Practicing Teacher Criteria



6 comments:

Nic Mason said...

06/08/2012

Reflective question 3:
How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa NZ?

As a new Zealander, I feel very proud of our Treaty. As I am getting older and learning new things about our history, I reflect on the way groups of people have been treated. Through the actions of some of our past leaders, Maori culture and customs were almost lost. How sad for a culture to be lost?

I was lucky enough to go through most of my schooling where Maori (Te Reo) was ok to teach and learn. I followed this through High school and university. I know it's not all about 'the language' but it's like a bridge into other aspects.

Therefore, te reo has been my bridge into other areas like performance, music and tikanga.

At RSS, I have increasingly been involved with the decision making of aspect Maori. I am still learning all of the time but the main things I incorporate into my daily practice are:

- te reo
- waiata
- learning things Maori through a Maori lens
- cooperative learning

James @ Russell Street School said...

Your leadership and inspiration with the Kapa Haka is evident in the confidence and excellence in the performances at Pae Tamariki, Northern Cluster and your tour of the Manawatu. Looking to spread your influence across the classes and into the community would be a natural next step.

enine9 said...

09/07/13
Criteria 4:

Reflective Question: How do I continue to advance my professional learning as a teacher?

I think because I missed out on so much learning time during high school, I am trying to catch up! I find learning very rewarding. Deep down, I am a huge geek. I love the process of identifying something I need to get better at, setting myself a goal and then working hard to achieve it.

I love to learn with others, so I find the JK sessions rewarding. The teachers at our school are amazing and I learn so much form them. And, I'm not just saying that; I am really challenged by my colleagues.

Also, I enjoy reflecting on my learning publicly through a blog. I like to tie it all together with a metaphor , a picture or just a rant. I go back my reflections and reflect on my old reflections. It's cool to watch my growth.

I am looking forward to attending ULEARN13 because I feel with the increase of ipads in our school that there is going to be ipad classrooms in the near future. I want to be prepared for this.

Criteria 11:
Reflective Question : How do I gather and use assessment information in ways that advance the learning of my akonga?

It all depends on what subject I suppose.
Reading:
I use 3 main methods of assessment - STAR and PAT tests, PROBE assessments and daily anecdotes of group instructional reading. It is sometimes hard to complete PROBE tests because sometimes they take up to 25 minutes to complete - that's a long time if your've got 34 kids! So I use my inclinations of how well kids are getting on in my instructional groups to see who I should PROBE. (Terrible word really!) So if a child is finding the text too easy or too hard within a level I will test them to see if I was right? If so, I can adjust them into a different group.

Actually, this is the same with Maths/Numeracy. I use the following assessment data: PAT, Studyladder, GLOSS, IKAN, and daily anecdotes of group instruction of maths.

Writing is different. I am am still developing good assessment techniques within this strand. Now we have the RSS writing matrix, I am finding my feet. It takes a long time to assess a child in writing, though! You need to look at probably about 20 plus criteria across a few writing samples times 34 kids! It would be great if there was an outside assessment like we have for reading and maths to do some filtering.

nmasonrss said...

17/07/14

Criteria 5:
How do I help support my colleagues to strengthen teaching and learning in my setting?

I am pretty lucky to be a part of a 'Modern Learning Environment'. I am working closely with up to 5 other educators. We are constantly working collaboratively and supporting each other in all areas of the curriculum.

There are so many examples I could talk about: the most recent is when planning and organising our maths learning for term 3. We are starting fractions. I checked with a teacher in our group for their understanding of the topic because they are new to teaching at this level. This led to us as a team having a conversation around how the best way to teach fractions, where resources are and how best to use them.

Criteria 9:
How does my knowledge of the varied strengths, interests, and needs of individuals and groups of ākonga influence how I teach them?

Being in the MLE and being exposed to 4 times as many learners is a really unique experience at being able to put my teaching skills to the test. I have loved the challenge! Knowledge is at the end of my fingertips through ICT and being able to combine my knowledge of successful teaching and learning with fast connection to knowledge, has been hugely successful for my practice.

