Our Code, Our Standards

Quality Practice - Standards for the Teaching Profession

Kristina Sues Teacher ePortfolio

Important Documentation
New Zealand Education Council Website - C
lick Here (explanation of our code, Our Code, Our Standards Booklet - Click Here
our standards)
Our Code of Professional Responsibility in Practice Click Here Tataiako - cultural competencies for teachers of Mori learners - Click Here
 Matrix aligning Standards for the Teaching Profession
with the Practising Teacher Criteria
Standards for the Teaching Profession Practising Teacher Criteria (PTC)
(Our Standards)
1. Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata whenuatanga
and Tiriti o Waitangi partnership in Aotearoa New
Zealand.
2. Professional learning
Use inquiry, collaborative problem-solving and
professional learning to improve professional
capability to impact on the learning and achievement
of all learners.
3. Professional relationships
Establish and maintain professional relationships and
behaviours focused on the learning and wellbeing of
each learner.
4. Learning-focused culture
Develop a culture that is focused on learning, and is
characterised by respect, inclusion, empathy,
collaboration and safety.
5. Design for learning
Design learning based on curriculum and pedagogical
knowledge, assessment information and an
understanding of each learners strengths, interests,
needs, identities, languages and cultures.
Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Work effectively within the bicultural context of Aotearoa New Zealand
Use critical inquiry and problem solving effectively in their professional practice
Establish and maintain effective professional relationships focussed on the learning and well-being of
all konga.
Demonstrate commitment to ongoing professional learning and development of personal professional
practice
Show leadership that contributes to effective teaching and learning
Analyse and appropriately use assessment information which has been gathered formally and
informally
Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
Establish and maintain effective professional relationships focussed on the learning and well-being of
Ttaiako
all konga
The competencies are:
Demonstrate commitment to promoting the well-being of all konga Wnanga: participating with learners and communities in robust dialogue for the benefit of Mori
learners achievement.
Demonstrate in practice their knowledge and understanding of how konga learn Whanaungatanga: actively engaging in respectful working relationships with Mori learners, parents
Respond effectively to the diverse language and cultural experiences, and the varied strengths, and whnau, hap, iwi and the Mori community.
interests and needs of individuals and groups of konga Manaakitanga: showing integrity, sincerity and respect towards Mori beliefs, language and culture.
Tangata Whenuatanga: affirming Mori learners as Mori. Providing contexts for learning where the
Demonstrate commitment to promoting the well-being of all konga language, identity and culture of Mori learners and their whnau is affirmed.
Ako: taking responsibility for their own learning and that of Mori learners.
Promote a collaborative inclusive and supportive learning environment
Respond effectively to the diverse language and cultural experiences, and the varied strengths,
interests and needs of individuals and groups of konga
Conceptualise, plan and implement an appropriate learning programme
Demonstrate in practice their knowledge and understanding of how konga learn
Work effectively within the bicultural context of Aotearoa New Zealand
Respond effectively to the diverse language and cultural experiences, and the varied strengths,
interests and needs of individuals and groups of konga
Analyse and appropriately use assessment information which has been gathered formally and
informally
Use critical inquiry and problem solving effectively in their professional practice
 6. Teaching
Teach and respond to learners in a knowledgeable
and adaptive way to progress their learning at an
appropriate depth and pace.
Conceptualise, plan and implement an appropriate learning programme
Demonstrate in practice their knowledge and understanding of how konga learn
Analyse and appropriately use assessment information which has been gathered formally and
informally
Demonstrate commitment to ongoing professional learning and development of personal professional
practice
Use critical inquiry and problem solving effectively in their professional practice

Quality Practice - Standards for the Teaching Profession (to be completed in faculty, syndicate, department groups, not by individual teachers)
1. Te Tiriti o Waitangi partnership
Standard Elaborations of the standard What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?

1. Te Tiriti o Waitangi Karakia every day Anecdotal evidence

partnership Understand and recognise the unique status of
tangata whenua in Aotearoa New Zealand.
Waiata Active participation of all staff being involved in
school wide routine. For example; morning
Powhiri and mihi whakatau
briefing practicing waiata, kapa haka and karakia.
Starting conversations off in Te Reo. It is embedded in the school timetable.

