 10 years of experience working in early childhood education and primary schools. She is committed to literacy and has taken professional development courses to strengthen her skills in literacy teaching methods. Her skills include strong collaboration, managing diverse classrooms, literacy expertise, inquiry-based learning, and supporting students with special needs. She is keen to apply her experience and training to improve outcomes for students.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
Bcpvpa connecting leaders oct 22 2010 siteslater_45
The document summarizes the journey of several schools in British Columbia in developing networks to improve student achievement through teacher collaboration and inquiry. It discusses initiatives like developing writing and social responsibility standards, implementing buddy reading programs between younger and older students, using formative assessment strategies, and engaging in international networking projects. The overall goal is to transform learning for students through sustained collaborative efforts across schools.
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1. SPECIALIST TEACHING: PRACTICUM PLAN
STUDENT NAME: PAULA MURRAY ENDORSEMENT AREA: Complex Educational Needs Due date: 6th April 2018 (40%)
Practicum Plan Summary
Learner Profiles and Planned Activities
Learner Context Planned Activities Planned Hours
Kotiro
Year 6 girl
NZ European
10yr 4mth
Enrolled as N/E
Complex Behaviours
Six years Primary Education at THS
ILE learning environments introduced at
THS during time at school
Learning in an ILE classroom with 60+
students
MOE involved with student
Interview learner, parents,
current teachers, TAs and
other support staff – Meet
more than once during this
practicum for feedback and
updating of information,
strategies, goals etc.
Personal PD around Te
Pikinga ki runga and the use
of Te Huia Reflective
Questions.
Discussion with kotiro about
how she is feeling about
school and her transition to
Year 7 and a new school.
Creation of culturally-
responsive transition plan
and information folder.
Engage in learning around
PATH and facilitate a PATH
interview.
Review information and
update knowledge around
UDL and LWL for discussion
40
2. and inclusion within
Information Folder.
Meet with transition team
from 2019 school to discuss
their expectations and share
information with them. Is
there anything else they
would like to know?
Academic assessments
completed and curated for
2019.
Revisit and make links to:
- Rights of the child
- Inclusive Ed in NZ
- NZ Disability Strategy
Tama 1
Year 6 boy
NZ Māori
NZ European
10 yrs 9 months
Transferred in 2014
from mainstream
school
Complex Behaviours
Transitioned to THS in 2014 from Havelock
North area
Learning in an ILE classroom with 60+
students
Interview learner, parents,
current teachers, TAs and
other support staff – Meet
more than once during this
practicum for feedback and
updating of information,
strategies, goals etc.
Personal PD around Te
Pikinga ki runga and the use
of Te Huia Reflective
Questions.
Discussion with Tama 1 about
how he is feeling about
school and his transition to
year 7 and a new school
Creation of culturally-
responsive transition plan
and information folder
40
3. Engage in learning around
PATH and facilitate a PATH
interview.
Review information and
update knowledge around
UDL and LWL for discussion
and inclusion within
Information Folder.
Meet with transition team
from 2019 school to discuss
their expectations and share
information with them. Is
there anything else they
would like to know?
Academic assessments
completed and curated for
2019.
Revisit and make links to:
- Rights of the child
- Inclusive Ed in NZ
- NZ Disability Strategy
Tama 2
Year 3 boy
Samoan
NZ European
7yr 6mth
Transferred in 2016
from Special Needs
School
Transitioned to THS in 2016 from Special
Needs School
TA support in place ( x 3 shared role)
SEA
Specialist Teacher
Interview learner, parents,
current teachers, TAs and
other support staff
(Strengths, Needs and
Expectations, Tama 2’s
anxieties and current
strategies being used). Meet
more than once during this
practicum for feedback and
updating of information,
strategies, goals etc.
40
4. High CEN
- Communication
- SLT
- OT
- PT
- T.Aides
- SEA
- Spec Teach
Creation of culturally-
responsive transition plan
and information folder
Regularmeetings with SEA
working with Tama 2 to
discuss progress and possible
adaptations to plan.
Review information and
update knowledge around
UDL and LWL for discussion
and inclusion within
Information Folder.
Meet with 2019 teachers to
discuss Information Folder. Is
there anything else they
would like to know?
Relevant assessments
completed and curated for
2019 (Use of Narrative
Assessment).
Revisit and make links to:
- Rights of the child
- Inclusive Ed in NZ
- NZ Disability Strategy
Inclusion of AT as required
within Information Folder
and Transition planning.
