Reflective Question: What do I do to establish working relationships with my äkonga, their
whänau and my colleagues and others to support the learning of those I teach?
Questions I might ask myself:
- What is the nature of the relationships I have with students, colleagues, parents and caregivers?
- How can I develop these further?
- How can the deans, the guidance counsellor, RTLB, SENCO, SCT, HOD, colleagues or senior management help me?
- How can I access/use personal information about students that may affect my teaching?
- How can I access agencies, groups, individuals in the community?
- Who is out there and how might they support me?
- What do I do to establish effective working relationships with my ākonga, their whānau and my colleagues and others to support the learning of those I teach?
Criterion 2: Well being of Learner
Reflective Question: How do I show in my practice that I actively promote the
well-being of all äkonga for whom I am responsible?
Questions I might ask myself:
· How can I access/use personal information about students that may enhance the effectiveness of my teaching?
· How can I access agencies, groups, individuals in the community?
· Who is out there and how might they support me?
· What type of environment have I created in the classroom?
· What sort of behaviour should a focussed and engaged student exhibit?
· If student(s) are not engaging, is it because they do not feel safe either physically, socially, culturally or emotionally?
· Can I make a difference by changing an aspect of my interaction with student(s) or delivery of a lesson? How?
· Who can help me?
· What is acceptable behaviour (for everyone) in the classroom and what routines can be used to achieve this?
· What are the different learning styles my students might have?
· Does my teaching style meet the needs of the different learning styles of students?
· Where can I learn about different learning styles?
· Are my lessons interesting, varied, relative, contextual?
· What are the relevant regulatory and statutory requirements and where do I find out about them?
· How do I show in my practice that I actively promote the well-being of all ākonga for whom I am responsible?
Criterion 3: Bicultural Relationships/Partnership
Reflective Question: How do I reflect in my professional work respect for the cultural
heritages of both Treaty partners in Aotearoa New Zealand?
Questions I might ask myself:
· What is my understanding of a bicultural partnership?
· What does showing respect for cultures look like?
· How have I incorporated this knowledge into my planning and execution of lessons?
· Have I actively sought appropriate assistance at this planning stage?
· How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the Treaty of Waitangi?
· How do I develop and maintain links with these cultures – including the families/whānau?
· How do I fit in to the local community? (Do I have a link with the local marae?)
· Who could best mentor me in this work? How do I continue to advance my professional learning in this area as a teacher?
Criterion 4: Professional Learning and Development
Reflective Question: How do I continue to advance my professional learning
as a teacher?
Questions I might ask myself:
- How do I identify what professional learning opportunities would be required and what would be of value?
- Who can best advise me on professional development opportunities?
- What are the obligations of the school to facilitate these opportunities?
- Were PD goals achieved?
- Did the PD meet my needs this year?
- Where to now?
- How do I know what to move on to?
- What further PD do I need?
- How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?
Criterion 5: Leadership
Reflective Question: How do I help support my colleagues to strengthen teaching and
learning in my setting?
Questions I might ask myself:
· How do I become a leader?
· What is a leadership role?
· What do I do to show leadership?
· How can my mentor support me in these areas?
· What are my areas of responsibility?
· How do leadership opportunities contribute to effective teaching and learning?
· What contributions do I make to my PLC?
· What do I have to do to show leadership in the classroom and my curriculum area?
· Do I understand effective feedback and forward processes?
· How do I help support my colleagues to strengthen teaching and learning in my setting?
Criterion 6: Planning
Reflective Question: What do I take into account when planning programmes of work
for groups and individuals?
· What are the aims of my unit/programme?
· How do my aims link to learning outcomes?
· What resources can I use?
· What teaching strategies can I use?
· Do I need to check/update my knowledge of content?
· Can I make real world connections to my unit of work?
· Who can best advise me with content knowledge and planning?
· How can I ensure that I meet the wide range of learning needs in my class? (How do my students’ best learn?)
