This document contains a list of resources, readings, and reflections that were used by a teacher during their practicum. The resources are grouped under various standards and cover topics like culturally responsive practice, the Treaty of Waitangi, student transitions, assessment, assistive technology, and learning progressions. The reasons provided for each resource indicate they were chosen to help the teacher develop their knowledge and skills in areas like cultural responsiveness, evidence-based practice, collaboration, and supporting students with additional learning needs.

1. Resource Standard Specific Reason for Choice
Audio/Video
Web Link
Reflections
1.1
1.1
1.1
2.4
Interview with Kaiako Māori.
Linking Standards to Te Tiriti O Waitangi.
Re visiting:
CORE (Domain 2)
Tataiako
Ka Hikatia
Te Tiriti O Waitangi
Reading – Bateman, Cavanagh, Glynn and
Macfarlane (2007). Creating Culturally Safe Schools
for Māori Students.
To review and reflect on how I link the 3
principles of Te Tiriti O Waitangi to my
practice.
A quick ‘go to’ resource for support the
linking of the 3 principles of Te Tiriti O
Waitangi in my practice.
To re-engage with readings, government
strategies and documents that link to
culturally responsive practice in order to
re-engage how I incorporate these
expectations in my practice.
Video Clip
EBIP Forum Posts
Chart
Chart
1.2
1.2
1.2
1.2
Poutama for scaffolding knowledge.
Learning from Course Readings and with, from and
about other students.
Effecting Change for Māori Students.
Te Huia Model – Reflective Questions.
To use my knowledge of the cultural
make-up of the classes I teach to create
culturally responsive planning and
learning experiences.
As above.
A quick ‘go to’ resource to support
culturally responsive planning and
learning experiences for students.
A quick ‘go to’ resource to support
culturally responsive learning about

2. Transition Folder 1.2
1.3
Inclusion of student and family/whānau voice in
planning for a culturally responsive transition.
As above.
students and how to incorporate this
knowledge within my practice.
A resource supporting the student and the
new teacher towards a positive, culturally
responsive transition experience.
As above.
Video
Video
1.3
1.3
Me closing morning karakia in the bi-lingual unit
with a mihi.
Me sharing my pepeha at staff meeting.
Me closing morning karakia in the bi-
lingual unit with a mihi.
Me sharing my pepeha at staff meeting.
Practicum Plan
Assignments –
EBIP
Interprofessional
Practicum
2.1 Evidence of learning. To provide evidence that I am inquiring
into and reflecting on my practice in an
ongoing way, using evidence from a range
of sources.
Transition Folder
Personal Professional
Philosophy
2.2
2.2
Inclusion of student and family/whānau voice in
planning for a culturally responsive transition.
Developing personal, professional philosophy.
To continue developing my personal,
professional philosophy through critical
examination of my own assumptions and
beliefs.
As above.
Practicum Portfolio
Links to Resource
2.3
2.3
Completion of all aspects of my Post Graduate
Diploma of Specialist Teaching, on time and in
depth.
Evidence of my involvement in the School Wellness
Team.
Completion of all aspects of my Post
Graduate Diploma of Specialist Teaching,
on time and in depth.
To ensure that as part of my professional
learning I take into account my own well-
being.

3. PATH 2.3 PATH interviews with student/s. To grow my knowledge about different
programmes, strategies for support
students and adapting them to meet
individual needs.
Reflection
Google Slide Show
NZCER Links
2.4
2.4
2.4
Revisit UDL and LWL
Presentation to SENCO and Principal.
Using NZCER for locating current, relevant
evidence based research.
To have a clear, current understanding of
UDL and LWL and to apply this to my
practice.
To share my learning of UDL and LWL with
others.
Evidence of accessing current, relevant
evidence based research.
Practicum Formative Feedback
Observation Feedback
2.5
2.5
Formative Feedback on my Practicum Planning.
In school feedback by teachers, team leader, and
or deputy principal (appraiser).
Through collaborative formative feedback
from peers and other professionals to
reflect on my plan and make relevant
changes.
Feedback and engaging in professional
conversations with colleagues supports
my own reflections on my practice as well
as collaboration, student focused learning
and an expectation of well-being of
akonga and their rights under the UNCRC.
(The focus of this practicum is students
with CEN but it is important to create a
practice where this is the norm for all
akonga.)
Transition planning and folder 3.1 The resulting information folder from reciprocal
and collaborative learner-focused relationships of
stakeholders involved with case study students.
Through the promotion of collaborative,
supportive and inclusive relationships and
learning environments transitions of
children with CEN become a positive
experience for all stakeholders.