Te Manaakitanga
Demonstrate commitment to tangata
whenuatanga and Te Tiriti o Waitangi
partnership in Aotearoa New Zealand.
Quality Practice - Standards for the Teaching Profession
Standard
2. Professional Learning
Use inquiry, collaborative
problem-solving and professional
learning to improve professional
capability to impact on the learning
and achievement of all learners.
Understand and acknowledge the histories, heritages,
languages and cultures of partners to Te Tiriti o
Waitangi.
Practise and develop the use of te reo and tikanga
Mori.
Elaborations of the standard
Inquire into and reflect on the effectiveness of practice Discussion with colleagues.
in an ongoing way, using evidence from a range of
sources.
Critically examine how my own assumptions and
beliefs, including cultural beliefs, impact on practice
and the achievement of learners with different
abilities and needs, backgrounds, genders, identities,
languages and cultures.
Engage in professional learning and adaptively apply
this learning in practice.
Be informed by research and innovations related to:
content disciplines; pedagogy; teaching for diverse
learners including learners with disabilities and
learning support needs; and wider education matters.
Pepeha Going out to marae to practice/exercise
Moritanga
Ka whai i nga Tikanga o te Tangata Whenua o tenei wahi.
Two terms of Te Reo learning for students and
Te whakarangatira i ng iwi katoa o tnei kaupapa. staff at their own level every Wednesday.
Included in the Curriculum eg, Year 9/10 Social Studies Correct pronunciation of names
Process of Mura for disciplinary issues
Include specific matauranga Maori in different curriculum areas
We understand that some students come from Kura Kaupapa Mori and
immersed schools we have the teachers in place who can make the transition
i.e. teachers can teach both in Mori and English.
Our Kaupapa is founded on Hpu/Iwi lead model
2. Professional Learning
What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?
Parent teacher interviews
IPP (individual performance plan)
Blog systems - PTC Portfolio's Self-review process daily, weekly etc.
Timetable adjustments to timetable to suit individual needs Team teach - e.g x2 males in all male class
Set up of base room for individuals Base room system - more one on one interactions
Te Mahuri
Motivational speakers (staff and outside personnel)
Allowing tauira to stand as Mori in all settings
Professional discussion with colleagues to inform us about student
background.
Sharing pedagogical approaches (how different teachers might respond to
diverse learners)
Professional Readings/YouTube/ TED talks

