Tangata Whenuatanaga Professional Learning Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners. PTC 4 & 12 Professional Standards Classroom Teacher: Professional Development, Teaching Techniques Tataiko Dimensions: Whānaga Ako Inquire into and reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources. Critically examine how one’s 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. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions. Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. PTC 1 & 5 Professional Standards Classroom Teacher: Effective Communication Student Management Support for and with Colleagues Engage in reciprocal, collaborative learning-focused relationships with: learners, families and whānau 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 NC school communication policies and procedures are followed Spoken and written language is clear, correct and appropriate and aims to achieve a positive outcome Demonstrates effective listening skills Communication is open, constructive, accurate and timely Confidentiality is maintained Respond positively and appropriately to feedback/ feed-forward Demonstrates a positive approach to new ideas Contribution made to resources, test and examination preparation Requests for information are met in a timely manner
Contribution to wider school activities Tataiko Dimensions: Wānanga Whanaungatanga leadership, particularly in areas of responsibility. Communicate clear and accurate assessment for learning and achievement information. Punctuality to class, meetings and other school events Maintains a high level of professionalism at school and in the community Adheres to the NC Staff dress code All resources are accounted for and maintained in good condition Learning-focused culture Develop a culture that is focused on learning, and is characterized by respect, inclusion, empathy, collaboration and safety. PTC 2 & 7 Professional Standards Classroom Teacher: Student Management Tataiko Dimensions: Manakitanga 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 the diversity and uniqueness of all learners are accepted and valued. Understands the impact of teaching style and resources to meet students’ cultural and individual needs Accurate records of student attendance are maintained Effectively uses a range of strategies to build effective learning relationships with students NC behaviour guidelines are implemented effectively Clear routines are established Positive response to advice from senior staff on student management Reflects students’ concerns and is approachable Safe working practices are evident Interaction with students is appropriate, professional and respectful Uses a range of positive strategies to keep students on task and create a positive learning environment and culture in their classes Uses a variety of relevant activities tailored to meet the individual learning needs of students Actively builds students’ confidence in subject area Encourages students to become independent learners High expectations for all students are articulated