Professional Standards Self-Assessment Tool

Standards for the Teaching Profession

Te Tiriti o Waitangi partnership: Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa
Questions I might ask myself Reflections
 What is my understanding of tangata whenuatanga and the Treaty of I understand and recognise the
Waitangi partnership? unique status of tangata whenua in
 How do I demonstrate a commitment to the bicultural partnership in Aotearoa New Zealand. I
Aotearoa, New Zealand? understand and acknowledge the
 How do my teaching styles reflect and demonstrate appreciation of histories, heritages, languages and
the bicultural partnership of the Treaty of Waitangi? cultures of partners to Te Tiriti o
 Can I use & incorporate Te Reo Maori in the classroom & wider Waitangi. I practise and develop the
school context confidently, using correct pronunciation? How do I use of te reo and tikanga Māori.
demonstrate this?
 How do I analyse and use the data for my Maori students & how do I I encourage Māori learners as Māori.
share this with other interested parties? I provide contexts for their learning where the identity, language and culture
 How actively involved am I in sharing and demonstrating my of Māori learners and their whānau is acknowledged.
knowledge of Maori protocol and traditions?
 How actively involved am in in celebrating and partaking in cultural - Use of strategies known to be effective with Maori students
events? - Involvement in relevant PD , learning Te Reo and Weaving (myself)
- Access students as resources
Reflective Question during my Science journey: What do I do to actively
engage in respectful working relationships with Māori learners, parents and
whānau, hapu, iwi and the Māori community?
I have spoken at length with my Māori learners about what their heritage
means to them. I am mindful that I require humility and sensitivity, so that I can
avoid misrepresenting Māori cultural symbols and meanings. I am transparent
about why I am asking them; that I have a desire and interest to learn about
the bi-culture of Aotearoa and I need the child to help me on my learning
journey.
I have made a conscious effort to learn some basic Māori vocabulary so that I
can begin to incorporate it effortlessly into my daily dialogue with all of my
class, which include Māori, Pasifika and Pākehā amongst others.
Tangata Whenuatanga I adhere to basic tikanga (protocols) within my classroom in terms of greeting
Affirms Maori Learners as Maori – How do I provide contexts for learning my students. I have started attending Te Reo on Wednesday afternoons after
where the identity, language, and culture (‘cultural locatedness’) of Maori school where I am learning to improve my level of Te Reo by speaking and
Learners and their whanau is affirmed? listening to Maori. I am also attending the Marae on Wednesday nights
Do I consciously use and actively encourage the use of local Māori contexts learning how to weave. Both this opportunities help me to learn the protocols,
(such as whakapapa, environment, Tikanga, language, history, place, history and accurate beliefs and positive values and to gain a wonderful
economy, politics, local icons, geography etc) to support Māori learners’ connection to this amazing culture.
learning? Science Professional Development: https://194402731798035025.weebly.com/
ASD: This was a huge in sight to how children with ASD learn. I have also read
this article.
Looking into the future for a child with ASD
I have just found this article written by a parent of a child with ASD.
https://www.nytimes.com/2017/08/31/well/family/looking-into-the-future-for-a-
child-with-autism.html
I especially love the last paragraph:
"I wish I could tell other parents at the start of their journey what it’s taken me
two decades to learn. First, that your child may continue to grow and change
and, even at the age of 21, may surprise you by doing things you never
thought possible. Second, that in the end, success won’t be measured by
academic performance or job placement. It will have more to do with
accumulating small pleasures and filling your life with those. I don’t know why it
never occurred to me: Your future should look like the best parts of your
present."
Planning changed for Chloe
I have implemented a program for Chloe as she struggles to understand the
literacy/maths programme in place for the other students. RTLB has set her up
with the steps program and she is also receiving support from Celina. I am
reading with her one on one every morning to build her confidence and
vocab. I also give her work based on her learning with Celina which
strengthens her learning.
Channing
I have organised a learning buddies for Channing which helps him to work
with and ask any question when needed.
Whanau Hui I presented to.

