Professional Knowledge

PROFESSIONAL KNOWLEDGE STANDARDS Are competent in the content of relevant curriculum Keep informed of developments in the curriculum and learning theory Demonstrate knowledge of the Treaty of Waitangi and te reo me ona tikanga

PRACTICING TEACHERS CRITERIA LINK AND TATAIAKO Three: demonstrate commitment to bicultural partnership in Aotearoa New Zealand (TANGATA WHENUATANGA - TREATY) Four: demonstrate commitment to ongoing professional learning and development of personal professional practice (AKO- ONGOING PD) Six: conceptualise, plan and implement an appropriate learning programme (AKO - LEARNING PLANS) Eight: demonstrate in practice their knowledge and understanding of how ākonga learn (AKO - LEARNING) Nine: respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga (TANGATA WHENUATANGA - DIVERSITY) Ten: work effectively within the bicultural context of Aotearoa New Zealand (TANGATA WHENUATANGA - BICULTURAL) Eleven: analyse and appropriately use assessment information, which has been gathered formally and informally (WANANGA - ASSESSMENT) Twelve: demonstrate commitment to critical inquiry and problem-solving in their professional practice (WANANGA AKO - INQUIRY)

Performance Indicators:


1. The classroom programme in action reflects the 'Riverdale Way' - FLE

• Classroom is a FLE
• The classroom is divided into different spaces which are used for various purposes throughout the day.
• We run an Explore programme which makes directs links to the New Zealand Curriculum, especially the Key Competencies which are specifically focused and made explicit each week. This also links to Te Ako Ritenga as it uses the Hook, Explore and Reflect phases throughout each focus. 
• We incorporate Nga Matapono by linking it to a levelled licensing system which is directly related to their learning and behaviour.

2. Classroom planning demonstrates thoughtful learning progressions.

• The Learning Intentions used in class have been developed specifically for Piako Tahi and have been influenced by a range of different factors. 
• We reflect on these learning progressions to ensure they are still relevant
• Our planning shows how the LI's are chosen for specific groups and individuals and that they are considered each week to ensure they are relevant for the students progression

Maths Knowledge Planning

Maths Strategy Planning

Reading Planning

Writing Planning

Explore Planning

3. Engaged with professional development programme.

• I am currently engaged in Teacher Registration which I attend a day of PD a term and try to meet with my Mentor Sarah Best once a week to discuss my progress and any issues I am having.

Mentor Meeting

4. Curriculum planning is based on current New Zealand Curriculum document.

• Explore makes direct links to the NZC with each activity being placed into one of the curriuclum areas.
• The achievement objectives and AO's for Strand and afternoon Workshops are directly taken from the NZC.

Explore Planning

Workshops

5. Participates positively in the school's performance management system: Appraisal

6. Developed a Teaching as Inquiry profile to share with colleagues and develop practice

My portfolio