Agreements (ASPCA/SPCA) standards and standards for the teaching profession Culture: Provide professional leadership that focusses the school culture on enhancing learning and teaching With the board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement for all students, seamlessly across all year groups. (ASPCA). With the board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement (academically, socially and culturally) for all students. (SPCA) Promote a culture whereby staff members assume appropriate leadership roles and work collaboratively to improve teaching and learning. Model respect for others in interactions with adults and students. Promote the bicultural heritage of New Zealand by ensuring that it is evident in the school culture. Maintain a safe, learning-focused environment. Promote an inclusive environment in which the identity, language and culture of students are acknowledged and respected. (ASPCA). Promote an inclusive environment in which the diversity, multicultural nature and prior experiences of students are acknowledged and respected. (SPCA) Manage conflict and other challenging situations effectively and actively work to achieve solutions. Demonstrate leadership in professional practice, through applying critical inquiry and problem solving. Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace. Whanaungatanga Aactively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community Manaakitanga Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed Ako Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Wānanga Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Professional Standards Requirements of the Area School/Secondary Principal’s Collective Agreements (ASPCA/SPCA) Standards for the Teaching Profession Requirements of the Education Council Tātaiako Lens through which to interpret the professional standards and standards for the teaching profession Partnerships and Networks: Strengthen communication and relationships to enhance student learning Work with the Board to facilitate strategic decision making. Actively foster positive relationships with the school’s community and local iwi. Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community. Ensure regular interaction and consultation with parents and the school community (this includes hapū and iwi where applicable) on student progress and achievement and other school-related matters. (ASPCA). Ensure regular interaction with parents and the school community on student progress and other school-related matters. (SPCA) Actively foster positive relationships with other schools and participate in appropriate school networks. Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Professional learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety. Whanaungatanga Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community Manaakitanga Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Tangata Whenuatanga Affirms Māori learners as Māori, provides contexts for learning where the identity, language and culture (Cultural locatedness) of Māori learners and their whānau is affirmed Ako Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture Wānanga Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement
Lead teachers and leadership team members to understand and respond to issues in student writing so that the numbers of students at or above NS increase by 10% whole school and 20% Maori and Pasifika students Lead the analysis of end of year student achievement data and review of staff PLD learning. Lead the collaborative identification of roles for addressing school target for writing. Enable (resourced release time for this) further data gathering and analysis Observations of teachers/students (use of swivl) Talking with students (and teacher focus groups) Engage with sharing and analysis of writing samples across learning areas in syndicate groups Analysis of planning/teaching data Schedule meeting times - full meeting (one a term) or a focused 10 minutes for teacher/leadership team led Analysis and reporting from teachers Sharing writing samples Plan for PLD as needed on writing and data analysis (lead group to run this) Engaged xxxxx to lead whole staff PLD to build staff pedagogical knowledge through coaching and critical reflection… (process has resulted in the development and use of writing progressions for students and for assessments-teacher judgments). Further writing samples analysed. Data used more to inform teaching. Meeting minutes that identify issue, targets and individual staff roles in addressing targets. Board reports –writing focus Leadership team’s key findings from observations of teachers, teacher feedback forms, students work samples, plans for teaching. (Analysis shows varied practices across teachers learning areas and classes, deficit thinking evident at start). Responses from focus groups including Māori, Pasifika members): 1)Students, 2) Teachers 3) Whanau 4) Leadership (analysis of group responses and changes to practices and PLD-student progressions) Peer coaching focus notes Texts for reference/PLD Writing progressions developed in PLD. Notes from assessment staff meetings. Clear understanding of roles in addressing the issue-whole school approach Teachers and students able to talk about writing-the teaching, purpose and the outcomes. Improved NS data as in the objectives. Role clarification and implementation of tasks on track. Identified need for PLD support for facilitation of knowledge building. Writing progressions adapted to our context, used with whanau group (who assisted in adaptation for students), especially samples of writing used by teachers and students for feedback. Appendix 4: Example Objective Recording Format: Inquiry Approach