BOIC Inquiry Professional Growth Portfolio for 2021

Teacher Job Description

Name:

Position: Classroom Teacher

Responsible to: First instance: Head of Faculty; Second instance: The Principal

Review Period: Annually

Primary Objectives:

1. To facilitate effective teaching, learning and assessment in the specific subject area and to work towards providing equitable learning outcomes for all akonga;

2. To provide a well-managed and positive classroom learning environment that enables students to gain self-confidence and to experience success [NZ Curriculum Principles; Values and Diversity];

3. To provide a learning environment which is culturally sensitive, safe and meets the students’ needs for gender and racial equality and for students’ special learning needs;

4. To role-model the behaviours and the learning aspirations we expect to foster in the students;

5. To assist the school to realise its School Vision and Mission Statement and to attain its yearly Charter Targets;

6. To participate positively in professional development in order to facilitate these objectives;

7. To be self-reflective about the quality of their teaching based on the latest ‘Best Evidence Synthesis’ documents on Quality Teaching and to be focussed on continually inquiring into their teaching and its impact on all akonga;

8. To collect their own evidence throughout each year to illustrate how they are meeting, or in the process of meeting, the six Teaching Standards;

9. To share and discuss this evidence with their appraiser at regular appraisal meetings and set their new, challenging and realisable goals for the following school year.

Teaching Standards

Key Indicators

Results expected / how they are measured:

Evidence Provided /observed? [ Brief details] Performance comment [with Appraiser’s signature]PLD Required, where appropriate

1. Te Tiriti o Waitangi partnership:

Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand

Continue to develop understandings of the Treaty of Waitangi
Communicate clearly and accurately in either, or both of the official languages of New Zealand
Continue to develop understandings and skills in the appropriate usage and accurate pronunciation of te reo Maori

Bi-cultural nature of school reflected as appropriate and possible (including learning resources and display materials)
Elements of Te Reo / Tikanga Maori included into lessons and classroom as appropriate and possible
Makes a concerted effort to pronounce Maori names and words correctly
Develops Maori language Knowledge appropriate to the learning area
Participates positively in Maori cultural eventsRecognising and respecting the histories,
heritages, languages and cultures of the students in the classroom {incorporates students prior knowledge into the teaching and learning process- as is culturally appropriate}
Seeks guidance on cultural matters when required from the College’s Maori Liaison Officer and/or colleagues within the Maori department
Following CR&RP in the classroom as per school guidelines {specifically and effectively address the educational aspirations of akonga Maori, displaying high expectations for their learning}
Teacher in the classroom models kaupapa whakanui- project respect { respect for others and their culture; respect for self; respect for the environment; respect for achievement, respect for responsibilities}
Develops understanding of the Treaty of Waitangi and its principles
Understands and recognises the unique status of tangata whenua in Aotearoa New Zealand

2. Professional Learning:

Use Inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners

Communicate effectively with families, whanau and caregivers
Establish constructive relationships with students
Demonstrate a commitment to their own ongoing learning
Participate individually and collaboratively in professional development activitiesSupport and provide assistance to colleagues in improving teaching and learning
Contribute positively to the life of the school and its community
Demonstrate a sound knowledge of current learning and assessment theory
Provide appropriate feedback and feedforward to studentsShare information with colleagues
Evaluate and reflect on teaching techniques and strategies with a view to improvement

Participates constructively in the appraisal process; takes ownership of own appraisal and the principle of “continuous improvement” within practice
Reflects on own teaching, using evidence from a range of sources and strives to develop and grow professionally
Assessment data used to improve student learning and inform teaching strategies within the classroom
Engages in professional learning and adaptively applies this learning to practice in the classroom: {keeps a record of PLD attended}
Seek and responds to feedback from learners, colleagues and other educational professionals and engage in collaborative problem solving and learning- focussed collegial discussions
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.
Exhibits integrity, reliability and sound judgement; in all relationships with colleagues and students
Communicates in an open, constructive well mannered, accurate and timely manner
Abides by The Code, its Values and Professional Responsibility as set out by the Educational Council to meet requirements of certification re Practising Certificate every three years
Contributes to the professional needs/activities of the department
Contributes to the development of useful resources
Critically examines how 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
Engages in professional reading, records appropriate notes and practices applicable to appraisal goals: applies these throughout the appraisal cycle
Attends and participates in any professional learning groups and discussions
Shows awareness of students’ cultural and individual needs via teaching styles and resources used in units of work taught; incorporates this into planning overall- lesson plans
Takes all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

3. Professional relationships:
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner

Communicate effectively with families, whanau and caregivers
Establish constructive relationships with students
Develop and maintain a positive and safe physical and emotional environment
Create an environment which encourages respect and understanding
Continue to develop understandings of the Treaty of Waitangi
Plan and use appropriate teaching programmes, strategies, learning activities and assessmentsDemonstrate flexibility in a range of effective teaching techniques
Make use of appropriate technologies and resources
Impart subject content effectively
Engage student positively in learning
Establish expectations which value and promote learning
Be responsive to individual student needs

