Nga Paerewa

Standards for the teaching profession (school 1)

Mauria te pono - believe in yourself

Te Tiriti o Waitangi Partnership

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

Initial understanding:

Before exploring the Te Tiriti O Waitangi through more profound understanding, I knew very little about the complexities and lasting effects today due to Te Tiriti's signing. My lack of knowledge comes from having never been investigated throughout my schooling. I always knew that the 6th of February was a day recognised as when the two parties (British Crown & Ragatira) united together and signed the document as a way of moving forward; however, the implications post-signing are something that I have lacked up until this point in my learning as an adult.

Evidence:

Add in recording of using Te Reo Mihimihi and Pepeha

Whare Tapu Whā Unit Plan Whare Tapu Whā

Reflection:

My Te Reo and Māori Culture learning journey has grown immensely this year, especially during my placement at Putāruru Primary School. Our kura has a large Māori role, so it is important that Māori culture is reflected throughout daily instruction. I have introduced Te Reo Kupu as much as possible and enjoy starting our day through Māori waiata and karakia. Throughout the five-week placement, I introduced the whare tapa whā model, where we focused on the Māori hauora, the importance of the four pillars, and how they symbolise the foundations for good health and well-being. Through this unit, I learned alongside our ākonga, creating our whare wall display and adding illustrations throughout our learning around each pillar. I see how honoring Te Tiriri O Waitangi is fundamental when teaching our tamariki. We can only navigate our future of equity by understanding our past.

Professional Learning

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

Initial understanding:

To continue to learn professionally, whether through upskilling or learning new skill sets like language or musical instruments. Professional learning could also be considered learning to and from your students. We are forever learning and subconsciously do this throughout our day. By learning new skills, we can reinforce our students and ensure they obtain the best possible education.

Evidence:

Reflections - Reflections for evidence

Assignment that challenged me Numeracy Assignment

Numeracy marking comments Marking comments

PD - Te Mātaiaho Curriculum Refresh Training PD - Teacher Only Day - Led by Reshma Patel -Harman

Reflection:

Through my ongoing learning and observations, I see why it is important to continue to upskill. I was very fortunate to be a part of PPS professional development regarding the curriculum refresh. This was a day of rich learning, understanding my why, and looking into the new curriculum framework Te Mātaiaho which is exciting, relevant, and removes ākonga from the traditional box. I am so excited to teach this new curriculum. As a parent, I am happy my kids will experience the refreshed framework designed by our tamariki for our tamariki. I also pushed myself to learn Maths, a subject I have forever struggled with. Challenging myself to look into various strategies to teach maths required me to dig deep and study hard to attain the desired grade. I will continue to grasp any chance to upskill when possible as I continue on my learning journey.

Professional Relationships

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

Initial understanding:

Professional relationships are the foundation of providing quality education. Knowing your learners and their background is essential to provide adequate support throughout their learning journey. Whānau will appreciate you more as an educator if you can build a relationship centered around whanaungatanga. Professional relationships could also be around ethics that an educator uses.

Evidence:

MT mid-year report MT mid year report

Knowing my learners: V2 Whānau

Reflection:

Knowing your learners is vital for success. I believe it is important to get to know each learner, their passions, what drives them, their cultural background, languages spoken, and whānau dynamics. I know that a lot of our ākonga within V2 don't necessarily live with Mum and Dad, so knowing who they live with and building on that professional relationship is key to ākonga trusting you, resulting in positive classroom culture, which is then reflected in their learning. I sat down with all the learners within V2 and focused on having a relaxed korero with them, allowing us to confer with one another allowing me to learn about them. During my placement, I also met whānau through learning conferences and our open Matariki evening. During these opportunities, I made myself available and took the time to introduce myself to our ākonga's whānau, which I believe was well received.

Learning-focused Culture

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

Initial understanding:

Learning-focused culture creates an environment where all students are set up to succeed. Success may be achievable by installing a more collaborative approach to your teaching style or scaffolding your students when delivering instruction. Students today have many mixed abilities, so you can focus on learning to achieve by allowing adaptability within your classroom.

Evidence:

Brainstorm strategies and routines and class infographic.