120
Other Activities to Support Competencies/Standards
Context Competency/Standard/Goal Planned Activities Planned Hours
Domain One:
Te Tiriti O Waitangi
Partnership
To review, reflect on how I can make links
between the 3 principles of Te Tiriti O
Waitangi and my practice.
Reflect on Research by Bateman, Cavanagh, Glynn
and Macfarlane (2007) into Creating Culturally-
Safe Schools for Māori Students.
5. Revisit learning from CORE 2016 (Domain 6).
Revisit Ka Hikatia.
Revisit Tataiako.
Revisit Te Tiriti O Waitangi.
Conversations with Kaiako Māori.
7
To grow my competence and confidence in
using Te Reo in everyday situations within
the learning environment and on the marae.
Te Reo Professional Development.
Present Pepeha at staff meeting.
Lead opening and closing karakia at whole school
assembly.
Lead waiata at whole school assembly.
Learn the basic structure of a mihi to close
morning karakia.
To use Te Reo as a normal expectation within my
planning and practice.
Ongoing
5
ongoing
Domain Two:
Professional Learning
To ensure that as part of my professional
learning I take my own well-being into
account.
Help set up Wellness Teamat school. No hours
allocated as this
is an ongoing
part of my
personal
professional
growth plan.
6. To have a clear, current understanding of
UDL and LWL and to apply these to my
practice.
Join NZCER in order to access and review current
educational research.
To regularly engage in conversations with
other professionals in regard to my practice
as a classroomteacher, working in
collaborative learning environments.
Seek feedback, through observation from other
teachers’, team leader and Deputy Principal
(appraiser) to support ongoing growth and
development with regard to the Professional
Standards.
No hours
allocated as this
is an ongoing
part of my
personal
professional
growth plan.
Provide Practicum Plan -Formative Feedback for
another CEN student.
Domain Three:
Professional Relationships
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.
Create study information presentation for Senior
Leadership Team (SLT) and Staff.
Presentation to 2 other schools on island
(includes CoL group).
Presentation on learning around UDL and LWL –
Principal and SENCO
5
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.
Undertake Professional Development on Effective
Professional Communication Skills. ongoing
Domain Four:
Learning – Focused Culture
To grow my knowledge and resource bank of
strategies and programmes used by other
teaching staff to support students.
Create and build a resource bank of strategies
and programmes currently used by other
teaching staff including TA’s, and found to be
effective with current students.
Share Resource Bank with staff.
7
To have a clearunderstanding of the cultural
make of the school as a whole and the
individual classes I teach.
Create students survey
Work with office manager to create a graph
which shows the cultural make-up of the school
as whole and of the individual classes.
7
7. By the end of the 2018 appraisal cycle to
meet the requirements for the NZ Teaching
Standards.
Complete Professional Inquiry
Complete Post Graduate Diploma in Specialist
Teaching (CEN)
Domain Six
Teaching
To be able to create and develop Language
Experiences to support early and struggling
writers use of oral language when
developing, planning and sharing their ideas
for writing.
Track oral language development and writing
progression of students identified as part of
Professional Inquiry Process.
Reflect on progress of students bi-weekly.
No hours
allocated as this
is an ongoing
part of my
personal
professional
growth plan.
To extend my knowledge around enabling
students to set their own goals and work
with others to grow learning for all.
Learning Progressions for identified Professional
Inquiry students.
No hours
allocated as this
is an ongoing
part of my
personal
professional
growth plan.
31
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?”
8. 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 2016-2027
teaching in a
Māori/English Bilingual
Unit (Primary yrs 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
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
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
Waitangi.
Links to te Tiriti o Te Waitangi
Audio/Video – interview with at
least 1 Kaiako Māori.
Links to CORE 2016 (Domain 2)
9. 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 yrs 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
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
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.
Possible Evidence/Artefacts:
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.
10. 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 for18
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.
Learn the basic structure of
a mihi to close karakia.
Possible Evidence/Artefacts:
Video of mihi, closing morning
Karakia.
Video - Sharing my pepeha at staff
Meeting.
Copy of transition planning/information
folder incorporating te reo and
tikanga Māori in its delivery.
2. PROFESSIONAL LEARNING
Use inquiry, collaborative problem-solving andprofessional learning toimprove professional capabilityto impact on the learningand achievement of
all learners
11. 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?”
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
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
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.
Evidence Based Practice
Assignment.
Interprofessional
Practice Assignment.
Possible Evidence/Artefacts:
Practicum Plan.
Practicum Assignment.
References to research.
12. will have clear
documentation that
shows, through inquiry,
that I am a reflective,
effective practitioner.
