PTC9-Strengths,Needs&Interests

Criteria Nine: Respond effectively to the diverse language and cultural experiences and the varied strengths, interests and needs of individuals and groups of akonga

Key Indicators:

- Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand - Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga

- Modify teaching approaches to address the needs of individuals and groups of ākonga.

Questions I have asked myself:

- What are the important social and cultural influences on learning in this school?

- What best practice teaching approaches are effective for learners in a multicultural context?

- What are the needs of the learners at this school?

- How have I incorporated this knowledge into my planning and choice of assessment?

- How will I best utilise the technologies and resources available to me?

- Do I understand analysis and use of relevant data?

- Am I aware of the languages in the cultures that I teach?

- Am I engaging the learners in my teaching in a cultural context?

- Am I flexible in my teaching approaches?

- How does my knowledge of the varied strengths, interests and needs of individuals and groups of ākonga influence how I teach them?

Strategies that have helped me:

- Classroom observations and visits with a specific focus.

- Involvement in culturally specific PD – individual, staff, community.

- Actively seek feedback on performance in this area from staff, students and whānau.

- Find out and use community cultural resources. 

- Attend/participate in school related cultural events. 

- Identify school ethnic profile.

- Use of school based cultural leaders/identities.

Reflections:

- How do I relate to the local community?

- What is local community feedback?

- Who might I ask for critical feedback?

Evidence that might support this:

- List of professional development undertaken.

- Examples of changes made to planning based on addressing the needs of learners.

- Feedback from staff, students and the local community.

- Lesson observations and visits.