4. Forum Posts 3.1 EBIP forum posts. Learning with, from and about others,
knowledge, resources, experiences and
skills to support transitions for students
with CEN.
Forum Posts
Transition Plans
Information Folder
Material from Professional
Development
3.2 Evidence of a growing ability to communicate in an
effective professional manner.
Communication effectively with others in
order to build and engage in reciprocal,
collaborate learning-focused relationships
with the stakeholders involved with my
case study students.
Google slides Presentation 3.3 Presentation to SENCO and Principal.
Presentation to other schools (including WaiCol
Group).
To take a leadership role in sharing
information with other educators on the
island.
Transition Folder 3.4 Curation of information, assessment and other
records for case study students.
To appropriately use formal and informal
assessment information to enhance
positive student transition.
Transition Folder 4.1 Curation of information, assessment and other
records for case study students. This includes
student and family/whānau voice.
To appropriately use formal and informal
assessment information to enhance
positive student transition. These to
include student and family/whānau voice.
Resource Bank 4.2 Resources gathered from a range of sources. Growing my knowledge of strategies and
programmes used by other teaching staff
including Teacher Aides, to support
current students.
Transition Folder 4.3 Folder created to promote positive transitions for
students with CEN. These are differentiated to
meet the needs of the individual and are based on
high expectations and individual strengths.
Folder created to promote positive
transitions for students with CEN. These
are differentiated to meet the needs of
the individual and are based on high
expectations and individual strengths.
Transition planning
Photographs
4.4 Annotated planning showing adaptations made in
order to allow students with CEN to, with all other
akonga, be engaged, active participants in learning
environments designed to meet their learning
needs.
To allow students with CEN to, with all
other akonga, be engaged, active
participants in learning environments
designed to meet their learning needs.

5. Graph
Survey Results
4.5 Graphed data on cultural make-up of the school
and individual classes.
To have a clearer understanding of the
cultural make-up of the school and the
classes I teach.
Transition Folders
Observations Feedback
4.6
4.6
As previously noted.
As previously noted.
To have good background knowledge of
the students I work with.
Feedback from Appraiser
Graduation documentation
4.7
4.7
Meeting the relevant regulatory, statutory and
professional requirements.
As above.
Meeting the relevant regulatory, statutory
and professional requirements.
As above.
PATH interview 5.1 PATH interview with student/s. To explore and gain a greater
understanding of PATH.
Critical Review 5.2 Critical Review of Narrative Assessment. To have a deeper understanding of
narrative approaches to assessment.
EBIP Forum Posts 5.3 EBIP Forum Posts. To refresh my understanding of how I can
ensure my practice is a culturally
responsive, evidence-based one.
Responses to Te Huia
Reflective Questions
5.4 Responses to Te Huia Reflective Questions. To show development of my cultural
knowledge by undertaking my own
professional development around Te
Pikinga ki runga and the Te Huia Reflective
Questions and to trial these in my
practice.
Survey Results 5.5 Results of a survey of staff about their
understanding of the Rights of the Child and
Inclusive Education in New Zealand.
To refresh my understanding of the rights
of the child and inclusive education in NZ.
To gain an understanding of the current
level of knowledge within my workplace.
Forum Posts
Survey Results
AT Wish list
6.1 EBIP Forum Posts
Results of survey asking teachers about AT, low,
med, and high tech that they currently use within
their classrooms.
To grow my understanding of how AT can
be used to enable students with CEN to
access the curriculum and support
ongoing learning progress.
6.2
6.3

6. Tracking documents 6.4 Tracking of students struggling with writing.
building of Oral language.
To create and develop language
experiences that support early and
struggling writers use of oral language
when developing, planning and sharing
their ideas for writing.
Learning Progressions 6.5 Learning progressions for targeted students – oral
language.
To extend my knowledge in enabling
students to set their own goals and work
with others to grow learning for all.
Learning Progressions
Student Interviews
6.6 Student voice included in how accessible the
progressions are and their understanding of what
learning achievements and next learning steps are.
To ensure the methods currently used are
easily accessible and understood by all
akonga.