What might evidence look like?

 List of professional development undertaken (including in school PD)
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback)
  Examples of changes made to planning based on different levels within the class and priority learners
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities
 Evidence of feedback from students (written, oral, perception data)
 Evidence from in-school appraisal processes

Professional Standards Self-Assessment Tool

Professional Learning
Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all
learners.
Questions I might ask myself Reflections
 How do I reflect in my professional work respect for the cultural I have been reading some wonderful books, Key Competencies by Rosemary
heritages of both Treaty partners in Aotearoa Hipkins, The art of power by Thich Nhat Hanh and Rongoa Maori traditional
New Zealand? Maori healing through the eyes of Maori healers by Glenis Mark.
 Did my PD meet my needs this year? https://194402731798035025.weebly.com/
 Were my PD goals met this year?  I inquire into and reflect on the effectiveness of practice in an ongoing
 Did I complete my spiral of Inquiry and change my practice because way, using evidence from a range of sources.
of it?  I critically examine how my own assumptions and beliefs, including
 What professional reading have I done this year to support the cultural beliefs, impact on practice and the achievement of learners
learning and achievement of my students? with different abilities and needs, backgrounds, genders, identities,
 How do I become an effective leader or have an area of languages and cultures.
responsibility?  I engage in professional learning and adaptively apply this learning in
 What contributions, events or initiatives have I made, initiated or led practice.
in my team/school?  I am informed by research and innovations related to: content
 How regularly do I share information or concerns with my team or disciplines; pedagogy; teaching for diverse learners, including learners
staff to collaboratively evaluate or problem-solve to improve with disabilities and learning support needs; and wider education
learning? matters.
 How regularly do I analyse my class data to ensure I am meeting the  I seek and respond to feedback from learners, colleagues and other
needs of my students, what evidence do I have of doing this? education professionals, and engage in collaborative problem solving
and learning focused collegial discussions.

Presentation to the Whanau Hui. I shared with the whanau my 6 month

journey. Great discussion about the Beehive coming into school and the focus
for questioning etc. Hands on learning, beeswax, honey making, collecting
nectar & whipping it, entrepreneur skills to sell products. I broke down the
learning our kids will be involved in. Including our tamariki in what trees will we
 need to help support our bees, and to develop our school environment for
sustainability.
Ako During my 6 months with Royal Society I was determined to make the most of it. I
What have I done to show that I take responsibility for my own professional extended my learning with the Leadership course and participated in another
development/learning to enhance the learning needs of Māori? leadership/assertiveness course in Auckland.
How do I consciously plan and use pedagogy that engages Māori learners I attended a Ucol Te Reo course at night time.
and caters for their needs?
See my journey in my weebly
What might evidence look like?
 List of professional development undertaken (including in school PD)
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback)
 Examples of changes made to planning based on different levels within the class
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities
 Evidence of feedback from students (written, oral, perception data)
 Evidence from in-school appraisal processes
 Professional Standards Self-Assessment Tool
Professional Relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Questions I might ask myself Reflections
 What do I do to establish effective working relationships with my ākonga, Open communication with families and an open door they are aware
their whanau and my colleagues and others to support the learning of those I that they are welcome to come into the class when-ever they wish to
teach? join in or to be part of the child’s learning.
 What type of environment have I created in the classroom? I have most of my parents on DOJO this year so they can see when
 If student(s) are not engaging, is it because they do not feel safe either their children get points for certain things and I am also able to
physically, socially, culturally or emotionally? message them easily for any reason. Our class also has a class Webbly
 How do I show in my practice that I actively promote the well-being of all which gets updated each week keeping parents and the community
ākonga for whom I am responsible? up to date with what we are doing in class. Last week I have had one
 How am I integrating ICT/technology into my learning programme? Am I using of my students leave to go to Afghanistan for two months, to visit
a range of tools through elearning to promote and develop students learning? family, she is a little apprehensive and my class are also concerned
 Do I provide opportunities for my students to reflect on their learning? about her going she is a very popular student. I have contacted her
 Do I use effective questioning to promote deeper thinking? father and we are going to set up times during the two months to
 How do I demonstrate knowledge of my learners, their backgrounds, interests skype call her. This will be a great opportunity for the students in class
and identity? as well as keeping the student connected with her peers.
 How is it reflected in my practice, classroom and through learning This year I started a new role of tutor teacher for a new beginning
conversations that I have a good understanding of how ākonga learn? teacher, this has challenging times and joyous, I have enjoyed
supporting and helping to develop another teacher skills.
I am aware of accessing outside agencies through ESOL, and the
support of Debbie Sorenson
Manaakitanga I adhere to basic tikanga (protocols) within my classroom in terms of
How do I demonstrate integrity, sincerity and respect towards Maori beliefs, language greeting my students. I have started attending Te Reo on Wednesday
and culture? afternoons after school where I am learning to improve my level of Te
Whanaungatanga Reo by speaking and listening to Maori. I am also attending the
How do I actively engage in respectful working relationships with Maori Learners, Marae on Wednesday nights learning how to weave. Both this
parents, whanau, hapu, iwi and the Maori Community? opportunities help me to learn the protocols, history and accurate
Wananga beliefs and positive values and to gain a wonderful connection to this
Participates within the learning community for the benefit of Maori learners’ amazing culture.
achievement. How do I participate so that it impacts on Maori Learners’
achievement?

