Personal reflection
Gary's reflection (Principal)

Fully registered teachers:
Key Criteria
Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of akonga
i. engage in ethical, respectful, positive and collaborative professional relationships with:
·   akonga
·   teaching colleagues, support staff and other professionals
·   whanau and other cares of akonga
·   agencies, groups and individuals in the community
2015 Reflection 1.
  • Establishing class blog which engages both children and Whānau and makes learning more visible.
  • Parent/Caregiver and student well being surveys (beginning, middle, end of 2015)
  • Me and my school survey
  • Tekkie brekkie
  • Blog Party
  • Staff PD about collaborative teaching practices and use of digital devices.
  • Visitors from other schools to see collaborative teaching and digital devices in action.
  • Trial change to 3 way conferences. Completed in groups of 4 children and their families. Children produced their own slideshow about their learning and facilitated their own learning conference.
  • Work professional with RTLB, OT, Core facilitators (Mark and Nina)
  • National standards report
  • Attending IEP meetings
  • Co-teaching
  • Meet the teacher night
  • Buddy classes
  • Kate working with Hornby Cluster group in regards to writing in the cluster
You are doing a lot of work in this area, especially in regard to learner focused relationships which is also having a positive impact on learner well being. The tekkie brekkie  is a great way to showcase what is happening in your rooms.
You are also developing networks in the education scene which is a reflection of the great work that is happening in Ako Ngatahi, but is also spreading across the school.
2. demonstrate commitment to promoting the well-being of all akonga
i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all akonga
iii. comply with relevant regulatory and statutory requirements
2015 Reflection 2.
  • Ability groups in all key learning areas.
  • Goals setting to specific needs of individual child.
  • Basic fact and times table wall chart showing where children are and what they need to work on.
  • PB4L
  • Class profile
  • Displaying children’s work and changes these regularly
  • Displays in other languages
  • World map and flags identifying cultures
  • Having photos of the children
  • Open plan classroom - MLE Year 2
  • Celebrating successes – such as acknowledging children who have gone up a reading level, did well in a spelling test or completed their home learning to a high standard for example. Wall of Fame, learning stories, blog
Clear evidence of a culturally inclusive environment - observed happy birthday song in Samoan which was posted on blog.
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
2015 Reflection 3.
  • Cultural
  • Allowing individuals cultures to shine.  Singing happy birthday in Samoan, encouraging children to talk in their own language.
  • Celebrate Te Wiki O Te Reo Maori
  • Kapa Haka
  • Pacifica group
  • Class resources are culturally inclusive
  • Greetings on wall, different greeting used each morning
  • Class description – finding out information about the children and their background
Refer above.
4. demonstrate commitment to ongoing professional learning and development of personal professional practice
i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance personal professional knowledge and skills
2015 Reflection 4.
  • School wide professional Development
  • PB4L
  • Personal professional readings such as ‘The writing book’, blogs, pinterest etc
  • Learning stories
  • Google docs and gmail
  • Hapara
  • MOP, Learn, Create Share, toolkits - Mark Maddren
Refer 1
An area of strength
  • 2nd year of team teaching
  • Learn Create Share, UDL & SAMAR thinking, Learning Stories
  • Digital technology implementation
  • sharing practice with teachers and support staff
  • Offered to run Toolkit at HHS
5. show leadership that contributes to effective teaching and learning
i. actively contribute to the professional learning community
ii. undertake areas of responsibility effectively
2015 Reflection 5.
  • Values assembly
  • Team meetings – sharing good practice and ideas
  • Learning stories
  • Team teaching reflection (Happens naturally)
  • PD for support staff
  • Team teaching inquiry
  • Development of bloggs school wide
An area of strength - you are leading by example. Staff see what you are doing and they want to follow because it is the right thing to do. A very effective form of leadership.
Refer 1 & 4

