Debbie’s Professional Standards Self-Assessment Tool 2018

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  Relationships (students, school wide community) with high expectations, Effective
Waitangi partnership? relationships with Māori learners, Effective parent, whānau and iwi relationships ,
Keeping connected, Productive partnerships (Ka Hikitia)

 How do I demonstrate a commitment to the bicultural partnership in  Bicultural partnership is visible, welcoming and accessible to Māori parents, whānau,
Aotearoa, New Zealand? hapū, iwi and the Māori community

 How do my teaching styles reflect and demonstrate appreciation of  Play Based learning – kinetic approach that is hands on and allows learners to follow
the bicultural partnership of the Treaty of Waitangi? their interests and strengths. It also allows for weaknesses to be identified and
provocations to be supplied to support the learning in this individual area

 Can I use & incorporate Te Reo Maori in the classroom & wider  Te Reo is used regularly throughout the day in context to the learning that is taking
school context confidently, using correct pronunciation? How do I place. Pronunciation is practised to ensure that it is correct and if I am struggling to
demonstrate this? pronounce a word, command or phrase then I will ask for collegial support or use
Utube

 How do I analyse and use the data for my Maori students & how do I  Data is collected, analysed to find strengths and weaknesses, to identify Next learning
share this with other interested parties? steps and to address any learning needs. Data is shared with Team, Across School
and with parents regularly. Learning is regularly shared on Seesaw

 How actively involved am I in sharing and demonstrating my  I share and demonstrate Māori protocol and traditions throughout each day and as
knowledge of Maori protocol and traditions? they are needed to be shared. Explaining why and how we do things as we go

 How actively involved am in in celebrating and partaking in cultural  I enjoy being part of all cultural events and I am happy to help in any way across the
events? school and within the team.
Tangata Whenuatanga  Actively build and maintain a respectful working relationship with Māori learners,
Affirms Maori Learners as Maori – How do I provide contexts for learning their parents, whānau, hapū, iwi and communities which enable Māori to participate
where the identity, language, and culture (‘cultural locatedness’) of Maori in important decisions about their children’s learning
Learners and their whanau is affirmed?  Demonstrate an appreciation of how whānau and iwi operate
Do I consciously use and actively encourage the use of local Māori contexts  Endure that the school/ECE service, teachers and whānau work together to maximise
(such as whakapapa, environment, Tikanga, language, history, place, Māori learner success
economy, politics, local icons, geography etc) to support Māori learners’  Being approachable and honest (Manaakitanga)
learning?
 Making connections with Parents/whanau/students/colleagues
 Positive interactions with all parties and outside agencies
 Use of Te Reo throughout all lessons
 Copy of Karakia and other resources given when asked
 Attend School Hui
 Take an interest in Kapa Haka across both team
 Acknowledge tikanga and teach regularly – protocol and language
 Tuakana Tenia established across school and team
 Training in Mana Potential
What might evidence look like?
 List of professional development undertaken (including in school PD) – In notebook and notes uploaded to ‘My Learning Journey’
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback) – Reflection notes recorded in Weebly
 Examples of changes made to planning based on different levels within the class and priority learners - NA
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities – Feedback from parents in SENCO
role has been positive, great transition feedback and many positive comments on ‘Investigation Time’
 Evidence of feedback from students (written, oral, perception data) – Student Voice on Mana Potential available and on Weebly
 Evidence from in-school appraisal processes – Record kept and on Weebly
 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 believe that by respecting the cultural heritages of both treaty partners in NZ, that
heritages of both Treaty partners in Aotearoa all learners have a variety of learning styles – Visual, See it - Auditory, Hear it –
New Zealand? Kinesthetic, Do it. By students seeing, hearing and doing they are learning in an
authentic manner that meets all learning styles and allows students to make
connections to ensure they understand what they are learning (Modelling, ICT,
Practice Time)
 This model has proven to accelerate students learning and understanding
 I have also seen students confidence increase where they become risk takers and
independent learners
 Spending time (roving, conferencing, guided and incidental time) with students and
questioning their learning ensures that students understand the learning (concepts)
that are taking place and to hear students articulate their learning reinforces their
knowledge

 Yes, PD has meet my needs this year. PD has included:

 Did my PD meet my needs this year? Rita Palmer – 1:1 discussion on Inquiry and refining question
Longworth Education – Literacy in a Play Based environment
Project Connect – Bring Agencies together to support schools
PB4L – Reviewing and Discussion on current PB4L systems

 Were my PD goals met this year?  PD goals are being met as they are relevant to my classroom teaching practise, school
wide systems and related to my Inquiry

 Did I complete my spiral of Inquiry and change my practice because  Spiral on Inquiry is ongoing at present, already I have started to change my practice
of it? by looking at a variety of outside agencies when referring students, not just to RTLB
as I have in previous years

 What professional reading have I done this year to support the  Refer to Reading Log on Weebly
learning and achievement of my students?