What might evidence look like?

 List of professional development undertaken
 Samples of student voice (and the voice of others) that demonstrates commitment to a bicultural partnership
 Notes on opportunities taken to learn or practice skills in less known cultural area
  Examples of changes made to planning based on cultural opportunity
 Examples where staff, students, parents or the local community have appreciated my interest, involvement or initiation of cultural expression

Professional Standards Self-Assessment Tool

Learning - focused culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
Questions I might ask myself Reflections
What best practice teaching approaches am I using that are  Use different ways of teaching to address a variety of learning, cultural, social
effective for learners in a multicultural context? and emotional needs and learning styles
What are the needs of the learners in my class?  Use different groupings and organisations
Am I aware of the varying languages of cultures within my  Know my learners
classroom?  Use e-learning opportunities and tools Implement specialised programmes
 Individualised learning programmes IEPs and ILPs where any difference is
Am I flexible in my teaching approaches?
accepted and planned for
Do I understand the effective pedagogy section of the NZC?
 Use of specialised resources and learning activities
How have I incorporated motivation strategies into my  Use of self - directed learning strategies and student voice in learning.
planning and execution of lessons?  Focus on the NZ context
How do my teaching styles foster trust, respect and  Use of student choice and independence
cooperation? I manage student behaviour positively, I create an environment of respect and
How have I created a collaborative learning environment understanding and provide and maintain a purposeful working atmosphere.
where students & teacher are constantly reflecting, evaluating Group learning, class discussion. PB4L is taught solidly for a 15 minute session each
the learning to create next steps? day, however it is followed through the day as well.
 Children are encouraged to discuss their prior knowledge of a subject before
learning starts and then build on this.
- Appropriate classroom resources, learning areas, print rich environment.
- Good room environment; good positive tone; promotes culture of success.
- Lesson planning, classroom management, clear expectations, issues resolved.
- High expectations, differentiated learning, classroom culture of inquiry.
- Student engagement
I have a child in my class who is easily agitated and then gets angry, swears, bangs
the table and shouts at other children.

During a calm time in class we had a fairly lengthy and in depth discussion about
anger. I explained that anger is a normal human emotion that we have probably all
felt at one time or another. We discussed what situations made us angry. These were
some of the topics that were offered: cruelty to animals, litter on the beach, being
excluded from a game, people changing the rules of a game to suit them, people
 getting angry at them when it was not their fault, people copying their work and then
getting the glory for it, being told to do something that they didn't want to do.

