Comparative Matrix Deputy and Assistant Primary 2017

Debbies Practising Teacher Criteria Comparative Matrix AND Professional Standards
(Assistant and Deputy Principal - Primary) 2017
Practising Teacher Criteria Professional Standards Comment and Evidence

Criteria Key indicators Standards
Practising Teacher Engage in ethical, Communication PB4L Team Leader Staff/Community and
Criteria 1 respectful, positive and parent involvement
collaborative demonstrate highly effective Rita Davies Literacy PD
Establish and maintain communication skills when interacting
professional Tipu Class Community involvement which is
effective professional with students, colleagues and
relationships with: based on Open Door policy and Longworth
relationships focused families/whnau
on the learning and konga Education Learning Approach
Professional leadership
well-being of konga SENCO / ESOL Roles Keeping parents
teaching colleagues,
makes constructive contributions to the informed/ Burmese Translator
support staff and other
work of the senior management team in a Reflections on PD recorded in my Note book
professionals
manner which supports effective school
__________________________ Attend HUB/Team/Staff meetings as an active
whnau and other organisation and improved learning
carers of konga outcomes for students team player (Lead PB4L PD/ Data)
Ttaiako
Being open, honest and approachable to all
agencies, groups and Policy and programme management
Whanaungatanga individuals in the First Aid Trained
Relationships (students, initiates, plans and manages in
community. Oversee Teacher Aides
school-wide , community) association with the principal and other
with high expectations standard policies and programmes which Team Leader for the Ferns Team
meet national requirements, are Greeting parents as they come into class
effective relationships consistent with the schools charter and Being approachable and honest
with Mori learners strategic planning, and which reflect the (Manaakitanga)
effective parent, whnau schools commitment to effective teaching
and learning Making connections with
and iwi Parents/whanau/students/colleagues
keeping connected Staff management
Positive interactions with all parties and
productive partnerships
motivates and encourages staff to improve outside agencies
the quality of teaching and learning Use of Te Reo throughout all lessons
Relationship management Copy of Karakia and other resources given
when asked
communicates effectively both orally and
in writing to a range of audiences Attend School Hui
Take an interest in Kapa Haka across both team
understands and operates within the
Acknowledge tikanga and teach regularly
limits of the delegated authorities and
adopts a consultative approach with the protocol and language
Tuakana Tenia established with buddy class
principal and other staff on issues relating Sharing students learning through portfolios
to school policy and conferencing regularly
establishes and maintains good
communication processes with staff, and
between staff and members of the senior
management team

Practising Teacher i. take all reasonable Classroom Management Play- based learning is the base of Roslyn
Criteria 2 steps to provide and Investigation in Te Tipu Ora classes
demonstrate a high level of commitment to
maintain a teaching Students are engaged and motivated in their
Demonstrate student welfare and learning
and learning learning especially with clear learning goals
commitment to
environment that is that are linked to Statement of Intent &
promoting the well-
physically, socially, Roslyn Investigators
being of konga Professional leadership
culturally and
emotionally safe supports the principal in the leadership
Tablets are used with children using camera
and management of the school and and creating pic collages. Talking Pen is a
ii. acknowledge and valuable assist in reading as it reinforces 1:1
deputises when required
respect the
pointing
languages, heritages
and cultures of all Literacy Evolution implemented to
Relationship management accelerated letter sound knowledge
konga
provides information to the principal on Writing being developed by using a model
iii. comply with relevant areas of delegated responsibility in order
regulatory and to assist with effective day to day
from Yolanda Soryls Early Words. This is
statutory management and strategic planning in the showing accelerated learning in students
requirements school knowing their sight words. The team has
taken on this model and aligned the Rockets
to support this learning both at school and at
home
Evidence of the progress students are making
is outlined in Te Tipu Ora Data, Six Week and
Six Month Data
Reflections and Readings are recorded on
Google Docs and Interlead
Data analysed and shared with Principal and
BOT
Providing an environment where Mana Atua

Ttaiako (Well-being) is supported socially,
emotionally, physically and culturally
Manaakitanga
Values integrity, trust, Acknowledging respect for language, heritage

sincerity, equity and culture
effective Teaching Having a positive, friendly open door policy
Profile
caring for Mori
Being welcoming
learners as culturally- Respecting those who come through our door
located beings
treating Mori
students, whnau, and
iwi equitably with
sincerity and integrity

Practising Teacher demonstrate respect Professional knowledge Te Reo incorporated throughout the day
Criteria 3 for the heritages, Te Reo planning completed and followed
demonstrate knowledge of the Treaty
languages and Karakia and Waiata done daily
Demonstrate of Waitangi and te reo me ona tikanga.
cultures of both Maori protocol reinforced and explained
commitment to a
parties to the Treaty regularly
bicultural partnership
of Waitangi.
in Aotearoa New Policy and programme management PB4L teaching values that respect our
Zealand biculturalism
understand the implications of New
Zealands changing cultural, social
and economic context and ensures
that these changes are reflected in the
Ttaiako policies and programmes within the
Providing an environment where Mana Atua
delegated areas of responsibility. (Well-being) is supported socially,
Tangata Whenuatanga emotionally, physically and culturally
Place-based, socio- Acknowledging respect for language, heritage
cultural awareness and and culture
knowledge Links between Te Whariki and Key
Competencies displayed and referred too
effective language and Planning reflects Te Reo in the class with a

cultural practices for weekly focus in class
Mori learners
te reo Mori
tikanga Mori/tikanga
-iwi place-based
education
treating Mori
students, whnau, and
iwi equitably with
sincerity and integrity

