Vision and new curriculum

In 2018 we have been involved in creating a new vision and mission including statement for Otonga. This has involved alot of discussion and collaboration and consultation with all whanau, staff, the board and our tamariki. In various staff, team and project meetings the new 'Four winds curriculum' has been developed, this involves the learner at the centre and is informed by tikanga maori and maori values and the child as; an investigator, a leader, a learner, a citizen. This new curriculum allows us to also focus on more student agency and developing 21st century skills and the key competencies needed to be succesful in life.

Science PD

In 2018 our Kura has been involved in science PD with Vijay Bhagwandhin from Auckland University. We have had staffmettings and worked on practice analysis, which involved being observed and self-reflection of our practice in science, it also involved us recording our practice and then also analysing it.  I have also been involved with science team in leading this practice analysis with Vijay, this meant having meetings with Vijay and then doing practice analyis observations on colleagues, with notes and listening to their analysis/refkections and giving feedback and setting next steps, goals. Analysing and looking at effective instructional science lessons have strengthened my own practice in delivering science lessons and analysing their effectiveness, especially in the areas of; orientation, explaining science, teaching of the nature of science skills, student involvement, success criteria and deliberate acts of teaching.

Digital Passport

Have started doing this digital passport workshops/course through Minlab to assist with understanding and using the new Digital technologies curriculum. Decided to start at years 1-3 and work through up until year 6-7 to help understand the development and progress.

Digital Citizenship

Completed the above course after 4 workshops on being healthy on line for ourselves and our tamariki. Important to keep visiting, overseeing and promoting.

Attended a STEAM and Mindcraft course run by Using Technology better. Gave some insight into the why and how we can integrate in our curriculum.

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.