Effective Classroom management and handling of discipline issues according to school discipline pathwaysTeacher referrals and actions follow training pathways for students to improve their learning
Accurately keeps period by period registers; follows up with students, parents/caregivers if student attendance in class is dropping of f{ below 85% school’s goal for every student}
Conducts themselves appropriately at all times, never bringing the school or teaching profession into disrepute
Exhibits integrity, reliability and sound judgement in all professional relationshipsAbide by the Teachers Code of Professional Responsibility and Values as laid down by The Education Council
Contributes to the development of useful resources
Encourages students to take responsibility for their own learning
Communicates in an open, constructive, well mannered, accurate and timely manner
Maintains confidentiality and trust at all times, unless the safety of a student or staff member necessitates any disclosure of information to the most appropriate person or organisation
Establishes effective working relationships with colleagues; if any wrong has been committed quickly restores relationships with colleagues and students through schools RJ focus
Supports and assists colleagues in professional duties
Meets scheduled requests for information in a timely manner
Engages in all meetings and policy groups discussions in a constructive manner- {does not shirk responsibility; is a team player}
Teacher in the classroom models desired behaviour
Shows awareness of students’ cultural and individual learning needs via teaching styles and resources used
Implements college behavioural guidelines and expectations and records positive and negative incidents in a timely manner on ths school SMS system
Establishes a positive and safe physical, cultural and emotional environment
Use of praise and a reward system is evident Clarity of instructions / Effective use of voice / assertiveness
Aimed at appropriate level for all students including learning needs of GATE, less able students and ESOL students
Communicates clear and accurate assessment for learning and achievement information
Actively contributes and works collegially, in the pursuit of improving own and organisational practice, showing leadership particularly in areas of responsibility
Responds professionally to feedback from members of their learning community; deals with conflict in an appropriate and responsible professional manner

4. Learning-focused culture:
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety

Develop and maintain a positive and safe physical and emotional environment
Create an environment which encourages respect and understanding
Manage student behaviour effectively
Establish constructive relationships with students
Maintain a purposeful working environment
Engage student positively engaged in learning
Establish expectations which value and promote learning

Effective Classroom management and handling of discipline
Teacher referrals and actions follow training pathway to improve learning
All akonga demonstrate respect for each other and the classroom resources
Resources are aimed at appropriate level for all students including learning needs of GATE, less able students and ESOL students
Encourages students to take responsibility for their own learning
Develop learning-focussed relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning
Foster trust, respect and cooperation with and among akongaTeacher movement / positioning is effective and inclusiveBehaviour Feedback and feedforward given; is responsive to student concerns, needs, rights and diversity
Demonstrates effective management of the learning setting which incorporates successful strategies to engage and motivate akonga
Establishes clear and effective classroom routines which is inclusive of all
Applies a variety of differentiated strategies, to support students to meet their ‘targets’ for success; following school kaupapa related to ‘academic counselling ‘ procedures
Actively supports cross curricular and extra curricular activities as negotiated
Undertakes school duties as directed by the Principal and as is reasonably required and in keeping with signed Job Description each year

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

Plan and use appropriate teaching programmes, strategies, learning activities and assessments
Demonstrate flexibility in a range of effective teaching techniques
Make use of appropriate technologies and resources
Impart subject content effectively
Engage student positively in learning
Establish expectations which value and promote learning
Be responsive to individual student needs
Communicate clearly and accurately in either, or both, of the official languages of New Zealand
Demonstrate a sound knowledge of current initiatives in school, {KEP; RJ; Academic Counselling} and current

Select teaching approaches, resources and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners prior knowledge
Gather analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional support or adaptations that may be required
Design and plan culturally responsive, evidence based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand
Harnessing the rich capital that learners bring by providing culturally responsive and engaging texts for learners
Design learning that is informed by national policies and priorities
Follows a planned programme addressing the needs of students and the requirements of the NZC and NCEA
Effective lesson introduction and sharing of Learning Intentions / Success Criteria evident in all classrooms
Variety of activities engages akonga / Lesson structured and effectively paced
Effective lesson ending / final discussion of Learning Intention and Success CriteriaBi-cultural nature of school reflected as appropriate and possible (including learning resources and display materials).
Use of resources / technology noted, as appropriate to learning
Use of praise and a reward system is evidentAcademic Feed back and feedforward given
Articulates high expectations for all students avoiding deficit theorising
Demonstrates a sound knowledge of current learning and assessment theory

6. Teaching:
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace

Are competent in relevant curricularConceptualises,and plans an appropriate learning programme; uses appropriate teaching programmes, strategies, learning activities and assessments
Impart subject content effectively
Demonstrate a sound knowledge of current learning and assessment theory
Provide appropriate feedback to students
Evaluate and reflect on teaching techniques and strategies with a view to improvement

Able to articulate clearly the aims /Learning Intentions of teaching and give sound professional reasons for adopting these aims and implementing them into their practice
Follows a planned programme addressing the needs of students and the requirements of the NZC and NCEA
Teach in ways that ensure all learners are making sufficient progress and monitor the extent and pace of learning, focussing on equity and excellence for all
Specifically support the educational aspirations for Maori learners taking shared responsibility for these learners to achieve educational success as Maori
Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners
Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning
Assist akonga to think critically about information and ideas and to reflect on their learning
Enable akonga to make connections between their prior learning experience and their current learning activities
Teach in ways that enable learners to learn from one another, to collaborate, to self regulate and to develop agency over their learning
Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning
Demonstrate awareness of NZC, assessment and learning developments
Demonstrate awareness of up-to-date subject knowledge and pedagogy
Uses an appropriate range of assessment techniques including formative and summative assessment
Able to write and critique assessment tasksMaintains accurate and comprehensive assessment records, recorded on the school’s SMS in Markbooks as directed by HOF and SLT.
Maintains a comprehensive record of each student’s attendance either via blue roll book or electronically as long as past records / data can be retrieved;
Follows college communication policies and procedures in a timely and correct manner;
Produces reports on time, written thoroughly and in detail, following all college guidelines and instructions;
Foster involvement of whanau in collection and use of information about the learning of akonga

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