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
Possible Evidence/Artefacts:
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
Goal:
To complete all aspects
of my Post Graduate
Diploma of Specialist
Teaching on time and in
depth.
Possible Evidence/Artefacts:
EBIP Paper – Forum Posts.
PATH – Research – adapt to meet
a student’s needs.
13. 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 EBIP
paper and Practicum.
Projection:
By the end of the
appraisal cycle I will
have a clearer
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.
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 Teamlinks.
14. 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 Marautanga
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.
Demonstrate an
understanding of, and apply
in practice the principles of
inclusive pedagogies,
including, but not limited
to, Universal Design for
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.
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
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.
Share my learning of
UDL and LWL with
SENCO and Principal.
Possible Evidence/Artefacts:
Attend, engage and participate
in the February and July
Workshops for diploma of
Specialist Teaching (CEN).
Reflection on how I use and
can adapt my practice using
UDL and LWL.
Links to NZCER.
Presentation to SENCO and
Principal.
15. Learning, and Learning
Without Limits.
review my
understandings and to
show them clearly in
my classroomplanning
and reflections
Projection:
By the end of 2018 I will
have reviewed current,
relevant research with
regard to 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.
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.
Collaborate with other
professionals involved in
assessment, teaching and
learning for children with
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
am in their classrooms
and seeking feedback
regarding overall
planning and any
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).
Possible Evidence/Artefacts:
EBIP Forum Posts.
Practicum Feedback to Emma.
Practicum Feedback from
Emma.
Emails.
Observation Feedback –
classroom practice - from LH,
CC and TP.
16. complex educational needs,
using the principles of
interprofessional learning
and practice.
Understand and
demonstrate in practice the
principles of Integrated
Effective Practice.
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
17. Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner
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?”
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
always will and always
has been ‘the best
interests of the child.’
Goal:
To build and engage in
reciprocal, collaborative
learning-focused
relationships with the
stakeholders involved with
my identified students
Amended goal
following Formative
Feedback:
To build and engage in
reciprocal,
collaborative learning-
focused relationships
with the stakeholders
of identified students
to support their
transition.
Possible Evidence/Artefacts:
Forum Posts
Attend , engage and participate in
February and July Block
Courses for Diploma of
Specialist Teaching (CEN)
Transition plans
Information Folder
Added artefact ideas
Following Formative
Feedback :
Literature Review on
transition for children with
diverse needs.
Interview with a parent
18. Projection:
By the end of the
Practicum assignment I
will have built reciprocal,
collaborative learning-
focused relationships
with all 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
seeking their perspectives/
views on the support they
would like to see/ receive
during transitions.
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:
By the end of 2018 I will
have developed my
communication skills. I
will be able to hold
professional and difficult
conversations in a
professional manner.
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.
Possible Evidence/Artefacts:
Forum Posts.
Emails.
Transition plans.
Information Folder.
Material from Professional
Development.
Possible Artefact added
following Formative
Feedback:
Share the knowledge I gain
through the communication
PD in a workshop with staff.
19. 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:
By the end of 2018 I will
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
findings to the Senior
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.
Amended Goal
following Formative
Feedback:
To share information
with educators around
developing a shared
vision around inclusive
education.
Activity:
Revisit UDL.
Revisit Learning without
Limits.
Revisit Te Tiriti O Waitangi.
Create and share study
information presentation
Possible Evidence/Artefacts:
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.
Possible future activity – See
amended goal.
20. Leadership Team and
with their approval, with
staff.
for Senior Leadership Team
and staff.
Present study information
presentation with 2 other
schools on island (includes
CoL group)
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.
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.
Possible Evidence/Artefacts:
Information folders.
Possible Artefact added
following Formative
Feedback:
Reflection on how
informal assessment was
gathered – the challenges
and opportunities
21. Projection:
By the end of the
professional practicum I
will have a clear set of
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.
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?”
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
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 Evidence/Artefacts:
Information Folders.
Ongoing reflections with
students, teachers, family and
whanau.
22. family/ whānau voice
unless the student has
an IEP in place and even
then I do not feel the
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:
By the end of 2018 I will
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?
possible adaptations for
learning.
Foster trust, respect and
cooperation with and
among learners so that
they experience an
Demonstrate an
understanding of the
principles, contexts and
practices that enhance
Score: 7
Context:
As a classroom
practitioner I have
always worked hard to
Goal:
To grow my knowledge and
resource bank of strategies
and programmes used by
other teaching staff
Possible Evidence/Artefacts:
Resource Bank
23. environment in which it
is safe to take risks.
students’ friendships and
positive social relationships
foster trust, respect and
co-operation with and
among learners. I have
always begun every term
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
Practicum assignment I
will have grown my
knowledge base and
resource bank of
strategies and
programmes that have
including TA’s to support
current students.
