Tū Rangatira:
Māori Medium Educational Leadership is a model of leadership that
reflects some of the key leadership roles and practices that contribute to high-quality
educational outcomes for Māori learners.
Wednesday, 10 January 2018
Tū Rangatira
Our Code-Examples in Practice
I have been reading some documents related to our Code and Our Standards to help my understanding of them. I think some posters might be good as visual reminders fro teachers. These four excerpts from The Code of Professional Responsibility doc, are a good place for me to start when looking at what these mean in practice.
Appraisals to 2017
This page is a collection of appraisal documents from 2017 and prior. These use the Registered Teacher Criteria and the Practising Teacher Criteria.
Appraisal for 2017:
Appraisal for 2016:
Appraisal for 2015:
Appraisal for 2017:
Appraisal for 2016:
Appraisal for 2015:
Learning How to Create Blog Pages
One of my goals and leadership areas for 2018, is to use Blogger to reflect on my own teaching and learning and to find an easy to follow, use and sustain method of gathering evidence that I am in fact showing our code and standards for teaching. I had an idea of how I wanted it to look and how I wanted to be able to navigate.
This evening, I spent some time learning how to create pages in a blog so that finding posts is easy and coherent. I explored on my own, realised it wasn't working and then watching a number of You tube clips to learn. I then started over again and am using this post to check that the method I have chosen works how I want it to.
This evening, I spent some time learning how to create pages in a blog so that finding posts is easy and coherent. I explored on my own, realised it wasn't working and then watching a number of You tube clips to learn. I then started over again and am using this post to check that the method I have chosen works how I want it to.
This clip was the most useful for me:
• Engage in professional learning and adaptively apply this learning in practice.
Our Standards
THESE ARE OUR STANDARDS
The Standards for the Teaching Profession are made up of six standards that provide holistic descriptions of what high-quality teaching practice looks like and what it means to be a teacher in Aotearoa New Zealand. The additional detail contained in the elaborations provides depth and context to the Standards themselves and supports teachers to identify and develop high quality practices in their settings. The Standards are purposely designed at a high level so every practitioner can apply them to suit the context they are working in.
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.
Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
The Standards for the Teaching Profession are made up of six standards that provide holistic descriptions of what high-quality teaching practice looks like and what it means to be a teacher in Aotearoa New Zealand. The additional detail contained in the elaborations provides depth and context to the Standards themselves and supports teachers to identify and develop high quality practices in their settings. The Standards are purposely designed at a high level so every practitioner can apply them to suit the context they are working in.
Te Tiriti o Waitangi Partnership
Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.
Professional Learning
Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
Professional Relationships
Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.
Learning-Focused Culture
Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.
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.
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
Teaching
Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
Teaching
Teach and respond to learners in a
knowledgeable and adaptive way
to progress their learning at an
appropriate depth and pace.
• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.
• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.
• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.
• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.
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.
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.
• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required.
• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
Learning-Focused Culture
Develop a culture that is focused
on learning, and is characterised
by respect, inclusion, empathy,
collaboration and safety.
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.
Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.
• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.
• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.
• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.
• Create an environment where learners can be confident in their identities, languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.
Professional Relationships
Establish and maintain professional
relationships and behaviours
focused on the learning and
wellbeing of each learner.
• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.
• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement information.
Professional Learning
Use inquiry, collaborative problem solving
and professional learning
to improve professional capability
to impact on the learning and
achievement of all learners.
Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
Te Tiriti o Waitangi Partnership
Demonstrate commitment to
tangata whenuatanga and Te
Tiriti o Waitangi partnership in
Aotearoa New Zealand.
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.
• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
• Practise and develop the use of te reo and tikanga Māori.
Our Code
THIS IS OUR CODE
This Code has been developed with our profession for our profession. It reflects the expectations of conduct and integrity that we all share; what we expect of each other and what our learners, their families and whānau, their communities and the public can expect of us.
As teachers, we understand the influence we have on shaping futures, and the contribution we make to society by supporting children and young people to realise their potential and prepare them for their future. We understand that families and whānau and the wider community trust us to guide their children and young people on their learning journey and to keep them safe. By acting with integrity and professionalism in all that we do, we maintain this trust and confidence. Upholding the expectations set out in the Code is the responsibility of each and every one of us. It also connects us as a profession. If one of us breaches the Code, it can affect us all, changing how others see us and how the profession is valued. So we also have a responsibility to each other, to make sure we all understand these expectations and make the right decisions each and every day. We can all be proud to be part of the teaching profession in Aotearoa New Zealand.
This Code has been developed with our profession for our profession. It reflects the expectations of conduct and integrity that we all share; what we expect of each other and what our learners, their families and whānau, their communities and the public can expect of us.
As teachers, we understand the influence we have on shaping futures, and the contribution we make to society by supporting children and young people to realise their potential and prepare them for their future. We understand that families and whānau and the wider community trust us to guide their children and young people on their learning journey and to keep them safe. By acting with integrity and professionalism in all that we do, we maintain this trust and confidence. Upholding the expectations set out in the Code is the responsibility of each and every one of us. It also connects us as a profession. If one of us breaches the Code, it can affect us all, changing how others see us and how the profession is valued. So we also have a responsibility to each other, to make sure we all understand these expectations and make the right decisions each and every day. We can all be proud to be part of the teaching profession in Aotearoa New Zealand.
Te Tiriti O Waitangi
The Treaty of Waitangi is New Zealand’s founding document. It takes its name from the place in the Bay of Islands where it was first signed, on 6 February 1840. This day is now a public holiday in New Zealand. The Treaty is an agreement, in Māori and English, that was made between the British Crown and about 540 Māori rangatira (chiefs).
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