Quality Practice - Standards for the Teaching Profession
Standard
3. Professional relationships
Establish and maintain professional
relationships and behaviours focused
on the learning and well-being of each
learner.
Quality Practice - Standards for the Teaching Profession
Seek and respond to feedback from learners,
colleagues and other education professionals, and
engage in collaborative problem-solving and
learning-focused collegial discussions.
Elaborations of the standard
Engage in reciprocal, collaborative learning-focused
relationships with:
learners, family and whnau
teaching colleagues, support staff and
other professionals
agencies, groups and individuals in the
community.
Communicate effectively with others.
Actively contribute, and work collegially, in the pursuit
of improving my own and organisational practice,
showing leadership, particularly in areas of
responsibility.
Communicate clear and accurate assessment for
learning and achievement information.
Professional development for staff then feedback at staff hui.
Set up students evaluations of teaching and also course review (Pa Nic/Suey
to share a generic survey/google form)
3. Professional relationships
What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?
Whanau chats for both junior and senior students. Whanau chat document to focus our
conversations
Written reports - progress reports x2 and formal reports x2
FaceBook whnau page, MANUKURA Nation
Email/Text communication - academic updates.
Internal moderation and digital moderation
Matariki - celebration evening of academic and cultural excellence.
External moderation
Musical Showcase - Public performance for NCEA credits to showcase our
students strengths across the Arts curriculum
Sports Coaching (management)
Regular staff hui / shared meals and social events
Professional relationships formed with Te Kura teachers through phone and
email and face to face hui
Professional relationships formed with UCOL and Taratahi through phone,
email and face to face hui.
Professional relationships amongst work colleagues - staff hui
4. Learning-focused culture
Standard
4. Learning-focused culture
Develop a culture which is focused on
learning, and is characterised by
respect, inclusion, empathy,
collaboration and safety.
Quality Practice - Standards for the Teaching Profession
Standard
5. Design for learning
Design learning based on curriculum
and pedagogical knowledge,
assessment information and an
understanding of each learners
Elaborations of the standard
Develop learning-focused relationships with learners,
enabling them to be active participants in the process of
learning, sharing ownership and responsibility for
learning.
Foster trust, respect and cooperation with and among
learners so that they experience an environment in
which it is safe to take risks.
Demonstrate high expectations for the learning
outcomes of all learners, including for those learners
with disabilities or learning support needs.
Manage the learning setting to ensure access to
learning for all and to maximise learners physical,
social, cultural and emotional safety.
Create an environment where learners can be confident
in their identities, languages, cultures and abilities.
Develop an environment where the diversity and
uniqueness of all learners is accepted and valued.
Meet relevant regulatory, statutory and professional
requirements.
Elaborations of the standard
Select teaching approaches, resources, and learning
and assessment activities based on a thorough
knowledge of curriculum content, pedagogy,
progressions in learning and the learners.
What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?
Music - group performances
PE - Team building exercises
Normalising excellence, rewarding High achievers. Aiming high.
Sign out sheets created in the base room so students can track and take Duty rosters
ownership of their learning,
Google classroom
NCEA assessment tasks, some subjects or teachers may allow students to
present their assignments or evidence in the format that they like. I.e.
speech, written report or presentation.
Ice breakers, activities to get to know your
learners. Having discussions with learners about
their personal interests and hobbies.
Teachers provide opportunities through various media for students to make
contact for further support or clarification of assessment material, ie. live
documents like google docs, emails and kanohi ki te kanohi (one to one).
5. Design for learning
What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?
Google classroom. Google drive. Google docs. By sharing documents through google tools.
the Google tools it allows teachers and students to connect regardless of their
physical space.
Students need to have a sense of rangatiratanga (autonomy) for the Pa Asa/Pa Rawiri use blended learning with
exploration of their concepts. Therefore students are encouraged to select resources from Khan academy and bookwork
investigate personal theme/ context that they feel passionate about. Evidence targets.
of cognitive development is when those students are able to critique and
explain their decision making regarding process and concept.
strengths, interests, needs, identities,
languages and cultures.
Quality Practice - Standards for the Teaching Profession
Standard
6. Teaching
Teach and respond to learners in a
knowledgeable and adaptive way to
progress their learning at an
appropriate depth and pace.
Gather, analyse and use appropriate assessment
information, identifying progress and needs of
learners to design clear next steps in learning and to
identify additional supports or adaptations that may
be required.
Design and plan culturally responsive, evidence-based
approaches which reflect the local community and Te
Tiriti o Waitangi partnership in New Zealand.
Harness the rich capital that learners bring by
providing culturally responsive and engaging contexts
for learners.
Informed by national policies and priorities.
Elaborations of the standard
Teach in ways that ensure all learners are making
sufficient progress, monitor the extent and pace
of learning, focusing on equity and excellence for
all.
Specifically support the educational aspirations
for Mori learners, taking shared responsibility
for these learners to achieve educational success
as Mori.
Use an increasing repertoire of teaching
strategies, approaches, learning activities,
technologies and assessment for learning
strategies and modify these in response to the
needs of individuals and groups of learners.
Art students research identity from an indigenous perspective using te reo as Teacher planning lessons that include a variety of
a means to connect with specific identity markers. activity tasks and time frame is considered.
Use Maori weaponry as a tool (for example a tewhatewha) to discuss the Individual education programmes tailored to
Physics concept of pressure and how it applies to cutting implements. learners strengths and abilities.
I asked students to teach me about the types of weaponry used by Maori
warriors and we compared them to those used by different cultures (e.g. a
samurai sword) and used Physics to compare the effectiveness of each One to one or small group tutorials.
weapon.
Teachers being innovative and creative to
complete assessments in an engaging and
Biology students complete local river health inquiry assignment. Link this to
their own awa where they are from, promote consideration of personal meaningful format. I.e. Pa Nic, taking student to
responsibility and kaitiakitanga over their own awa and wider environment for marae.
their Iwi/hapu and possible future career pathways as environmentalist.
Ecology river report aligns with government clean up the waterways policy.
6. Teaching
What quality practices do you use in your setting that What evidence do you use that
connect with this standard? demonstrates these quality practices?
Base room targets, staff weekly tasks, summary sheets
Team teach to help students accelerate with their
learning
Collaboration with colleagues in base room to track student progress
Stanine tests
Understanding a holistic approach, making connections with students outside
of the classroom.
MANUKURA!! We dont give up! Evidence based assessments
Daily use of technology for learning inquiry
Practical activities for learning
Many opportunities to get up and perform/speak ->building confidence.