Activity:
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.
24. proved to be effective
for other teachers.
Demonstrate high expectations
for the learning outcomes of all
learners, including for those
learners with disabilities or
learning support needs.
Recognise and respond
effectively to the varied
strengths, interests and
needs of individuals and
groups of akonga.
Score: 7
Context:
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
Practicum assignment I
will be able to show,
through the transition
folder, and
differentiated planning
that the strengths and
individual needs of each
identified student have
been taking into account
Goal:
To promote high
expectations of the learners
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
Possible Evidence/Artefacts:
Information folder
Differentiated planning
25. when creating
experiences towards
transition to 2019
classes.
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
Practicum assignment I
will be able to show, in
planning and reflection
of my practice how I take
into account the needs
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.
Possible Evidence/Artefacts:
Labelled classroom photos
Planning documents
Links to UDL and LWL
26. of the individual
students, specifically
those identified in case
studies.
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
understanding of the
actual cultural make-up
of the school and the
individual students I
teach.
Goal:
To have a clearer
understanding of the
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
Possible Evidence/Artefacts:
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
children and young people
with complex educational
needs and their families,
and demonstrate this
philosophy in practice
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
Goal:
To have a good background
knowledge of all the
students I work with.
Activity:
To revisit UDL and LWL and
to suggest/make
Possible Evidence/Artefacts:
Observation feedback from
peers.
Information Folders
Links to UDL and LWL within
planning and reflection.
27. with children, young
people, families and
whanau, and
professionals.
longer I am in this role
the better I get to know
the students and the
more I am able to
demonstrate a
philosophy of inclusive
education.
Present:
I am still getting to know
the students in some
classes. I amin 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.
adaptations to learning
environments in
collaboration with students
and teachers
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.
Goal:
By the end of the appraisal
cycle (end 2018) to meet
the requirements of the
New Zealand Teaching
Standards.
Activity:
Professional Inquiry.
Possible Evidence/Artefacts:
Appraisal Documentation
Feedback from Principal and
DP (appraiser).
Completion and graduation
from Post Graduate Diploma
of Specialist Teaching (CEN).
28. 2017 was not a good
year for me personally
and professionally.
Projection:
By the end of the
appraisal cycle to be able
to show that I am
meeting all relevant
regulatory, statutory and
professional
requirements,
Post Graduate Diploma of
Specialist Teaching (CEN).
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.
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?”
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
understanding of the
student as being situated
within the NZ curriculum.
Score: 3
Context:
Working with identified
students for
professional inquiry and
Practicum assignment
Present:
Goal:
To explore and gain a
greater understanding
of PATH.
Activity:
To use PATH with at
least one of the
identified students
Possible Evidence/Artefacts:
Documentation related to an
understanding PATH.
Documentation showing
outcomes for student of
incorporating PATH within their
learning/transition plan.
29. This is an area where I
believe I still have much
learning to do.
Projection:
By the end of this
Practicum assignment I
will have explored in
greater depth PATH.
within my Practicum
assignment.
Gather, analyse and use
appropriate assessment
information, identifying
progress and needs of
learners to design clearnext
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:
Working with identified
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
Practicum assignment I
will have a greater
understanding of
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.
Possible Evidence/Artefacts:
Critical review of the narrative
approach to assessment.
Narrative approach
assessment (work in progress) of
an identified student.
30. narrative approaches to
assessment.
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
Tiriti o Waitangi partnership
in New Zealand.
Score: 5
Context:
2016-2017 teaching
within Māori bi-lingual
unit
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
Practicum assignment I
will have revisited the
2016 CORE readings and
others on culturally
responsive practice to
refresh my approach
and practice in this area
Goal:
To have a refreshed
understanding of how I
can ensure my practice
is a culturally
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
Possible Evidence/Artefacts:
Links to readings
EBIP Forum posts
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
children and young people
with complex needs.
Score: 4
Context:
Working across the
whole school.
Present:
There are many cultures
across the school
population. I am
Goal:
To undertake my own
professional
development around
the Te Pikinga ki runga
and the Te Huia
reflective questions
Activity:
Possible Evidence/Artefacts:
Observation notes
Reponses to Te Huia
reflective questions.
Links to Readings
31. currently focusing on
the needs of the
students identified
within my professional
inquiry and my
Practicum assignment
Projection:
By the end of the
Practicum assignment I
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.