 How do I become an effective leader or have an area of  Open, honest, approachable and have to have a passion for learning
responsibility?
  What contributions, events or initiatives have I made, initiated or led  Providing team with up to date PD with Longworth Education, supporting PB4L team
in my team/school? with PD, staying up to date with Educational readings and workshops to support HUB
and senior management to ensure that the school is keeping up to date with Ministry
initiatives

 How regularly do I share information or concerns with my team or  Information is shared at team/HUB/staff/PLGs regularly – discussions held to form
staff to collaboratively evaluate or problem-solve to improve clarity, shared vision and to have a clear understanding of where we are all heading
learning? next

 How regularly do I analyse my class data to ensure I am meeting the
needs of my students, what evidence do I have of doing this?
Ako
What have I done to show that I take responsibility for my own professional
development/learning to enhance the learning needs of Māori?
How do I consciously plan and use pedagogy that engages Māori learners
and caters for their needs?
 I use assessment to ensure that I am teaching the needs of my learners. Planning is
modified to meet the students’ needs Letter/ Sound/ Word testing, Early Words,
Knowledge, Strategy and Reading assessments are completed every 3 weeks to move
students and to gage the learning that is taking place
 Taking assessments regularly ensures that planning is reflecting students’ progress
and their needs
 By providing a ‘Hands on’ learning approach model to teaching (Play Based), provides
a supportive/safe environment, approachable and allows fun in our learning which
allows me to be an effective teacher that impacts on Māori learners so they are
motivated and prepared to give things a go in a way and manner that they can make
links to their prior knowledge and experiences
 Through planning, assessment, SENCO and PB4L I take into consideration the cultural
aspects that enhance the learning and needs of all Māori students
 Evidence of this is within my own class and ensuring that I provide a safe
environment where all students feel valued and safe. This shows in the accelerated
learning that is taking place especially in literacy and numeracy

What might evidence look like?

 List of professional development undertaken (including in school PD) – In notebook and notes uploaded to ‘My Learning Journey’
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback) – Reflection notes recorded in Weebly
 Examples of changes made to planning based on different levels within the class and priority learners – Planning folder
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities – Feedback from parents in SENCO
role has been positive, great transition feedback and many positive comments on ‘Investigation Time’
 Evidence of feedback from students (written, oral, perception data) – Student Voice on Mana Potential available and on Weebly
 Evidence from in-school appraisal processes – Record kept and on Weebly
 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,  Providing an environment where Mana Atua (Well-being) is supported
their whanau and my colleagues and others to support the learning of those I socially, emotionally, physically and culturally, acknowledging respect for
teach? language, heritage and culture, having a positive, friendly open door policy,
being welcoming and respecting those who come through our door

 What type of environment have I created in the classroom?  A positive, safe, fun learning environment where every student feels valued

 If student(s) are not engaging, is it because they do not feel safe either  Engagement is meeting individual needs by making sure they are physically,
physically, socially, culturally or emotionally? socially, culturally and emotionally stable each day. Looking after students
well-being, providing opportunities of interest to the student and valuing
their capabilities allows for engagement to develop

 How do I show in my practice that I actively promote the well-being of all  Welcoming each student as they come through the door, smile,
ākonga for whom I am responsible? pronouncing names correctly, finding areas of interest of the student, fun,
laughter and humour that makes students feel relaxed and valued

 How am I integrating ICT/technology into my learning programme? Am I using  ICT is used regularly for teaching, especially with visual learners, new
a range of tools through elearning to promote and develop students learning? concepts taught visually, waiata learning and Seesaw to promote the day to
day learning that is happening as it happens. Digital Curriculum is slowly
being unpacked and incorporated into planning

 Do I provide opportunities for my students to reflect on their learning?  I model a lot of reflective learning to students, talking buddies are
 Do I use effective questioning to promote deeper thinking? established and time given for students to think about how they are going
to answer questions. Questioning is a big part of my students owning their
learning and having to think about their responses

 How do I demonstrate knowledge of my learners, their backgrounds, interests
and identity?
 I allow for learners to make connections throughout the day. This allows for
me to identify their interests, connections made from previous experiences
and what they already know. From this information I can build knowledge
and their understandings. Some information is recorded or provocations
provided in play to support their interests and needs
  How is it reflected in my practice, classroom and through learning  The whole environment represents who my students are, how they learn
conversations that I have a good understanding of how ākonga learn? and at which levels. Meeting their needs and teaching to their level show
the understanding I have with my students.