I explained that 'Anger' is an important emotion that is needed to address injustice

and motivate us to do something positive. For example, when we feel anger about
litter on the beach, we need to do something about it.
I had a meeting with the student’s grandfather and the student, we discussed other
ways of dealing with his frustration and anger. We discussed another word he could
use instead of swearing and a code word for when he needed to leave the room.
This has worked extremely well and he has turned a complete 360 in behaviour since
forming this relationship.
I read this article and it went a long way to helping me understand how anger can
quickly escalate.
Anger is a normal and even healthy emotion, but it's important to deal with it in a
positive way. Uncontrolled anger can take a toll on both health and relationships.
https://healthypsych.com/psychology-tools-what-is-anger-a-secondary-emotion/
Manaakitanga Do unto others as you would like done unto you. I attempt to speak te reo and ask for
How do I demonstrate integrity, sincerity and respect towards Maori advice from students regarding pronouncing their names. I immersed myself in the
beliefs, language and culture? Maori tikanga, whakapapa and visits on the Marae’s during my 6 months sabbatical.

Ako
What have I done to show that I take responsibility for my own
professional development/learning to enhance the learning needs of
Maori?

What might evidence look like?

 List of professional development undertaken (both in school and off site) – recorded in portfolio
 Notes on opportunities taken to learn or practice skills arising from PD
 Examples of changes made to planning based on PD opportunity – application of PD learning
 Examples of sharing my PD opportunity with others
 Evaluation form/review of PD goals and planning for future PD
 Professional Standards Self-Assessment Tool
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.
Questions I might ask myself Reflections
What professional development have I pursued this year?  I select teaching approaches, resources, and learning
What evidence of quality feedback is given to my students? and assessment activities based on a thorough
Have I kept good evidence of my reflections in regards to my knowledge of curriculum content, pedagogy,
teaching with a view for improvement? (Spiral Inquiry) progressions in learning and the learners.
How well do I know and understand the NZ Curriculum and the  I gather, analyse and use appropriate assessment
information, identifying progress and needs of learners to
way Roslyn School delivers the curriculum?
design clear next steps in learning and to identify
Do I design learning with input/student voice from my
additional supports or adaptations that may be
students? required.
Do I use appropriate teaching objectives, programmes,  I design and plan culturally responsive, evidence-based approaches that
learning activities, and assessment? How do I know? reflect the local community and Te Tiriti o Waitangi partnership in New
Zealand.
 I harness the rich capital that learners bring by providing culturally responsive
and engaging contexts for learners.
 I design learning that is informed by national policies and priorities.
I was fortunate to accepted into the Royal Society Teaching Leadership Programme
where I spent 6 months with Massey University learning how to implement science into
our daily school curriculum. Below are my goals that I worked on.
Goal 1: Improve my leadership capabilities through leading by example, building
confidence and holding my own in a meeting or PD:
Ways I am going to achieve this: I have joined Toastmasters in Palmerston North to
give me the skills and confidence to effectively express myself in any situation and I
have enrolled in an Assertive Course which starts later this month. I feel I need this
course to give me further help to take back my control and confidence in
myself. After reflecting on myself I realise I need further support in this area to gain
more strategies and techniques. Dunedin opened my eyes, it wasn't a total shock I
knew that I need help in this area but I did not realise how much I needed it. By
attending this course I feel I will be able to guide the school and stand up as a leader
for science. At the present time I feel I have the vision in mind, the enthusiasm and
 the knowledge, however I do not feel I have an assertive manner to handle some
behaviours. I want to learn how to have successful relationship with difficult bosses
and co-workers. I have found a mentor who is guiding me on my leadership and
science journey.

Goal 2. To gain a better understanding of what expertise I need to be a good science

leader:
Ways I am going to achieve this: To enhance my knowledge in how Nature of
Science, Science Capabilities, Sub strands and the Contextual Strands link together.
Implement a whole-school vision for science, support colleagues on the pedagogy
and appropriate resources to achieve it. Understanding gaps in knowledge and
understanding within my colleagues. Staying up to date with science education.

