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* Te Reo Course through Wananga
* Units of work, ie. our history unit in Term 1, matariki, pepeha, activities for Maori language week.
* Maori artwork i.e. Koru
* Using legends and bicultural resources (ready to read) as part of school reading programmes.
* Attend Kapa Haka lessons and participate in learning and modelling.
* Valuing of things Maori and positive talk.
* Lack of deficit thinking.
* Te Reo greetings, songs used in the classroom and taught.
* Parent conversations and learning talks - individual invitations to these.
* Target learners - particularly addressing Maori under achievement
* Whakatauki introduced into the classroom.
* Attend culture counts meetings and professional development.
* buddy reading programmes, buddy classes, house groups - following a tuakana - teina approach with older learners teaching younger learners.
* Whanau grouping - house groups. Currently for sports events.
* Fostering positive Relationships with Maori families and students.
* School singing - te reo songs
* School assemblies - some in te reo and national anthem.

What we do well:
Including Legends, Art & Drama - Peter

Identifying Maori underachievement and addressing this through having target learners in the TAI. (Elise)

What we could improve on:
Having more opportunities for buddy learning house grouping. Fostering tuakana-teina.

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- Planning programmes to students needs and abilities eg: grouping students by their OTJ/reading level/stage for maths etc (teaching to their level).
- Knowing your learners, what they like/dislike, are good at, struggle with etc (For example your get to know you activities at the start of the year, children's goals, surveys about how they work best etc).
-Students next steps, WALTs etc
- Unit plan (cultural box, and student box)
- The way you group your students based on their needs; academic or social (perhaps a reflective note on planning as to why you grouped them this way).
- Planning with the NZC
- Units based on student interests/needs/student directed eg: passion project, space unit etc
- Integrating children's languages into your classroom (posters, greetings, labels, instructions(titiro mai) etc).
- Choosing appropriate materials/resources for groups of students to enhance interest eg: picking book topics that you know children will enjoy.
- D.A.T.S
- Zone of proximal development
- IY strategies
-Turuturu ROAR values
- Feedback from the kids; get their voice about what they liked, what they want more of, what challenges the, what they want to learn
-TAI

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Differentiated learning -groupings, scaffolding
Classroom is welcoming
Regular contact with whanau - formal/informal
Sharing resources and knowledge with whanau
In the classroom all cultures are evident.
Enrolment in Te Reo course
High expectations
Increasing our pedagogical knowledge so that all learners can have success e.g benefits of groupwork, shared experiences
Share yourself with the students - you know them/they know you
Open/nonjudgmental discussions with colleagues.
Experimenting and trying new ideas.
TAI
Children have time to practice e.g rotations, workshops
Integrate topics
Clear concise feedback and feed forward with students having ownership and an awareness of what expected learning looks like .. WALTS/SC
Child choice in topics
Choosing time

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Whanau - Seesaw, conversations, being available before/after school, learning talks, newsletters/notices, updating webpage, phone calls, communicate the good and the bad, send books home, home learning.
Learners - get to know their interests, design learning around their interests, whanaungatanga, creating a safe environment, being prepared to create IEP's.
Colleagues - staff/syndicate meetings, ultranet, attend events, help others, be available, share information/resources, support them when difficulties arise/reciprocate, making time to regularly catch up socially.
Support staff - include in events, be thankful, plan for teacher aide time, recognise strengths/weaknesses, annoy them in a friendly way.
Other professionals - RTLB/RTLit/Reading recovery, introduce them to the entire staff, make time to communicate, use their input wisely, assist willingly when required.
Community - invite into the school, participate in events (e.g. Kapa haka, sports, etc), ask for support (e.g. coaching, class events, school events).

Communicate effectively with others - newsletters, Seesaw, website, phone calls, talking, attending events inside/outside of school.

Actively contribute / leadership / responsibility - such as: Management units, extra-curricular activities (guitar practice), galas, assembly, planning christmas party, taking pride in the school environment, creating art for outside of the classroom, bring ideas to meetings, share resources and ideas.