Manaakitanga  Te Reo incorporated throughout the day

How do I demonstrate integrity, sincerity and respect towards Maori beliefs, language  Te Reo planning completed and followed
and culture?  Karakia and Waiata done daily
 Maori protocol reinforced and explained regularly
 PB4L – teaching values that respect our biculturalism

Whanaungatanga  Providing an environment where Mana Atua (Well-being) is supported

How do I actively engage in respectful working relationships with Maori Learners, socially, emotionally, physically and culturally
parents, whanau, hapu, iwi and the Maori Community?  Acknowledging respect for language, heritage and culture
 Links between Te Whariki and Key Competencies displayed and referred too
 Planning reflects Te Reo in the class with a weekly focus in class
Wananga
 Through planning, assessment, SENCO and PB4L I take into consideration
Participates within the learning community for the benefit of Maori learners’
the cultural aspects that enhance the learning and needs of all Maori
achievement. How do I participate so that it impacts on Maori Learners’
students
achievement?
 Evidence of this is within my own class and ensuring that I provide a safe
environment where all students feel valued and safe. This shows in the
accelerated learning that is taking place especially in literacy and numeracy
 Keeping up with regular PD to ensure that I am meeting the needs of Maori
Learners
 Monitoring progress to ensure that students are meeting their individual
achievements
What might evidence look like?
 List of professional development undertaken (including in school PD) – In notebook and notes uploaded to ‘My Learning Journey’
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback) – Reflection notes recorded in Weebly
 Examples of changes made to planning based on different levels within the class and priority learners - NA
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities – Feedback from parents in SENCO
role has been positive, great transition feedback and many positive comments on ‘Investigation Time’
 Evidence of feedback from students (written, oral, perception data) – Student Voice on Mana Potential available and on Weebly
 Evidence from in-school appraisal processes – Record kept and on Weebly
 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
What best practice teaching approaches am I using that are effective
for learners in a multicultural context?
What are the needs of the learners in my class?
Am I aware of the varying languages of cultures within my
classroom?
Am I flexible in my teaching approaches?
Do I understand the effective pedagogy section of the NZC?
How have I incorporated motivation strategies into my planning and
execution of lessons?
How do my teaching styles foster trust, respect and cooperation?
Reflections
 Play- based learning is the base of ‘Roslyn Investigation’ in Te Tipu Ora classes
 Students are engaged and motivated in their learning especially with clear learning goals that
are linked to Roslyn Investigators
 Talking Pen is a valuable assist in reading as it reinforces 1:1 pointing
 Literacy Evolution implemented to accelerated letter sound knowledge
 Writing being developed by using a model from Yolanda Soryl’s Early Words. This is showing
accelerated learning in students knowing their sight words. The team has taken on this model
and aligned the ‘Rockets’ to support this learning both at school and at home
 Evidence of the progress students are making is outlined in Te Tipu Ora Data, Six Week and Six
Month Data
 A lot of Oral Language is needed for the students in my class this year – Lots of work around
nursery rhythms, modelling correct grammar and sentence structure and plenty of time for
talk which happens naturally through play
 I have English, Māori and Pasifika speaking students this year. The languages and cultures are
discussed, celebrated and acknowledged regularly
 Yes, incidental learning / teaching is important to my pedagogy of teaching, teaching in
context and supporting colleagues are just some of the ways I show flexibility in my teaching
approach
 Effective Pedagogy is all around the ‘Teachers actions to promote Student learning’ which is
the purpose of completing a Teacher Inquiry
 Due to the nature of my Inquiry, I am unable to incorporate changes into my planning and
lessons
 By having a friendly nature that student’s feel that they can come to me. By being there for
them. Providing lots of encouragement and support to build their confidence so they can
become confident risk takers in their learning
How have I created a collaborative learning environment where  Reflecting on our day at the end of each day, discussing what they are learning and why, what
students & teacher are constantly reflecting, evaluating the learning they enjoyed, what they didn’t and making changes from this
to create next steps?

