Fernridge School PRT End of Year report Template:

PRT: Katie Grace Everett

MENTOR: Lucy Zouch

Date:21 October 2017

This report should be written by the mentor teacher, discussed with the PRT and then submitted to
the principal. It is a summative report and so should be evidence based.

Planning and Pedagogy:

Katie has ongoing observations and reflections that refer to specific students relating to the success criteria of
lesson or sequence of lessons. There is a combination of links to current theory that uses students strengths
and collaborative strategies and these are explicitly taught. Learner-Centred Pedagogy: This pedagogical
approach has many associated terms (e.g., constructivist, student-centred, participatory, active), but generally
draws on learning theories suggesting learners should play an active role in the learning process. This is
evident at the start of the day and on reflection of learning to recap on success or challenges that students
found throughout the learning process.

Communication with families, whanau, and caregivers:

Katie has a proactive approach when communicating with parents. She uses a variety of approaches from
phone calls, face to face conversations at school of on the sideline of the sports field or court. Katie has also
sent out our school Koro postcards to students outlining the positive learning that has occurred in the
classroom each week. Parent feedback from syndicate camp at the beginning of the year was outstanding and
many commented on her positive and collaborative approach when working with both parents and students.

Relationships with students and Colleagues:

Katie has a positive and empowering philosophy that her students respect and appreciate are important as
they develop their own social, emotional and academic competencies. When I have observed in her room I
see her students demonstrating respect, support, patience and understanding of others learning needs and
unique abilities. Her programme is differentiated to encourage student expectations to be high and teachers
that also teach in her room or alongside her have commented on this quality being present on a regular basis.

Commitment to ongoing learning:

Katie has a future focused approach to her teaching and learning opportunities. She has embarked on
teaching the Raspberry Pi ICT programme and is following this up in her own professional studies in Mindlab
post- graduate programme by investigating her findings with particular emphasis on how to engage girls in
learning and teaching of computational thinking skills.

Contribute to the life of the school:

Dance splash, Mind lab (professional development), School camp, Coaching netball teams, Raspberry Pi
digital literacy presentations and participating in the running of community engagement presentations at the
end of each term. Katie has initiated and lead the change initiative of the use of Seesaw in her team and
supports teacher in her syndicate and wider school community. She has an enlightening presence in the
school, which has been commented on by both teachers and students alike. By sharing her expert knowledge
of dance and drama skills, I have witnessed students presenting their understanding of learning through a
unique and diverse format.

Manage behaviour positively & establish high expectations

Robust routines, expectations and clear demonstration of learning needs of all students in her class.
 Fernridge School PRT End of Year report Template:

Create a positive learning environment:

Work is displayed and reflect school learner qualities inspired and reported to in student conversations.
Student Self-Esteem
To develop self-esteem and a sense of respect for others Katie shows this by encouraging communication in
both social and academic environments between all members of the school community. She has reflected on
the different ways she is aware some students come with a richer experience. Her ability to connect learning
of ones own personal beliefs and attitudes, as well the wider significance of local and global issues is
demonstrated through inquiry and passion time study. She opens rich dialogue with her students and models
effective researching skills to ensure students gather their ideas from credible sources. Students are
empowered in whole school situations by leading assembly, sports enrichment and buddy class activities.

Assess, analyse and provide feedback to students

Children Causing Concern, a shared communication tool and fed into SENCO docs. If any student displays
concern in emotional, social or academic areas the observational notes are discussed and strategies shared
with members in her team and the SENCO leader.

Recognise and support diversity amongst groups and individuals:

Katie is responsive to the learning process of her individual learners and not just the effect or outcome. From
conversations with her learners, she has a deeper understanding of misconceptions or gaps within learning
and will ask for advice or guidance from a range of sources.
Katie has knowledge of the nature of student learning processes in the curriculum area, can interpret student
behaviour in the light of this knowledge and she is responsive, creative and effective in facilitating learning
processes. Ongoing development teaching approaches that are intended to exemplify this characteristic are
the dynamic or flexible literacy models, the numeracy strategy focus and the Interactive Teaching Approach in
science education. Classroom management enables the teacher to be responsive to diverse learners. Her
responsive teaching is important for all learners and particularly critical for students with special needs and
katie has identified her target students within her targeted teaching plan. Her priority students are highlighted
in planning and grouped according to ability and support within buddy grouping and collaborative planning
group work.

Be a reflective practitioner:
Katie has a reflective Weebly and ongoing professional reflections that she is using within her post graduate
studies. Her ability to make ongoing connections to teaching and learning opportunities that inspire, engage
and deepen understanding her her learners is years beyond her youth.

Any other comments and/or next steps:

Katie has already displayed leadership capabilities, she displays integrity, knowledge a visionary approach
and the strength and courage to extend her own values and pedagogical practice.

Principal Comment:
Over the past two years Katie has reflected on her practice using the 12 Practising teacher criteria. She has
kept a website to keep a written record of this - this contains photographs, videos and anecdotal and reflective
notes against the 12 criterion.
It has been an absolute pleasure having Katie in our school over the last two years - her openess to feedback,
and her willingness to improve her teaching practice are always top priorities. She has been a tremendous
member of the staff and been a terrific asset to the school in a variety of ways. Being a teacher is not just
about the classroom but about what else you can offer to the students not only in your class but in the school
and you have done this. You have taken a netball team, you have taken the lead in Dancesplash and you
have been the lead teacher in the Digital technologies project. You have continued to develop your practice
by completing the Mind Lab course which is a huge task and one that you have completed brilliantly and
bought back to the classroom.
Principal Comment:
Over the past two years Katie has reflected on her practice using the 12 Practising teacher criteria. She has kept
a website to keep a written record of this - this contains photographs, videos and anecdotal and reflective notes
against the 12 criterion.
It has been an absolute pleasure having Katie in our school over the last two years - her openness to feedback,
and her willingness to improve her teaching practice are always top priorities. She has been a tremendous
member of the staff and been a terrific asset to the school in a variety of ways. Being a teacher is not just about
the classroom but about what else you can offer to the students not only in your class but in the school and you
have done this. You have taken a netball team, you have taken the lead in Dancesplash and you have been the
lead teacher in the Digital technologies project. You have continued to develop your practice by completing the
Mind Lab course which is a huge task and one that you have completed brilliantly and brought back to the
classroom.
Katie has also fully participated in professional learning at school and developed her pedagogy into a future
focused domain. Nice work.
Another key element of Katies teaching is that she really gets to know her learners and has made great
connections with the families of her learners as well. This gets results and she is great at building strong
relationships with her students which result in high expectations of learning and behaviour.
Katies curriculum knowledge has continued to develop over the two years of registration too; she is not building
her knowledge of the level 3 curriculum and knows what to expect and see in students learning. She can utilise a
range of tools and strategies to help her assess and moderate pieces of work and is able to demand more of
students if they are capable.
Katie is well respected by all the staff and she is seen as a valuable member of staff who works hard and puts in
the extra effort when needed.
I personally will miss Katie and her openness to learning and giving something a go. She has always been open
to the new learning and the tricky things that we encounter in the school and classroom. She has never said No
and is always up for a challenge. I wish her all the best for her career in teaching and believe that many students
will be lucky to have her as their teacher.

Signed:__________________________________________________________________ (Tutor Teacher)

Signed:__________________________________________________________________( PRT Graduate)

Signed:__________________________________________________________________ (Principal)