2017
Mid-year Appraisal Chat/Focus
Please prepare for this, making written notes, comments or paragraphs. You will need all records to appear, as evidence of reflection, self-evaluation and discussion on your professional blog.
To be recertified, it is now a requirement that there you have evidence of all Professional Teacher Criteria. When done well, Teacher Inquiry documentation provides evidence of nearly all of these. The Principal needs to confirm this (i.e. site your evidence), for you to be re-certified.
Part 1: Professional Standards
P.T.C 3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. | i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi. |
Reflective Question: How do I reflect in my professional work respect for the cultural heritages of both Treaty of Waitangi partners in Aotearoa New Zealand? | |
Response: trying to continually add to my knowledge and understanding of To Ao Māori and Te Reo Māori, and then using more Te Reo, and demonstrating my respect for and understanding of practices and protocols to be more culturally responsive and inclusive.
I endeavor to apply understand and apply tikanga through my class rules and routines - opting to collaborate instead of competing.
I want to enrol in a wananga to brush up on more Te Reo, personally I want to add to my ability to present a whaikorero for a Powhiri.
P.T.C 6 Conceptualise, plan and implement an appropriate learning programme. | i articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims and implement them in their practice ii through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents. |
Reflective Question: What do I take into account when planning programmes of work for groups and individuals? | |
Response:
- ‘So what?’ Why is it necessary that these students learn this?
- What does this learner need? Right here, right now?
- Zone of proximal development and scaffold of where ‘I would like to take them’
(based on prior knowledge, conversations, observations and assessment)
(collective and individual)
- What starting point/direction does the Curriculum document, Statement of Intent, current research and personal learning add to this planning?
- Culturally inclusive worldviews, protocols and practices I know of and need to find out to draw out the best learning from every learner
- student’s prior knowledge, skills, interests and needs (collective and individual). How will I find out? How can I co-construct a challenging learning programme with them?
- Current, topical etc issues, experiences to integrate, build on etc..
- What agentic behaviors do they demonstrate - what do they need next?
- How can I support these students to think, do, learn like professionals in that particular field would? What do we do as adults in the real world?
- Where I can push or support students to go into the pit through this learning opportunity and what skills do I need to teach them to help them get out?
- How can I balance putting my hidden agenda of curriculum coverage and self-discovery.
- How can this be differentiated so that all learners are challenged and successful?
P.T.C. 2 Demonstrate commitment to promoting the well-being of all ākonga. | i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements |
Reflective Question: How do I show that I actively promote the well-being of all ākonga for whom I am responsible in my practice? | |
Response:
In a leadership capacity, I am carefully spending time with my colleagues making sure I am listening to them and their needs, building relationships with them. I am purposefully taking every opportunity to extend my influence on others.
In my classroom, I try to:
- Proactively find ways to build relationships with students and their whānau outside the learning programme (incl. before/after)
- Find ways to initiate conversations/interactions about things they are interested in
- Follow up on worries, upsets, anger, celebrations etc
- Use non-verbal body language to connect e.g., smiles etc
- Be proactive in initiating communication with whanau over incidents, concerns, celebrations…
- Maintain high standards and expectations so that all children feel heard, valued, and safe in my programmes etc.
- Maintain procedures and personal protocols around interacting with individuals regarding not being in private, physical space etc.
- Learn languages, traditions, ‘rules’ appropriate to a student/whanau culture
- Be proactive in talking with colleagues to share/learn info
Part 2: Coherence –Teacher Self-Check
See (Google Form) survey. Use the scale shown. When meeting with your Team Leader, table this and lead any discussion that may be important.
The 'drivers' of our Curriculum, as per our charter. To what degree would you say your practice, your class, your approach or indeed your beliefs meet/recognise these drivers?
In summary:
Man! I am on fire! It's taken 7 years to get almost perfect :) Must be time to move on :D
Part 3: On-line Reflections/Other
Share any other successes from the first half-year (individual's, creative approaches that have had impact, ‘a-ha’ moments?)
In summary:
Empowerment chat.
Part 4: Personal Goal
Share your goal.
- What are you committing to, to do next?
- What progress have you made?
- What deliberate acts have you undertaken?
Part 5: Final Summary
Is there evidence, or a growing body of evidence to support re-certification? Yes/ No