Infographic Putāruru Primary V2 Infographic

Reflection:

My MT shared with me a piece of advice that I will take with me: during the first few weeks of term one, you need to drive in the expectations that you expect from your learners. Megan said it would be hard, and you would feel like you are repeating yourself, but it will pay off, and you could easily manage your class for the remainder of the year. I have observed Megan's classroom strategies and how they help with the daily running of the class. A couple of systems that stood out to me was the classroom treaty, where rules are agreed upon and set out by the ākonga, holding them accountable for any wrongdoings. V2 also has a banker buck system where ākonga are rewarded for making good choices but can also be fined for poor decisions. Having a large Māori student roll, we ensure that Māori culture and Te Reo are used throughout daily instruction. Consistency allows ākonga to know what is expected from them and, as a result, creates a positive learning environment. V2 is a welcoming class. There is a lot of love and compassion, and every student is validated.

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.

Initial understanding:

You know your learners and where their strengths and weaknesses are. In understanding your learners, you can cater to their needs and allow extra support/scaffolding when needed. By acknowledging your student's backgrounds, you can also use this information when planning lessons and perhaps encourage your students to share their stories empowering the class and learning from each other at the same time.

Evidence:

Small group reading lesson plans: Small group reading plans

Class Resource - Whakataukī affirmation cards and Writers Checklists

Daily affirmation cards are introduced at the start of the day and reinforced throughout the daily instruction to enforce encouragement and success.

Writers Checklist includes basic writing requirements that can be ticked off by the students as they work on their writing.

Reflection:

V2 has a range of mixed-ability learners. A couple of students require additional support throughout their learning, so I have learned that it is important to cater to the differing needs when instructing lessons. One way to make learning successful is by having group rotations where pre-planned work is selected depending on the student's abilities. This ensures that students are progressing at their own pace. This all links back to knowing your learners, what works for them, and ensuring that your teaching pedagogy reflects this. Small group instruction within lessons like literacy allowed me to work with groups of ākonga on similar levels. During my five-week placement, I made whakataukī daily affirmation cards that we could collectively look back on during our daily learning. The whakatukī cards affirmed and encouraged ākonga, allowing them to believe in themselves. I also made writing checklists that can be used to help students tick off what is required when doing the writing. Having these checklists allowed students to be more independent in their work.

Teaching

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

Initial understanding:

Teaching is delivering lessons and instructions to children and supporting them on their learning journey through whakamana values. Our job is to respect, encourage, and empower our learners to succeed and grow, which may be done through pedagogical effective lesson delivery.

Evidence:

Assessment gathering & Tech Lesson

Assessment Gathering

Assessment gathering - Including observation of MT, group PD on moderating for e-Asttle, and testing two students on GLOSS.

Running Records

Observation of MT - Running record which resulted in the students moving onto PROBE as fluency was great but comprehension requires more practice.

GLOSS Testing

Observation of MT - Then testing two students using the GLOSS assessment. Both students had clear basic facts but require additional learning in multiplication and fractions. feedback given included using current basic fact knowledge and expanding that current knowledge through skip counting in 2, 5, and 10's in order to solve basic multiplication. Fractions require work and would need to be taught from scratch.

e-Asttle (Moderating)

Team meeting to go over e-Asttle moderating to ensure we are all marking similarly to one another. We moderated two pieces of writing and our marking was consistent which is what we were wanting to achieve. I enjoyed learning how to do this and found it valuable for my ongoing practice.

Matariki Stars Digital Tech Lesson

Matariki Stars Digital Lesson: Tech Lesson

This tech lesson was fun and relatable to what we are currently learning within the class through our Matariki unit. The idea was picked up from an Apple Education Webinar that both myself and my MT took part in. The tamariki were engaged and blown away by what they had created which was an interactive Matariki star using School Setches and Keynote Apps.

Reflection:

I enjoyed observing assessment gathering in running records, PROBE, e-asTTle, and GlOSS. I had the opportunity to assess some of our tamariki using GLOSS. It was enriching and valuable knowledge to add to my kete. During my placement, I made my own assessment pack, including all the above assessments, to take with me on my learning journey. I found assessment gathering, both formal and informal interesting and quite fun to do. I still feel like I would benefit from additional training regarding assessment gathering, but this is something I will improve on the more I do it. It is evident that we are teaching tech natives and that the tamariki love all aspects of digital learning. Through our Matariki learning, I shared something I had learned through Apple Education with a group of students, where we created a Matariki star on the Apple Sketches app and animated it through the keynote. Finding ways to teach tamariki that is relevant and appealing can make all the difference, so I must upskill myself on the many benefits of tech to use them to help students with their learning.

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