MALFROY SCHOOL

Professional Standards Observation 2013 Beginning Teacher 2013: Ngareta Te Whau

STANDARD
Professional Knowledge
Have a sound knowledge of curriculum, learning and
assessment theory.
Knowledge of Curriculum/School documents
Professional development
Understand the implications of the Treaty of
Waitangi and te reo me ona tikanga
Support programmes

Met

Not
met

COMMENTS

DISCUSSION

Knowledge: New Zealand Curriculum, National Standards,

Assembly, AsTle and still familiarising myself with MalPal.
Professional Development:
Reading Mentoring Programme Merenia
Communicate openly and frequently with
management and peers
ICT PD with Paula Jamieson/Mary
Reflective supervision Lee offers support and
evaluates on going professional and personal
development
Seek feedback/feed forward from students,
colleagues, whanau and the community
Sheena Cameron The writing book helped to
support reluctant writers
On-going professional development/Folder
Treaty of Waitangi:
Planning to improve on Maori achievement
Reporting to the community on student
achievement
Actively involving whanau in their childs education
Supermarket visit, museum visit, in class support,
Swimming, Water Safety
Kia Maia/Kapa Haka
Poipoia Te Reo - Te Reo implementation in class
Support Programme:
Member of the Maori PLG
Member of the ICT PLG

Mentoring has helped with Teacher

Inquiry (outline where to next for
students).
Has the ability to help others. Very
accomodating and supportive.
Implementing tools for students (for
reluctant writers using Little Bird
Tales).
Very appreciative of the level of
support from tutor teacher.
Positive feedback from others in
relation to how engaging the students
are for Ngareta.
Implemented aspects of the Writing
Book to help reluctant writers (mainly
boys).
Enjoyed working with Merimeri (PLD
Maori).
Students enjoyed learning
experiences outside of the class.
Parent support was forthcoming.
A number of students involved in Kia
Maia (3) and Kapa Haka (3).

Active role in both PLG. Other staff

seek help for ICT queries.

Teaching Practice
Plan programmes and develop learning and assessment
strategies that are consistent with sound teaching and
learning practice.
Full, targeted planning
Resources/Technology used
Groupings, strategies
Appropriate Assessment
Planning, Assessment and Evaluation is consistent
with school policy expectations

Motivation of Students
Demonstrate effective techniques for motivating students.

Planning: Term overview with weekly planning in reading

writing and maths.
Resources/Technology used:
Classroom computers
Digital cameras
Ipod/Ipad Apps
Study Ladder
Weebly for students/blogs
At the click of a mouse Wendy Stafford
Sumdog
Multiplication.com
Digital Passport
Youtube clips to enhance learning
Groupings strategies:
Thematic groups Grouping related to the content
of the learners interest area or to their preferred
learning styles
Ability groups Groups based on their academic
abilities Reading -6 Maths 4 Writing 3
Support groups Groups based on collegial
support in curriculum areas
Appropriate Assessment:
Match the learning goals to the assessment
Assess them on what I want the students to know
and be able to do
Assess the knowledge and skills I am aiming for
them to learn
Planning, Assessment and Evaluation:
Assessments and evaluations is consistent with
school policy expectations e.g. AsTle writing, gloss,
probe and running records
Student Engagement:
Positive reinforcement

Reflective comments are recorded on

computer. Sighted Teachers
Companion.
Discussed the Malfroy School 2-Year
Curriculum Overview.
Worked with team in cooperative
planning of Natural Disasters.

Changes each term (thematic, ability,

social). Students respond accordingly.
Check the classroom Requirements:
- furniture
- teaching and learning resources

Has a good level of understanding of

the requirements receiving support
from Lee (asTTle), Merenia (Running
Record) and Wendy (GloSS).

Meets all requirements on time.

What is formative assessment?

Refer to Teaching Philosohy: Ngareta

does what she says. She is a caring

Demonstrate expectations that value and promote learning.

