Goal:
My goal is to show how my teaching helps the tamariki/rangatahi in my class learn and grow.
Actions Taken:
To reach this goal, I have planned and taught lessons that keep students involved and meet each student’s learning needs. I have used ways to check their learning, like observing them, giving feedback, and doing simple tests to see how they are progressing and what they need help with. I’ve also talked with other teachers to learn new teaching ideas that could make me a better teacher. By thinking about what went well and what didn’t after each lesson, I’ve been able to make small changes to improve my teaching and better meet the needs of my students.
Ongoing Evidence of Progress:
I have evidence that my teaching is making a difference. This includes student assessment results, samples of their work, and feedback from students and colleagues. For example, I’ve seen progress in students’ reading and maths skills, showing that certain teaching methods have helped them improve. Students often share their thoughts during discussions, showing that they are engaged and understanding the material. Observations from my mentor teacher confirm that the methods I’m using to keep students involved and provide extra help are working well. This ongoing evidence shows that my teaching is making a positive impact.
How This Goal and Evidence Shows the Standards:
This goal connects with two Professional Standards:
Te Tiriti o Waitangi partnership and Design for Learning. First, by including Te Ao Māori ideas in my lessons, I’m meeting the Te Tiriti o Waitangi partnership standard. I use Māori language and culture in my teaching to support and respect each student’s identity. This helps all students feel valued and included. Second, the Design for Learning standard is shown through my use of different ways to track student progress and adjust my teaching to meet their needs. By doing this, I can make sure that each student is improving in a way that works best for them. This shows that I’m planning lessons thoughtfully to help each student learn in a meaningful way.
Goal:
My goal is to use more Te Reo Māori in my lessons to help students learn and connect with their culture.
Actions Taken:
To reach this goal, I have started using more Te Reo Māori words and phrases in my teaching each day. I greet students, give instructions, and name common items in Te Reo Māori to help them get used to the language. I’ve also found resources like books, posters, and songs in Te Reo Māori to use in lessons. I’ve talked with other teachers to get tips on using Te Reo Māori in natural ways that fit into my teaching. By practising Te Reo myself, I’m gaining confidence to use it more in the classroom.
Ongoing Evidence of Progress:
There are several signs that I’m making progress. Students are beginning to use some of the Te Reo Māori words and phrases I’ve introduced, which shows they are learning and enjoying it. I keep a list of new words and phrases I add each week. Other teachers and my mentor have given positive feedback, saying that it’s great for students to feel more connected to Te Ao Māori. I also see students getting more interested and involved during lessons that include Te Reo Māori, which tells me they enjoy learning it.
How This Goal and Evidence Shows the Standards:
This goal supports two Professional Standards: Te Tiriti o Waitangi partnership and Learning-focused Culture. First, using more Te Reo Māori shows I am meeting the Te Tiriti o Waitangi partnership standard. By including Te Reo, I show respect for Māori culture, which helps students feel their culture is seen and valued. Second, this goal also meets the Learning-focused Culture standard. Using Te Reo Māori in my daily teaching helps create a classroom where students feel excited to learn new things and proud of their culture. This builds a positive, supportive classroom where students feel comfortable, included, and connected.
Goal:
My goal is to support diverse learners in both reading and maths.
Actions Taken:
To achieve this goal, I’ve been using a range of strategies to meet the different needs of my students. In reading, I provide books at different levels so that each student can learn at a comfortable pace. I also use group activities and one-on-one sessions to give extra help where needed. In maths, I introduce new concepts with hands-on materials and visual aids to make learning easier for students with different learning styles. I regularly ask students questions to check their understanding and adjust my teaching as needed. I also seek advice from other teachers about ways to support students who may need more help or a different approach.
Ongoing Evidence of Progress:
Evidence of my progress includes students’ reading and maths work, assessment results, and feedback from students and colleagues. I’ve noticed improvements in students’ reading fluency and comprehension, showing that the tailored reading strategies are helping. In maths, students are gaining confidence and understanding in basic concepts, which is evident in their work and responses during lessons. Feedback from my mentor teacher also confirms that using different methods and materials to support each learner’s needs is helping to improve student learning.
How This Goal and Evidence Shows the Standards:
This goal connects with two Professional Standards: Learning-focused Culture and Design for Learning. First, by creating a learning-focused culture, I ensure that every student feels supported and encouraged in both reading and maths. I set up a positive and safe space where students know they can take their time to learn and are not afraid to ask for help.
Second, Design for Learning is reflected in how I adapt my teaching for each learner’s needs. By using different tools and activities for reading and maths, I make sure that all students, regardless of their learning styles or skill levels, are able to make progress. This careful planning shows that I am committed to designing lessons that help all students succeed.