Evidence for the Teaching Standards

Standard 1-
Elaborations of the standard-
Possible evidence-
Te Tiriti o Waitangi partnership-
Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand.

Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

Practise and develop the use of te reo and tikanga Māori.


Waitangi day/Matariki focus
Pepeha
Greetings and daily language instructions
Interacting with whanau in a way that respects and acknowledges their culture
Rakau
Ki o Rahi
Poi
Marae visit
Charts in both languages in the class
Integrating maori language and culture in both English and te Reo
Use of TKI maori unit plans
Targeting students who are maori
On going professional development.
Integration of Te Reo and other (Childs) languages into class programmes.
Respect for customs and protocols. Powhiri, KapaHaka, Mihi and School Waiata (Local history)-Specialist teacher support.
Pronouncing Te Reo words correctly
Whanau and community are welcome in all rooms
Powhiri to start the year
Foster pride in tikanga/te reo knowledge
Use Te Reo Maori in classroom and around the school
Integrating ao maori in the classroom
Celebrating individuality and cultural differences
Ongoing professional development - increasing our own knowledge and understanding
Classroom displays incorporate te reo
Class communication to parents includes te reo
Discuss Treaty and recognise what it stands for
Class greetings, bi-cultural signs, using numbers in te reo, days months in te reo
Encourage others to use te reo
Incorporating daily use
Building on your knowledge and confidence
Children in your class with strength encouraged in leadership roles
Recognise the need for responsibility of developing te reo
Integrating TeReo across the curriculum- in daily practise
Use ministry resources (ie Tataiako and Ka Hikitia)
Ongoing Professional development
Maintaining high expectations
Building and maintaining relationships with families from early in the year
Display high expectations for learning
Valuing different ways of learning
Using a variety of teaching styles
Treat children as individuals and meeting their needs
Teacher modelling of desired behaviour/work


Standard 2-
Elaborations of the standard-
Possible evidence-
Professional Learning-
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.


Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

Critically examine how my 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.

Engage in professional learning and adaptively apply this learning in practice.

Be 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.

Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.





Professional Reading - independent or ‘suggested’
Literacy advisers and implementing ideas
Focusing inquiry based on needs in your class and researching
Staff meetings
Collaboration with colleagues
Coaching with Susan
Reflections
Involvement with ALiM/ALL/Incredible Years/BT days/PB4L etc
Visiting other schools
Colleague Support via social media
Virtual Learning Network
Literacy PLD work
Google PD
Online “PD in  your PJs” online seminars done
Changes made to teaching after learning done
Responding to student voice
Reflections on changes made in practice based on feedback from colleagues, admin, students, etc.
Longworth Education PD Learning Through Play (play based learning)
Through social media keeping abreast of changes in policy eg:Education Review/ Educational Council published on FB
Manaiakalani PD




Standard 3-
Elaborations of the standard-
Possible Evidence-
Professional relationships-
Establish and maintain professional relationships and behaviours focused on the learning and well-being of each learner.


Engage in reciprocal, collaborative learning-focused relationships with:
learners’, family and whānau teaching colleagues, support staff and other professionals agencies, groups and individuals in the community.

Communicate effectively with others.



Reports and Conferences
Open Door Policy
Blog Site
Camp
School Events (Art Week + Fun Run etc)
School Newsletters
Term Newsletters
Emails
ECE visits
Team Meetings
Mentor Teachers
Staff Notices
PD opportunities (internal and external)
Foundation room transitions (Management, syndicate, whanau)
Planning Checks
Target Learners









Standard 4-
Elaborations of the standard-
Possible evidence-
Learning-focused culture-
Develop a culture which is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.


Develop learning-focused 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 learners so that they experience an environment in which it is safe to take risks.

Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

Create an environment where learners can be confident in their identities, languages, cultures and abilities.

Develop an environment where the diversity and uniqueness of all learners is accepted and valued.

Meet relevant regulatory, statutory and professional requirements.


Communication with whanau
Whanau evening
Anniversary reporting
Colleague classroom visits
Pepeha
Greetings and daily language instructions
Interacting with whanau in a way that respects and acknowledges their culture
Marae visit
Trips to Waitangi
Charts in both languages in the class
Ongoing professional development.
Acceleration sessions 
Respect for customs and protocols. Powhiri, KapaHaka, Mihi and School Waiata (Local history)-Specialist teacher support.
Inquiry on ‘Treaty of Waitangi’ early in year
Pronouncing Te Reo words correctly
Whanau and community are welcome in all rooms
Powhiri to start the terms
Foster pride in tikanga/te reo knowledge
Use and integrate Te Reo Maori in classroom and around the school
Celebrating individuality and cultural differences
Classroom displays incorporate te reo
Discuss Treaty and recognise what it stands for
Class essential agreement/treaty
Differentiated learning tasks
Students’ work shared, displayed and valued
Culturally inclusive practices - greetings in different languages
Displays related to students’ own cultures
Sharing students’ interests
Modelling peer feedback



Standard 5-


Elaborations of the standard-
Possible evidence-
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.


Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.

Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.


Differentiated Planning
Sheena Cameron Books
Tailoring programmes to meet the needs of target students
Te Reo Maori links in planning
Monitor data
Wedge Graphs
Reflecting on your own practice (regular reflections)
Planning includes exposure to all areas of the curriculum
Familiarise yourself with Ka Hikitia and Tataiako
Mixed Ability Teaching
Reports




Standard 6-
Elaboration of the standard-
Possible Evidence-
Teaching-
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.


Teach in ways that ensure all learners are making sufficient progress, monitor the extent and pace of learning, focusing on equity and excellence for all.

Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

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.

Teach in ways which 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.


Planning
Formative assessment - photos, whiteboard drawings,  blog evidence, observation, conferencing, standard tests, peer self assessments, student self assessment, needs analysis, reports
Incorporating Te Reo into classroom practice
Kapa Haka opportunities and enrichment, Pepeha, Hangi,
eLearning. prompts, build student agency, google sites, Hapara.


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