Student engagement
Student work
Teacher feedback

Classroom Management
Apply understanding of positive behaviour management
Use of school systems, strategies
Create and maintain a safe environment that is
conducive to learning
Rules, routines
Student behaviour, work habits
Model interactions in ways that are known to be
associated with developing respect and
understanding
Wait time, listening, relationships

Set high realistic expectations

Show enthusiasm in subjects
Use a variety of teaching methods for example
using ICT, working with the outside environment
and student becoming the teacher
Relate learning to real life situations/prior
knowledge
Make every student feel unique and secure
Meet and greet
Give recognition
Listen and show interest
Build relationships
Student work:
Expectation to complete all assigned work and
hand it in on time. Consequences are to complete
work during interval or lunch.
Student expectation to have all work marked with
constructive and positive comments
Teacher feedback:
Oral feedback and feed forward
Assessments
Constructive and positive written comments in
books
Classroom Management: The students needed to take
responsibility for the care of our classroom so a duty roster
was done where two students will make sure that at the
end of every day for the week their assigned area is tidy
and clean. The other students will ensure that their own
personal area is clean.

and supportive teacher for her

students. There is a sense of calmness
and empathy that gains the respect of
her students.

Behaviour chart is visited regularly and students are aware

of the expectations required of a Malfroy School student.
All students understand that there are consequences to

Sighted Pastoral Care information on

SMS.

Sighted student work on Class Blog:

Tamatis Free Running was very
motivating and incorporated all of the
essential elements of blended
elearning.
Explain feed forward.

Sound principles encourage the

students to take ownership and
responsibility.

their bad choices.

Daily routines are required to keep consistency. Students
like the structure. Knowing what to do and when to it
allows students to understand time management and
helps to build skills towards independent learning.
Show Respect:
Showing respect for the students listening to their
needs and preserving their dignity. It also means
living up to their expectations of me, such as
greeting them at the beginning of class or
returning corrected homework in a timely fashion.
Be Consistent:
Be sure to address student behaviour in a
consistent manner. Be wary of shifting strategies
when misbehaviour occurs. To students, this may
show a lack of decisiveness.
Keep Students Busy and Challenged:
Busy students are far less likely to exhibit
disruptive behaviour. Be sure that students are
working at appropriate levels; boredom and
frustration often lead to students' acting out.
Listen to Students' Suggestions:
When building foundations, draw from students'
and other teachers' past classroom experiences.
Ask students to make suggestions about what
should be expected of them and how
misbehaviour should be addressed. Students are
often more responsive to rules they helped create.

Communication
Demonstrate skills of effective communication

Communication:
Clear concise instructions given

Ngareta has high expectations for her

students and works at it daily.
The outcomes have been significant;
students are respectful, responsible
and reliable for their teacher.
They understand soft-touch and
hard-touch.
What will it take for the students to
show this response to other staff?
Ngareta has talked with other staff to
get ideas.

Ngareta is confident in her ability to

present information and to

Clear instructions, student focus

Questioning
Home and Collegial communication

Support for/Co-operation with Colleagues

Co-operate with and seek support from colleagues
Active team member
Works well with tutor teacher

Contribution to Wider School Activities

Participate in the life of the school.
Curriculum team involvement
Extracurricular, sports, cultural

Allow question and answers time to clarify

anything
Parent information evenings/Whanau Hui
Open door policy
Feedback from parents, students, staff
Feedback to parents, students, staff
Support:
Tutor teacher support
Mentor teacher support
Behaviour support - Flora
ICT support
Te Reo Maori support
Reflective Supervision
Will assist when needed
Contribution:
Kia Maia
Kapa Haka
ICT

communicate to others.

Ngareta has appreciated the level of

support she has received from a
number of staff. She considers all
points of view and advice. She is a
good listener.

Highly values member of each of

these PLG. Staff have recognized and
appreciated the skills Ngareta brings
to this school.