Fully registered teachers:
Key Criteria
Key Indicators
6. conceptualise, plan and implement an appropriate learning programme
i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in practice
ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
2015 Reflection 6.
  • Maths lesson available on blog for children and parents access.
  • WALTS and success criteria in all subject areas
  • Monitor assessment against National Standard using OTJ
  • Moderation within syndicate – easttle
  • Use assessment to influence planning and next steps in learning.
  • Developing and adjusting planning formats to suit my needs as a teacher
  • Use professional development ideas in my teaching and learning programmes
  • Collaborative planning
  • Adding Learn Create Share aspect to planning.
  • Using reading comprehensions strategies
  • Developing and using literacy progressions in child speak for maths and writing
Clear evidence of this in Learn Create Share
Children are able to articulate what they are learning and what they need to do next
Dakota’s 2 x 6 video
7. promote a collaborative, inclusive and supportive learning environment
i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate akonga
ii. foster trust, respect and cooperation with and among akonga
2015 Reflection 7.
  • PB4L
  • School wide values programme
  • Inquiry learning
  • ICT opportunities
  • Sandpit term
  • Children given opportunities to regularly share work with class, Principal and wider school and community
  • Displays kept current
  • Blogs and website updates
Team teaching ensures this aspect is well met.
MLP is developing well and at an appropriate pace for both you and children.
Comments from outside professionals about the on task and positive tone in Ako Ngatahi.
You are constantly reflecting on how to engage all learners; Hayden and Kaydin being two success stories.
8. demonstrate in practice their knowledge and understanding of how akonga learn
i. enable akonga to make connections between their prior experiences and learning and their current learning activities
ii. provide opportunities and support for akonga to engage with, practise and apply new learning to different context
iii. encourage akonga to take responsibility for their own learning and behaviour
iv. assist akonga to think critically about information and ideas and to reflect on their learning
2015 Reflection 8.
  • Sand pit term
  • Feedback and feed forward – orally and written
  • Scaffolding and modelling of new learning
  • Scaffolding and templates
Learn Create Share, UDL, SAMAR and Learning Stories.
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga
i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa new Zealand
ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse akonga
iii. modify teaching approaches to address the needs of individuals and groups of akonga
2015 Reflection 9.
  • Posters in other languages
  • Knowing the learner; relationships with children
  • Ability based groups and mixed ability grouping
  • Special needs assistance such as, RTLB
  • IEP meetings
Refer 2 & 3
10. work effectively within the bicultural context of Aotearoa New Zealand
i. practise and develop the relevant use of te reo Maori me nga tikanga-a-iwi in context
ii. specifically and effectively address the educational aspirations of akonga Maori, displaying high expectations for their learning
2015 Reflection 10.
  • Setting high expectations
  • Knowing my learners
  • Celebrating all success curriculum and extracurricular.
High expectations for all learners

Fully registered teachers:
Key Criteria
Key Indicators
11. analyse and appropriately use assessment information, which has been gathered formally and informally
i. analyse assessment information to identify progress and ongoing learning needs of akonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whanau in the collection and use of information about the learning of akonga
2015 Reflection 11.
  • Easttle
  • PAT
  • STAR
  • Running records
  • OTJs
  • Learning stories
  • NumPA
  • IKAN
  • Essential list - spelling
  • Informal class testing
  • Moderation with peers
  • Goal setting presentations
  • Goal Setting meetings
  • Reporting (written)
  • National Standards reports and meetings
  • IEP meetings
  • Sharing learning on the blog
Assessment information is used to inform and direct teaching and learning programmes.
12. use critical inquiry and problem-solving effectively in their professional practice
i. systematically and critically engage with evidence and professional literature to reflect on and refine practice
ii. respond professionally to feedback from members of their learning community
iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of akonga
2015 Reflection 12.a
Personal blogs are a great tool for self reflection and clarifying thoughts, ideas and beliefs.
Learn Create Share & UDL are reshaping your educational philosophies in a positive way!

8.9.2015    Reading & Writing
Kate/Simon - all RTC are met or well met.
Your innovative practice is having a positive impact across the school and will ensure we will hit the road running with our 1:1 roll out next year - thanks!

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