Teacher Responsibilities
Introduction
Guidelines and expectations for teachers teaching at Pt England School in 2015.
We envisage Team Leaders using the points outlined in this paper along with the Professional Standards for Teachers as part of the appraisal process.
Please note that you are required to have an Individual Action Plan with appropriate goals specified as part of your inquiry into practice, our professional learning programme and our performance management system
We expect all our teaching staff to use Google Sites to plan and lead student learning
We expect all students to have an individual progress folder in Google Docs where they can collect and collate a record of their learning.
We expect all classes to have a Class Blog
From Y2 onwards we expect all students to have their own individual blog.
Curriculum Programmes
Detailed documentation about this is to be found in the Pt England Learning Website.
Foundations Planning
Reading, Mathematics, Writing
groups defined and up to date
method of group teaching defined and practised
timetable defined and adhered to
Thematic Planning
Science, Social Studies, The Arts, Health, PE/Fitness, te reo Maori
timetable defined and adhered to
planning is thorough
ie clear track from Achievement Objectives through Unit Plan, to Week Planner
Evaluation and Assessment is accurate and up to date
Mandatory Integration/Inclusion
Digital Learning
te Reo
NESB
Hauora
The Arts
English ( with the exception of graded Reading )
Key Competencies
The Pt England Way
CyberSmart
Consistency of approach, terminology and method will be kept in mind and constantly reinforced.
Classroom Management
Expectations
- pupils will behave appropriately
- pupils will wear correct school uniform
- pupils will complete set tasks
- pupils will progress at a rate appropriate to their potential
- pupils will have the necessary stationery and equitable access to technology
Routines
- pupil movement
eg desk-to-floor, lining up, walking as a class
- listening to teacher
- settling to work
- acceptable noise levels
eg busy noise, disruptive noise
- inappropriate behaviour procedures
In Your Absence
-Planned: Leave relevant, straight forward work for your class.
-Unplanned: Team member to supply straight forward, relevant work.
Planning
Term Overviews
- clearly map the learning activities for a term
Unit Plans
- create a clear link between Term Overviews and Week Planners/Class Site
- assessment is completed
- Week Planner/Class Site is up to date
- Ensure planning & preparation are all completed in advance of student needs
- give an accurate track of the outworking of the plan
Assessment
- assessment criteria and assessment comments are entered
at the beginning and end of units of work.
-assessment from previous term to be on in the relevant repositiory by week 2 of each term.
- assessment to be delivered to children via evaluation rubrics etc
- assessment data to be completed for pupil home report.
Teacher Planning
-will be visible to team leaders & managers
Assembly Database
-assessment data entered at the right times
- ensure pupil profile data is accurate.
- liaise with office where appropriate
Environment
Classroom Layout
- Presentation / Publication
- walls
- pupils' work (with captions)
- charts etc (e.g. learning approach charts) (Pt England Learning Model)
-Smarts ( please include ‘Food Smart’ & CyberSmart)
-Volume Indicator
Books/Docs
- clearly defined layout (consistency)
- high expectation
-regular feedback and commenting from teacher
Topic Display
- centres for: English, Maths, Topic, Library, eLearning, Inquiry etc
- related to present units of work
- displaying pupil work
- interactive and informative
- for pupils
- for visitors eg parents
Relationships
Pupils
- care and concern
- identify special needs
Parents
(“The customer is always right!!”)
- regular and clear communication
Staff
- professional
- proactive
-friendly
-collaborative
Professional Development
In school
staff meetings
team meetings
in class support, observations, modelling & individual conferencing
Outside school
Manaiakalani
Maths PLD
conferences
papers