· What do my students already know? How do I access and use appropriate data to ensure my programmes are effective?
What do I take into account when planning programmes of work for groups and individuals?
Criterion 7: Inclusive
Reflective Question: How does my teaching practice promote an environment where
learners feel safe to explore ideas and respond respectfully to others in the group?
Questions I might ask myself:
· Do I understand the effective pedagogy section of the NZC?
· What is my understanding of effective learning setting management?
· What does effective learning setting management look like?
· What are successful motivation strategies?
· Who can advise me in this area?
· How have I incorporated motivation strategies into my planning and execution of lessons?
· How do my teaching styles foster trust, respect and cooperation?
· How do I manage learning setting behaviour?
· How do I learn from others practices, both positive and negative? How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
Criterion 8: How Akonga Learn
Reflective Question: How does my teaching reflect that I understand the main
influences on how my äkonga learn?
Questions I might ask myself:
· How do I establish background information?
· How do I elicit the information from the students?
· How much information should I allow to influence my planning?
· How does my teaching reflect that I understand the main influences on how my learners learn?
· How am I planning my strategies based on my student needs?
· How do I demonstrate knowledge of my learner, their backgrounds, interests and identity?
· Do I provide students the opportunity to reflect on their learning experiences?
· Do I allow my students to reflect on their learning and behaviour?
· Do I allow students to set themselves personal goals?
· How do I support the students to implement their personal goals?
· How does my teaching reflect that I understand the main influences on how my ākonga learn?
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Criterion 9: Diversity
Reflective Question: How does my knowledge of the varied strengths, interests and
needs of individuals and groups of äkonga influence how I teach them?
Questions I might ask myself:
· What are the important social and cultural influences on learning in this school?
· What best practice teaching approaches are effective for learners in a multicultural context?
· What are the needs of the learners at this school?
· How have I incorporated this knowledge into my planning and choice of assessment?
· How will I best utilise the technologies and resources available to me?
· Do I understand analysis and use of relevant data?
· Am I aware of the languages in the cultures that I teach?
· Am I engaging the learners in my teaching in a cultural context?
· Am I flexible in my teaching approaches?
· How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?
Crtiterion 10: Bicultural Context
Reflective Question: In my teaching, how do I take into account the bicultural context
of teaching and learning in Aotearoa New Zealand?
Questions I might ask myself:
· What is my understanding of a bicultural partnership?
· How have I incorporated this knowledge into my planning and execution of lessons?
· Have I actively sought appropriate assistance at this planning stage?
· What are the educational aspirations of my Māori learners?
· How do I plan to develop these aspirations?
· Are my expectations clearly communicated for my Māori learners?
· How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the treaty?
· How do I develop and maintain links with these cultures – including the families/whānau?
· How do I fit in to the local community? (Do I have a link with the local marae?)
· How do I practise and develop my use of te reo Māori? (use of Māori greetings, terms and descriptive words)
· Who could best mentor me in this work?In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?
Criterion 11: Assessment
Reflective Question: How do I gather and use assessment information in ways that
advance the learning of my äkonga?
Questions I might ask myself:
· Can I use the school’s SMS to generate the information I need?
· Have I looked at the school-wide assessment data via the SMS system? How do I use this information to plan teaching and assess student progress?
· What other sources of data could I be using?
· How do I know that my students are progressing?
· Have I used a range of sources of data?
· Do I need someone to help me interpret the data?
· How do I gather and use assessment information in ways that advances the learning of my ākonga?
Criterion 12: Inquiry
Reflective Question: How do I advance the learning of my äkonga through critical
inquiry within my professional learning?
Questions I might ask myself:
· What impact does higher level teaching and learning have on the students I teach?
· Where can I source information on critical enquiry?
· Who uses critical enquiry currently in my learning community?
· What changes will I make with regard to the feedback?
· How do I keep this a manageable part of my development? What evidence do I seek that my teaching is advancing the learning of all my ākonga?
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