Goal 3. Building Powerful connections with Parents and Whanau

Ways I am going to achieve this: Inviting a Kuia or Koroua to demonstrate and explain
how Maori kai is prepared. To collect a variety of edible plants and identify which
parts of the plant are edible and what plants can be used for medicinal purposes.
Invite local whanau to come and discuss the buildings, meeting places and how they
were built.

Wananga
Participates within the learning community for the benefit of
Maori learners’ achievement. How do I participate so that it
impacts on Maori Learners’ achievement?
Ako
What have I done to show that I take responsibility for my own
professional development/learning to enhance the learning needs of
Maori?
What might evidence look like?
 Demonstrate awareness of professional standards
 Demonstrate leadership in specialist areas for internal school professional development where appropriate
 Manage and/or develop resources safely and effectively
 Demonstrate flexibility and adaptability to meet students learning needs
 Professional Standards Self-Assessment Tool
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
Questions I might ask myself Reflections
 What do I take into account when planning Looking at data and following needs of the students
programmes of work for groups and individuals? Having a science focus is giving the students hands on experiences building on prior
 How do I use data to inform my next steps for knowledge, oral language and developing some amazing pieces of writing. I
teaching? integrate it throughout my planning so students get a taste of the inquiry in other
subjects making it authentic. I use the student abilities and the learning needs of the
 What teaching strategies can I use effectively to
students when planning for groups and individuals.
accelerate learning? To make sure I am teaching to the students’ needs I analyse and use student data to
 How do I know I am teaching for urgency? see what they lacking or what they need extra help in learning in, filling the gaps. I
 How can I ensure that I meet the wide range of learning use running records to group student’s needs sometimes this can mean I have very
needs in my class? (How do my student’s best learn?) different levels within my students in the group.
 How do I access and use appropriate data to ensure my - Unit plans and examples of changes made to planning based on feedback, student
programmes are effective? work, and student feedback.
- Follow school and team planning guidelines
- Planning links to teaching aligned to topic, student needs & interests, school
curriculum priorities
I am always trying to improve my teaching practice by looking at other ways of
teaching for urgency. I am teaching through workshops this year as I like mixed
ability grouping I believe this is helping as my students hear other student’s vocab at
different levels and they pick up on things quicker. I have also found that students
who are not moving can sometimes be because they have a few things that they
need help on at a lower level.
When planning programmes I take into account of work for groups and individuals?
Teaching as enquiry
establishing relationships with class
relationships with support staff
education outside the classroom
parent visitors, experts and helpers
letters to parents
syndicate and school newsletters
 syndicate and staff meeting/socials
parent teacher interviews
family fun night and community nights
Kapahaka group
Word level work
Movie clip to start writing
Small group working really well
Star of week - student voice excellent
Mathletics, Sumdog, E-ako Maths, Study Ladder activities
Literacy Focus
Goal setting sent home and liaising with parents and children
ESOl student review forms discussion
Book Week
Language teaching in our own classes including French, German, Japanese, Latin
Working collaboratively for Maths Problem solving
Working with Priority target students.
Priority learners are groups of students who have been identified as historically not
experiencing success in the New Zealand schooling system. These include many
Māori and Pacific learners, those from low socio-economic backgrounds, and
students with special education needs.
Ako
Takes responsibility for their own learning and plans and uses
pedagogy that engages Maori learners and caters for their
needs. What do I know about pedagogy that engages Maori
learners, catering for their needs? How have I planned and
implemented this?
Wananga
Participates within the learning community for the benefit of
Maori learners’ achievement. How do I participate so that it
impacts on Maori Learners’ achievement?

What might evidence look like?

 List of professional development undertaken
 Notes and reflections made by classroom observers
 Notes made during discussions with colleagues and during visits
 Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with colleagues, students work,
student feedback/surveys