Manaakitanga
How do I demonstrate integrity, sincerity and respect towards Maori  Regular reflection on teaching practice to ensure that I am meeting the needs of all students.
beliefs, language and culture? This is done in collaboration with Tammy, Judie and Fabian
 Pedagogy implemented that supports Maori learners – Hands-on approach, links to their
Ako interests and in a supportive manner
What have I done to show that I take responsibility for my own  Interests are recorded and referred to
professional development/learning to enhance the learning needs of  Students work displayed and valued
Maori?  Success Criteria and modelling to give clear instructions to learning

What might evidence look like?

 List of professional development undertaken (including in school PD) – In notebook and notes uploaded to ‘My Learning Journey’
 Notes on opportunities taken to learn or practice skills in teaching in different styles (including reflection and/or feedback) – Reflection notes recorded in Weebly
 Examples of changes made to planning based on different levels within the class and priority learners - NA
 Examples where staff, students, parents or the local community have appreciated my involvement in extra-curricular activities – Feedback from parents in SENCO
role has been positive, great transition feedback and many positive comments on ‘Investigation Time’
 Evidence of feedback from students (written, oral, perception data) – Student Voice on Mana Potential available and on Weebly
 Evidence from in-school appraisal processes – Record kept and on Weebly
 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
What professional development have I pursued this year?
What evidence of quality feedback is given to my students?
Have I kept good evidence of my reflections in regards to my
teaching with a view for improvement? (Spiral Inquiry)
How well do I know and understand the NZ Curriculum and the
way Roslyn School delivers the curriculum?
Do I design learning with input/student voice from my
students?
Do I use appropriate teaching objectives, programmes,
learning activities, and assessment? How do I know?
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
Reflections
 Yes, PD has meet my needs this year. PD has included:
Rita Palmer – 1:1 discussion on Inquiry and refining question
Longworth Education – Literacy in a Play Based environment
Project Connect – Bring Agencies together to support schools
PB4L – Reviewing and Discussion on current PB4L systems
 Lots of oral feedback given, with small amounts of next steps recorded on students work
 Reflections are recorded on Weebly
 I feel that I have a deep understanding of the NZC and use it regularly to identify the learning
that happens in ‘Roslyn Investigators’. This learning is then shared on Seesaw to our Whanau.
Roslyn School uses the NZC in planning which is evident when doing the Team leader planning
checks. Our teachers seem to have a great understanding of the document and how to
deliver it, especially with the opportunities our students are given
 Roslyn Investigators allow for student’s to have a lot of choice around their learning as it is
based on student’s interests and needs
 Objectives are from the NZC, programmes are implemented from up to date pedagogy and
assessments allow for next steps to be taught. All this is available in planning and assessment
folder. Monitoring through assessments shows progression and if progression isn’t evident
teaching programmes and learning activities change to support these students
 Parents are contacted after a student has been at school 6 weeks, 6 months and 1 year for a
conference
 Daily contact is made with all parents from Room 1 as parents drop and pick up their children
 Postcards are sent home regularly
What have I done to show that I take responsibility for my own  Parents contacted for School Assemblies and whenever a student is receiving a certificate
professional development/learning to enhance the learning needs of  If I have any successes/concerns I touch base with parents in the mornings or in the after
Maori? school for an informal chat
 Providing PD for the Ferns Team has made me look at my teaching to ensure that I have an
effective teaching programme that can be used as an exemplar for others
 Seeing accelerated learners, analysing data (my own and across the team) has shown that the
PD we have received this year has benefited our students and our teachers have taken this
knowledge and implemented it into their classes to ensure that effective teaching is taking
place
 PLG’s are great to discuss readings, clarify pedagogy (Teacher Inquiries/different views to
learning), Issues/Concerns (knowledge/strategies) and to reinforce positive collaboration with
staff which builds positive relationships. Sometimes, we don’t get that chance to spend time
with our colleagues (across teams) to have some Professional dialog where PLG’s give you
that time
What might evidence look like?
 Demonstrate awareness of professional standards – Reflections on Standards for Teaching is up to date and available on Weebly
 Demonstrate leadership in specialist areas for internal school professional development where appropriate – Leadership with SENCO and working with teachers on
how to best support these students is a big part of my Teacher Inquiry for 2018
 Manage and/or develop resources safely and effectively – all resources are organised and available to anyone, new programmes are implemented with resources
ready to use
 Demonstrate flexibility and adaptability to meet students learning needs – always adapting lessons to meet the needs of all the students in my room and across the
team
 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
 What do I take into account when planning programmes of
work for groups and individuals?
 How do I use data to inform my next steps for teaching?
 What teaching strategies can I use effectively to accelerate
learning?
 How do I know I am teaching for urgency?
 How can I ensure that I meet the wide range of learning
needs in my class? (How do my student’s best learn?)
Reflections
 Refer to NZC when planning
 Effective pedagogy through Team Meetings/HUB/Staff/TOD/Readings
Classroom resources are made/purchased as needed and used to support student learning,
needs and interests
 Clear expectations set and discussed with class regularly
 PRIDE reinforced throughout the day with PB4L taught each morning
 Learning Intentions clearly displayed and reinforced in all areas of learning
 Modelling books set with LI and SC
 We all learn/ make mistakes together this promotes a safe environment where we can
support each other, which builds trust and respect for how others learn
 Inclusive practise
 Data is used to track the skills individual students have, the gaps they have in their learning,
strengths and weaknesses. Next Steps set a student up for success as they know why and
what they are learning and how to achieve it
 Literacy Evolution implemented to accelerated letter sound knowledge
 Writing being developed by using a model from Yolanda Soryl’s Early Words. This is showing
accelerated learning in students knowing their sight words. The team has taken on this model
and aligned the ‘Rockets’ to support this learning both at school and at home
 Evidence of the progress students are making is outlined in Te Tipu Ora Data, Six Week and Six
Month Data
 I can see that students understand what they are learning, they know how to meet their
goals, and feedback and feedforward are providing students with steps on how to move
forward. Data shows movement
 Providing different ways of learning – visual, oral and kinaesthetic types of learning
environment. This also includes emotional and social development in context to their
learning
 Play- based learning is the base of ‘Roslyn Investigation’ in Te Tipu Ora classes

