Pages

Sunday, 3 December 2017

Practicing Teacher Criteria

Practising Teacher Criteria

Introduction

The Practising Teacher Criteria describe the criteria for quality teaching that are to be met by all fully certificated teachers in Aotearoa New Zealand.
The Practising Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Overarching statements

  1. Teachers play a critical role in enabling the educational achievement of all ākonga/ learners 1.
  2. The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
  3. In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
  4. In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach.

Criteria and key indicators

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values.
Fully certificated teachers:
Criteria
Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga
i. engage in ethical, respectful, positive and collaborative professional relationships with:
  • ākonga
  • teaching colleagues, support staff and other professionals
  • whānau and other carers of ākonga
  • agencies, groups and individuals in the community
2. demonstrate commitment to promoting the well-being of all ākonga
i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
4. demonstrate commitment to ongoing professional learning and development of personal professional practice
i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance personal professional knowledge and skills
5. show leadership that contributes to effective teaching and learning
i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.
Fully certificated teachers:
Criteria
Key Indicators
6. conceptualise, plan and implement an appropriate learning programme
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice
ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
7. promote a collaborative, inclusive and supportive learning environment
i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga
ii. foster trust, respect and cooperation with and among ākonga
8. demonstrate in practice their knowledge and understanding of how ākonga learn
i. enable ākonga to make connections between their prior experiences and learning and their current learning activities
ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts
iii. encourage ākonga to take responsibility for their own learning and behaviour
iv. assist ākonga to think critically about information and ideas and to reflect on their learning
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
iii. modify teaching approaches to address the needs of individuals and groups of
ākonga
10. work effectively within the bicultural context of Aotearoa New Zealand
i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
11. analyse and appropriately use assessment information, which has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whānau in the collection and use of information about the learning of ākonga
12. use critical inquiry and problem-solving effectively in their professional practice
i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning community

iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga
In this document, the term akonga has been chosen to be inclusive of all learners in the full range of settings, from early childhood to secondary and beyond, where the Practising Teacher Criteria apply.

INQUIRY 2018

Inquiry 2018



Achievement Challenge

[insert CoL Achievement Challenge]

Inquiry 2018

[insert 2018 Inquiry]


Thanks to Karen Ferguson for the graphic descaign.


Manaiakalani CoL : Teaching Inquiry Framework



Thursday, 21 September 2017

Week 9

Today I sit my exam and it too bad I did not past but I will resit again second week of the holiday. I did not have time to finish off this exam. I did not have enough practice to be pass so between now and than I will practice hard out so I will pass next time.



Thursday, 14 September 2017

Create New Site

Today I learn how to create new site and how to post all my sites that I need everyone to see. I am able to link all my colleague's site and blog  to my site. It is an amazing course today this is the first time Iam doing this and I thank god for the blessing I have today. I will sit my exam L1 next week and wish me luck

Akesa 's new site 


Thursday, 7 September 2017


Week 8

Today I trying to edit my side to look beautiful.  They put up my site on the projector and the rest of the group have comment. I feel alright because they comment and give me a good feedback and now I am started fixing up my side hopefully it will blingbling new skills how to download goggle keep to take note more fun

Food Tech Site

Friday, 1 September 2017

https://sites.google.com/a/tamaki.ac.nz/stptu/


Week 7

https://sites.google.com/a/tamaki.ac.nz/stptu/homeToday I am learning how to embed a link into my site. I try to do this with the help of the three co ordinator and I am still loss. Finish the course at 3pm and I went home. I was sit down straight away and try to finish off this task before I fell asleep and they all disappear. Finally I manage to insert all the task it need to insert and now I know how heart to activate my sort memory to align with my long term memory to remember the step by step so it won't take me for 6 hours to do this little things

Tuesday, 22 August 2017

Week 6


Today I learn how to make a new side and how to create, label, name and rename what I want to put into my side. Follow the instructor is very hard when you not familiar with the computer's icon etc. But I try my best to follow. From 8am to 3pm I suppose to do my site without help but at the end I still put up my hand and ask for help. Anyway I manage to put up everything Dorothy want us to do. I need to practice my site skills day by day so I will not forget it.