Code of Professional Responsibility and Standards for the Teaching Profession

The new Code of Professional Responsibility and Standards for the Teaching Profession. Below are the new standards which have been aligned with the registered teaching criteria and Tātaiako . These numbers 1-6 will now be the labels for showing evidence on this Blog.

Matrix aligning Standards for the Teaching Profession with Tātaiako the Practising Teacher Criteria (RC-registered criteria)
Standards for the Teaching Profession	Tātaiako	Practising Teacher Criteria
1. Te Tiriti o Waitangi Partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.	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	3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 10. Work effectively within the bicultural context of 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.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. 4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 5. Show leadership that contributes to effective teaching and learning 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.
3. Professional Relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners 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	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga 2. Demonstrate commitment to promoting the well-being of all ākonga. 3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
4. Learning-Focused Culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners 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	7. Promote a collaborative inclusive and supportive learning environment. 8. Demonstrate commitment to promoting the well-being of all ākonga. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
5. 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.	AKO: Takes responsibility for their own learning and that of Māori learners 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 WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga. 10. Work effectively within the bicultural context of Aotearoa New Zealand. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. 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.	AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.

SHARP Reading

Attended SHARP reading course. Had PD around the level 3 which was about teaching children to think about what they are reading to aid comprehension. The strategies used when working with children seem to be  effective and require the teacher to follow specific routines, which in turn the children transfer the reading skills into their own reading and thinking about text. Will be implementing in the reading program and monitoring development and progress.

Challenging learning

A motivating Saturday PD with James Nottingham on Challenging Learning. I really like the idea of having 'preview' for children prior to learning and will share the learning pit with the class and attempt to keep learning interesting and challenging. Also will definitely be praising the action and process rather than the person. Need to also look at progress verses achievement, might be a high achiever but not progressing.

Notes and images from the day

A new year, a new beginning.

2017 and a new classroom and a new year level for me. Started really positively, trying to introduce the 7 habits from The Leader in Me and have built good relationships with the class. We have been developing relationships and collaboration through team building challenges and activities. This year I am trying to not use extrinsic rewards with the children as I have previously done with Class Dojo and other reward systems. I want to develop intrinsic rewards, to develop the children's growth mindset and positivism. This has come from reading The Leader in Me, listening to Mike Scadden at U-Learn and speaking with Mary Gordon, the writer of the Roots of Empathy Programme, who i was fortunate to meet. 

This year I have also taken on PE/Sports and Health Leadership which I am really enjoying. 

Teacher Inquiry and reflective questioning

Staff meeting today was led by NpEW on reflective questioning and peer coaching

Wrote down strengths and weaknesses then fed back to partner- neutral

Looked at levels of questioning and wrote a series of questions based on them.

Asked partner the questions.

Discussed challenges of questioning. We looked at and developed and questioned the use of the following.

Found it tricky to not want to show agreement or disagreement or to add own thoughts or interrupt when listening and difficult when not given any acknowledgement when talking. Something I need to learn. Will also try and use these reflective questions with the class, may help in my inquiry this year on self-directed learning.

What is the vision for our school? TOD 2017

An interesting day looking at the our mission and vision statement and what we see as our vision moving forward. Having read the book The Leader in Me and listened to the talk from Western Heights Primary I really like the 7 Habits and their initiatives especially as it fosters an inside out approach, starting with teachers and that it is not a curriculum, it is integrated throughout the school and community. I will try and introduce this into my practice and life this year. A summary of the day can be viewed here