 How do I access and use appropriate data to ensure my
programmes are effective?
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?
 Students are engaged and motivated in their learning especially with clear learning goals that
are linked to Statement of Intent & Roslyn Investigators
 I feel that I have solid curriculum knowledge that allows me to see the needs across the
school to make adaptions and provide support for both students and teachers to ensure that
effective teaching and learning is taking place
 By having a Hands on learning approach model to teaching at the moment, provides a
supportive/safe environment, approachable and allows fun in our learning which allows me
to be an effective teacher that impacts on all learners so they are motivated and prepared to
give things a go in a way and manner that they can make links to their prior knowledge and
experiences
 Learning is linked to students individual interests which are catered for through play
 Data is gathered around Phonics, Numeracy, Early Words and Concepts About Print which are
the fundamental skills students need to be successful lifelong learners
 Regular reflection on teaching practice to ensure that I am meeting the needs of all students.
This is done in collaboration with Tammy, Judie and Fabian
 Pedagogy implemented that supports Maori learners – Hands-on approach, links to their
interests and in a supportive manner
 Interests are recorded and referred to
 Students work displayed and valued
 Success Criteria and modelling to give clear instructions to learning
 Providing an environment where Mana Atua (Well-being) is supported socially, emotionally,
physically and culturally
 Acknowledging respect for language, heritage and culture
 Links between Te Whariki and Key Competencies displayed and referred too
 Planning reflects Te Reo in the class with a weekly focus in class
 Through planning, assessment, SENCO and PB4L I take into consideration the cultural aspects
that enhance the learning and needs of all Maori students
 Evidence of this is within my own class and ensuring that I provide a safe environment where
all students feel valued and safe. This shows in the accelerated learning that is taking place
especially in literacy and numeracy
 Providing an environment that is supportive to all learners
 Providing opportunities for learners to adjust to their new environment in and in their own
times
 Providing expectations and standards that are clear and easy to follow
 Being Whanau orientated
What might evidence look like?
 List of professional development undertaken – Recorded on Weebly and in my ‘Notebook’
 Notes and reflections made by classroom observers – All observations are recorded in ‘Ferns Team Folder’
 Notes made during discussions with colleagues and during visits – Notes are all recorded into my ‘Notebook’
 Unit plans and examples of changes made to planning based on classroom observations and visits and discussions with colleagues, students work, student
feedback/surveys – planning and assessment is in classroom planning book, visit notes in Notebook, discussions with colleagues can be found on Ferns Minutes, PLG
minutes, HUB minutes, PB4L minutes on Google Drive, students work is in their work books, student feedback and surveys collected and kept in HUB folder