Provide opportunities and support for learners to
engage with, practise and apply learning to
different contexts and make connections with
prior learning.
Teachers trying to use innovative strategies and resources. I.e. Kahoot, Khan
Academy.
Being creative with the contexts and delivery of our assessments.
Teachers creating resources that students can easily relate to.

Teach in ways which enable learners to learn

from one another, to collaborate, to Encourage metacognition or learning talk. Students helping one another. See
self-regulate, and to develop agency over their 3 before me go see three students before you ask the teacher.
learning.

Ensure learners receive ongoing feedback and

assessment information and support them to use Feedback given through resubmission opportunities. Through informal verbal
this information to guide further learning. discussion, through email format.

Feedback and feedforward.

Self-Review Summary

My teaching inquiry for 2017
was.
My teaching inquiry has been something I have been
embarking on for the last two-three years. This year I had a
focus group of five students from my level two physical
education class. I gathered data at the beginning of the year
to try and find out more about my learners. Ultimately, my
inquiry is to try and develop student agency to encourage
learns to learn from one another (meta-cognition) and
self-regulate their learning. I want students to become more
independent and engaged. I also want to try and have
students to have clarity and be able to articulate their
learning.
Throughout the year I have tried strategies and tried to
digitalise evidence.
I am yet to do the review of data, but once I have analysed
the level two results, I will be able to comment more about
how effective or successful my inquiry was for 2017 and what
modifications I would make for 2018.
Click Here for my teaching inquiry
High points or strengths in 2017 were... Areas for development/focus for 2018
My teaching inquiry for 2018 is .
I really enjoyed the challenge of starting at a new kaupapa and having to I need to continue to research and find effective strategies that will engage boys better.
adapt to the daily routine and rituals here. I continue to try and find innovative ways of having students present evidence of their learning.
Ability to establish effective relationships with colleagues and students. Very I would like to team-teach more in 2018. And have expert teachers come in and deliver aspects of my
rarely I had to deal with disciplinary issues within the classroom. programmes. For example; Nic Horvath could deliver the physics, biomechanical aspects of senior physical
education.
Ability to try new strategies and offer a variety of ways students can present
evidence of learning at senior level. For example; instead of report writing, I really struggle with being assessment driven and credit crunching. So I continue to challenge students into
students created websites, and digital forms of assessement. understanding the value of learning and developing skills as opposed to how many credits is this worth.
Perhaps I need to look into a programme design that focuses on quality rather than quantity when it comes to
Creating and establishing a new junior health programme that focusses on Te NCEA standards.
Whare Tapa Wha Model and theme of Hei Huarahi, Kia Piki Te Ora. Uplifting
the hauora/well-being of our konga. I have tried to create a programme My inquiry for 2018 will be similar to this year, how to develop student agency but focus on boys. I also want
that focuses on critical health issues adolescents face. This includes to try and continue to use a variety of digital tools and practical strategies to better engage not only boys but
Hauora/Mental health, sexuality education, drugs and alcohol. The content all students.
involves engaging, empowering and informing students about the latest
statistics, facts and provides students with knowledge and skills to be
informed and make safe decisions now and in the future.

I have really enjoyed the culture and camaraderie amongst staff. There is a
 sense of belonging and knowing all value the kaupapa and aspirations of
whnau and students.

On a personal level, I have really enjoyed embracing tikanga mori and

kaupapa mori. From learning waiata and karakia but also engaging in
conversations and learning to improve my understanding of tikanga mori
and te reo mori.

Performance Appraisal Summary and Attestation Sheet

Summary of discussion with Leadership Team Member

This report covers the period ........./........../........... to ......../....../...........

I confirm/do not confirm that .................................................................continues to meet the requirements of the Code of Professional Responsibility and Standards for the Teaching
Profession. As well as Tataiako, cultural competencies for teachers of Mori learners.

Staff member .......................................................................... Date

Principal........................................................................ Date