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.
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
Goal:
To refresh my
understanding of the
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
Possible Evidence/Artefacts:
Survey results
Reflections on MOE websites
in relation to my own
practice.
Reflections on NZ disability
strategy in my own practice.
32. the child, including
those with CEN, are
taken into account.
Projection:
By then end of this
Practicum assignment I
will have re visited the
current and relevant
documentation on the
rights of the child,
children with disability
and inclusive education
understanding of the
Rights of the Child and
Inclusive Education in
Aotearoa/NZ learning
environments.
6. TEACHING
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace .
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?”
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-
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
Possible Evidence/Artefacts:
EBIP Forum Post
Survey results
Teachers AT wish list
Links to CORE 2016 (Domain 5)
33. 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
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.
tech, which 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.
Revisit CORE 2016 (Domain
5) to review learning
around AT.
Possible Artefact added
following Formative
Feedback: Reflection –
Opportunities and
challenges of using AT in
the learning environment at
my school.
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
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
Possible Evidence/Artefacts:
Review and reflections on
readings.
34. strengths and interests to
achieve success as Māori.
Projection:
By the end of the
Practicum assignment I
will have a greater
understanding of how I
can specifically support
Māori learners with CEN.
Revisit Ka Hikitia
Read Creating Culturally
Safe Schools (2007)
Te Reo PD – In school
Activity added
following Formative
Feedback:
Watch and Reflect on
Sonja Macfarlane’s –
Five Cultural
Competencies of
Tataiako
Use an increasing repertoire of
teaching strategies, approaches,
learning activities, technologies
and assessment forlearning
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
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
Practicum assignment I
will have researched
information and possible
PD in the areas of:
Goal:
To develop my
understanding of the
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.
Possible Evidence/Artefacts:
EBIP Forum Posts
Discussions with RTLB, SLT and
SEA attached to the school.
Links to readings.
Links to CORE 2016 (Domain 5).
35. the use of assistive
technology to
enhance the
development of
language and
communication,
and to enhance
learning within the
NZ curriculum
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.
Further readings on
assessment for
communication.
Revisit 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
Support the generalization
of learning across a range
of contexts
Score: 5
Context:
Working with identified
students as part of
professional inquiry
Present:
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
Goal:
To be able to create and
develop language
experiences to support
early and struggling writers
use of oral language when
developing, planning and
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.
Possible Evidence/Artefacts:
Tracking documentation.
Bi-weekly reflections.
Teach in ways that enable
learners to learn from one
Teach in ways that enable
learners to learn from one
Score: 7 Goal: Possible Evidence/Artefacts:
36. another, to collaborate, to self-
regulate and to develop agency
over their learning.
another, to collaborate, to
self-regulate and to develop
agency over their learning.
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
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
Learning Progressions for
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,
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.
37. 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
Practicum assignment I
will 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-
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:
Possible Evidence/Artefacts:
Learning Progressions for
identified Professional Inquiry
students.
Interviews with identified
Professional Inquiry students.
Interviews with classroom
teachers.
38. 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
Practicum assignment I
will 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.
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.
Opportunities and Challenges
Including possible strategies for overcoming challenges.
OPPORTUNITES CHALLENGES
o BuildingInterprofessional Relationships
o Visitingotherschools –Howotherschoolsdothings
o Strongrelationshipswithotherteachingstaff
o Teachinginclassesacrossthe entire school
o Creatinga resource/processthatcouldbe implementedacrossthe school
o Creatinga resource/processthathasthe studentatitscore
o Creatinga resource/processthathasthe potential tohave apositive
impacton a child’sviewof,attitude to, andexperience of school.
o To grow and developmyownprofessional practice andteaching
philosophy
o To lookfor opportunitiestoworkwithinthe SpecialistTeachingfield.
o DP – verysetinways.Doesnot appearto have the same philosophyasme
and I alwaysfeel asthoughIhave it all wrongwhenI am speakingwithher.
PD oneffective professionalcommunication.
o Time Management– Creatingtime tomeetwithteacherswhoalready
have a heavyworkload. Presentation –Lookingforbuy inandsupport.
Combiningmeetingswithotherthings – Howcan I supportthem? –
Reciprocity.
o Confidence –ThatI will be able toachieve all of thisinthe given
timeframe. Takingtimeoutforme! Regularcommunicationwithother
CEN students,family andfriends.AskforsupportformCoursefacilitators.
o Confidence –approachingparentsof one of these studentsmaybe tricky.
The knowledgethatif one is a no go thenI still havetwo I am certain of.