Criteria One: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.
- Provide information or encouraging reflective thought with students and their whānau.
- Seek feedback from the students, colleagues, whānau and the community on a regular basis, eg about student learning, student ability to organise gear, homework, what student enjoys about the subject, what students find effective, what students find challenging.
Evidence that might support this:
- List of professional development undertaken (including in-school professional development).
- Notes on opportunities taken to learn or practise skills in teaching in different styles (including reflection and/ or feedback).
- Examples of changes made to planning based on different levels within the class.
- Examples where staff, students, parents or the local community have appreciated my involvement in extracurricular activities.
- Evidence of feedback from students (written, oral, perception data).
- Evidence from Self-Assessment Tool (SAT).
- Evidence from in-school appraisal processes.
Key Indicators:
Engage in ethical, respectful, positive and collaborative professional relationships with:
- ākonga
- teaching colleagues, support staff and other professionals
- whānau and other carers of ākonga
- agencies, groups and individuals in the community
Questions I have asked myself:
- What is the nature of the relationships I have with students, colleagues, parents and caregivers? How can I develop these further?
- How can the SMT, tutor teacher, team leader, colleagues help me?
- How can I access/use personal information about students that may affect my teaching?
- How can I access agencies, groups, individuals in the community?
- Who is out there and how might they support me?
- What do I do to establish effective working relationships with my ākonga, their whānau and my colleagues and others to support the learning of those I teach?
Strategies that have helped me: (School Processes)
- Communicated openly and frequently with SMT, team leaders and tutor teacher regarding even the small issues.
- Established collegial relations with colleagues by participating in staff activities, taking an interest in what other staff members are doing, regular positive interactions.
- Being an active member of the team. Share ideas / resources
- Dress and behave in a professional manner.
- Participate in professional development (PD), both in school and through outside agencies.
- Engage with whānau to discuss student behaviour and achievement - regular personal communication with caregivers.
- Involvement in extra-curricular activities / promotions
Strategies that have helped me: (Classroom Processes)
- Promote positive and appropriate relationships with students, eg greet/farewell students each lesson.
- Attempt at least one positive interaction with each student each lesson.
- Acknowledge learner effort.
Strategies that have helped me: (Feedback)
Strategies that have helped me: (Classroom Processes)
- Promote positive and appropriate relationships with students, eg greet/farewell students each lesson.
- Attempt at least one positive interaction with each student each lesson.
- Acknowledge learner effort.
Strategies that have helped me: (Feedback)
- Provide information or encouraging reflective thought with students and their whānau.
- Seek feedback from the students, colleagues, whānau and the community on a regular basis, eg about student learning, student ability to organise gear, homework, what student enjoys about the subject, what students find effective, what students find challenging.
Evidence that might support this:
- List of professional development undertaken (including in-school professional development).
- Notes on opportunities taken to learn or practise skills in teaching in different styles (including reflection and/ or feedback).
- Examples of changes made to planning based on different levels within the class.
- Examples where staff, students, parents or the local community have appreciated my involvement in extracurricular activities.
- Evidence of feedback from students (written, oral, perception data).
- Evidence from Self-Assessment Tool (SAT).
- Evidence from in-school appraisal processes.
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