Communicate assessment information (to learners, colleagues, whanau, BOT) - set goals with learners and whanau, create resources for home, invite whanau to school if needed, OPEN DAY,

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USE INQUIRY COLLABORATIVE PROBLEM SOLVING AND PROFESSIONAL LEARNING TO IMPROVE MY CAPABILITY TO IMPACT ON THE LEARNING AND ACHIEVEMENT OF ALL LEARNERS
PB4L     DO WELL
Collaborative Problem Solving
Reflection on our systems
Respond to reward systems etc
Reading/Courses/Discussions
Systems
e.g. moving from Tier 1 to Tier 2
& a consistent behaviour management programme/positive reward system
MINDLAB
IY
TAI
Professional Learning Groups

TO WORK ON
KAHIKATEA - supporting Māori students to enjoy and achieve education success as Māori.
TATAIAIKO - Cultural Competencies
PTC - Values, Professional Responsibilities, Teaching Standards
CODE OF CONDUCT
CULTURE COUNTS
SYNDICATE/STAFF MEETING DISCUSSIONS
AGENCIES - RTLB, RTLit, Ed Psych
FACEBOOK
Primary Teachers Page
TWITTER - follow Leaders in Education, Teachers, Professional Organisations
BLOGGING
Class and Personal
PROFESSIONAL READING
Articles
VLN - Virtual Learning Network
EDUCATIONAL JOURNALS AND PUBLICATIONS

COL

Papa Reo course through Te Wananga o Aotearoa

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This session is about Our Code of Professional Responsibility and our Standards for the Teaching Profession . Maybe you are up with the play here with the wording or maybe not. This is to introduce this document to you, received in August 2017. At Turuturu School it will replace the existing 'satisfactory' teaching criteria as the basis for appraisal, teacher registration renewal and any existing code of conduct documentation as of the beginning of 2018. 

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This session is about Our Code of Professional Responsibility and our Standards for the Teaching Profession . Maybe you are up with the play here with the wording or maybe not. This is to introduce this document to you, received in August 2017. At Turuturu School it will replace the existing 'satisfactory' teaching criteria as the basis for appraisal, teacher registration renewal and any existing code of conduct documentation as of the beginning of 2018. 

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If you intend continuing to teach in NZ... then this document is vitally important to you and I.

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Today we will focus on the standards.... not the code!

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Today we will focus on the standards.... not the code!

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However, it needs to be noted right up front that they are entwined. Together they set out the high standards expected of every teacher.  The Standards describe the expectations of effective teaching practise. Together they set out what it is, and what it means, to be a teacher in Aotearoa New Zealand.

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CODE AND THE STANDARDS.....
They describe your essential professional knowledge, professional relationships and values.
THEY SET THE STANDARD EXPECTED FOR TEACHERS TO BE ISSUED OR MAINTAIN THEIR PRACTISING CERTIFICATE.
They strengthen public confidence in the teaching profession... (Interesting)
I've said many times that the quality of your TAI goes a long way to satisfy the existing criteria... however, now, after a long read... for teachers to meet the new standards and the code, further 'evidence,' it seems, will be needed. Just what that is needs to be made clear to you and to me.

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With your partner elaborate the standard I have allocated you with REAL EXAMPLES of actions / and evidence at classroom and school level and when level. What 'naturally occurring evidence',  not extra manufactured evidence, could be 'collected' and used for discussion and analysis.
After that highlight one element that your pair thinks YOU  do well and one element that your pair thinks YOU could  better at ... and give an example of how.
1.Peter and Elise
2. Sharon H and Tania
3. Jenny and Lyndon
4. Diane and Richard
5. Sarah and Lorena
6. Rowena and Sharon

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Demonstrate commitment to tangatar whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

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2. PROFESSIONAL LEARNING
USE INQUIRY COLLABORATIVE PROBLEM SOLVING AND PROFESSIONAL LEARNING TO IMPROVE MY CAPABILITY TO IMPACT ON THE LEARNING AND ACHIEVEMENT OF ALL LEARNERS

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Establish and maintain professional relationships and behaviours focused on the learning and well being of each learner.

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Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

Circle Time - planned focus on developing a classroom culture.
ROAR rewarded for being respectful, organised, ready and resilient in their learning.
Teacher planning

TAI.... wanting to share, having to share?? Getting good information at the TAI group.

Risk taking - trying new things in the classroom.

STAFF
Access to and use of Ultranet for nuts and bolts communication.

Syndicate Minutes!!! available to all.

Challenge others assumptions safely...

How do you safely ask for support?
Brave and ask AP DP Principal

STAFF MEETINGS

RECEIVING AND GIVING MORE FREQUENT FEEDBACK ABOUT ASPECTS OF TEACHING.

REQUESTING OPPORTUNITIES

MINIMISING DOWN TIME... MAINTAING INTESITY...

BEING FOCUSED

TEACHERS TAKING RISKS

HAVING SHARED TEXTS

Principal being out and about in the school environment (playing guitar etc)

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Design learning based on the curriculum and pedagogical knowledge and an understanding of each learners strengths, interests, identities, languages and cultures.

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Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.