I am developing towards being an expert teacher. This allows me to be flexible in my approach to different learners. I have a variety of tools to use with different types of learners (eg boys, girls, Maori, strugglers, gifted). It is a start although I am always finding new ways to reach all learners.

Nic said...

Criteria 4:

How do I continue to advance my professional learning as a teacher?

Working collaboratively this year has really advanced my knowledge and understanding of teaching. We are constantly talking and discussing best practice, quality teaching and best ways of organising things etc.

Twitter has also been a fantastic way to consolidate, confirm or challenge my thinking and my ideas. Similarly, I am immersed with best practice.

I am really keen on the idea of changing the title of my job: "teacher" has such a "sit down and shut up and listen" connotation. I've never been that type of teacher. I believe that learning is something that you have to do; be involved in; getting your hands dirty. It's not something that is done to you.

I therefore like to think of myself as a "lead learner". In my classroom, I am not a teacher but an 'expert learner'. I will strive to model how expert learners learn, behave and think (attitudes/values).

Criteria 12:

How do I advance the learning of ākonga through critical inquiry within my professional learning?

I now have an excellent understanding of assessment data - reading, writing and maths assessments - and I am able to analyse these to design a learning pathway for individuals.

For example, in reading I can use the data from a low word recognition score and create specific goals with a learner around decoding accurately.

Being aware of what learners' needs are at the core of my professional role as a teacher (or lead learner). It is essential that goals are shared with individuals because this is at the heart of being a successful learner.

Nic said...

Reflective Question: How do I continue to advance my professional learning as a teacher/leader?
I think because I missed out on so much learning time during high school, I am trying to catch up! I find learning very rewarding. Deep down, I am a huge geek. I love the process of identifying something I need to get better at, setting myself a goal and then working hard to achieve it. I love the feeling of success once I have mastered a new skill. I am a social learner, so I find JK and collaborative teaching very rewarding. I continue to learn form my colleagues around me.

Over the past 2 years, I have grown my PLN (personal learning network) via Twitter (check me out! on @fuse711). I can't believe just how much I appreciate connecting with like-minded educators from around the world; connecting with movers and shakers! There are iPad, techie tips, minecraft, inquiry, learner agency, growth-mindset, numeracy, literacy ideas galore! It's pretty open to challenge each others' ideas and have a conversation about learning. More recently, I have joined the NZ Teachers Facebook page. I am not quite sure what to think about this yet. I haven't agreed with everything that has been shared or said but I'm not sure if it's the same forum or setting to challenge ideas. However, there are still some peals in there if you sift through the clams.

In sum, teaching and learning is fast growing to online, global connections. We have to get amongst it.

This year, my goals are around being an effective leader. I now see my teaching colleagues in a new light. It's hard being a leader at times - there are some tricky conversations to have with people so I am "in the learning pit" knowing how to approach different situations. I watch David like a hawk: how he listens, or jumps in, or parks something and moves on; how he challenges people. I like how he is always very good at explaining how and why something relates back to a policy or law. James also mentors me once a week. I talk with him and we unpack the what and the why. This is very helpful as I try to make sense of everything :).

(B) Discuss Criteria 6 of Professional Knowledge in Practice (from Registered Teacher Criteria)

CONCEPTUALISE, PLAN AND IMPLEMENT AN APPROPRIATE LEARNING PROGRAMME

6. Reflective Question: What do I take into account when planning programmes of work for groups and individuals?

Planning for individuals, I think is one of the hardest aspects of teaching (or maybe it's just the hardest for me?). I believe that the best learning takes place when the teacher has developed a positive relationship with the learner. Teachers need to take an interest in their learners and really find out what makes each tick. What are their habits? What is their personality? What mindset do they possess? Are they introverted? Are they extroverted? What drives their learning? What are they passionate about?

It takes time to discover this for 30 students.

So once a teacher has established this relationship, individualised and personalised learning can flourish. Initially, I believe the role of the teacher is to provide inspiration, controversy, challenge and support. Then carefully, purposefully and strategically coach, guide and provide timely feedback and feedforward for learners.