Practising Teacher i. identify professional Professional knowledge I use Interlead and Google Docs to record
Criteria 4 learning goals in reflections from PD/ Inquiry and I use a notebook
consultation with demonstrate a commitment to their to record notes/ records and readings
Demonstrate own on-going learning
commitment to
colleagues PD has met my needs this year as a leader.
ongoing professional ii. participate Looking at the teams data and organising PD to
learning and responsively in Support and co-operation with colleagues support both the needs of our students and the
development of professional learning needs of our teachers. PD around Learning
personal professional opportunities within support and provide effective
assistance to colleagues in improving
through Play is ongoing as is imbedding
practice the learning Foundation Skills throughout the team
community teaching and learning
Needs were based around all students including
iii. initiate learning our Maori, Pasifika and Special Needs learners
opportunities to Staff management Through planning, assessment, SENCO and PB4L I
Ttaiako advance personal
participate in the schools take into consideration the cultural aspects that
Ako professional
knowledge and skills. performance management systems enhance the learning and needs of all Maori
Practice in the classroom and makes recommendations to the students
and beyond principal on appropriate professional Evidence of this is within my own class and
development opportunities for staff
ensuring that I provide a safe environment
ako reciprocal where all students feel valued and safe. This
teaching/learning: Professional leadership shows in the accelerated learning that is taking
parent, whnau, hpu, place especially in literacy and numeracy
learner, teacher reflects on own performance
This is also evident in the Teams Action Plan and
effective learning by assessment and demonstrates a
Mori learners commitment to own on-going learning
effective pedagogy in order to improve performance
effective curriculum for
Mori learners

Practising Teacher i. actively contribute

Support and co-operation with colleagues After 5 years as an AP and being back in
support and provide effective assistance the Team Leader position, I finally feel
Criteria 5 to the professional
to colleagues in improving teaching and
learning community that I have got my feet on the ground and
Demonstrate learning
leadership that ii. undertake areas of am able to lead as a positive role model
contributes to effective responsibility Contribution to wider school activities especially when implanting new
teaching and learning effectively. successfully organise aspects of pedagogy across the team
programmes within the school to
promote teaching and learning. I feel that I have solid curriculum
knowledge that allows me to see the
Professional leadership
provides professional leadership to staff needs across the school to make
within delegated areas of responsibility adaptions and provide support for both
understands, and applies where students and teachers to ensure that
appropriate, current practices for effective teaching and learning is taking
effective management from both within
and beyond education
place
supports the principal in the leadership Contributions are listed under Criteria 1
and management of the school and Effective feedback and feed-forward are
deputises when required to support students so they know what
Staff management they are learning, why they and learning
devolves responsibilities and delegates and where to next
tasks when appropriate I also feel that this year as a leader Im
Relationship management not taking certain things personally but
professionally which allows me to address
understands and operates within the
limits of the delegated authorities and situations in a positive manner for
adopts a consultative approach with everyone
the principal and other staff on issues
relating to school policy.
Ttaiako By having a Hands on learning approach
Financial and asset management model to teaching at the moment,
Wnanga
effectively and efficiently uses available provides a supportive/safe environment,
Communication financial resources and assets, within approachable and allows fun in our
Problem Solving delegated areas of authority, to support
learning which allows me to be an
improved learning outcomes for effective teacher that impacts on Maori

students, whnau,
students learners so they are motivated and
and iwi engaging in
discussions and prepared to give things a go in a way and
robust debate manner that they can make links to their
effective learning and prior knowledge and experiences
teaching interactions
with students,
whnau and iwi
reporting and co-
constructing learning
goals

Practising Teacher i articulate clearly Professional knowledge Provide different ways of learning visual,
Criteria 6 the aims of their oral and kinaesthetic types of learning
demonstrate a high level of knowledge of
teaching, give environment. This also includes emotional
Conceptualise, plan relevant curriculum and of current
sound professional
and implement an learning and assessment theory and social development in context to their
reasons for
appropriate learning learning
adopting these
programme
aims, and Observations taken as Team Leader, SLT and
implement them in Professional leadership
parents
their practices identifies and acts on opportunities for Learning is linked to students individual
ii. through their improving teaching and learning
interests which are catered for through play
planning and demonstrates a thorough understanding
Ttaiako teaching, Data is gathered around Phonics,
of current approaches to effective
demonstrate their teaching and learning Numeracy, Early Words and Concepts About
Ako
knowledge and Print which are the fundamental skills
Practice in the understanding of students need to be successful lifelong
classroom and beyond relevant content, Teaching techniques
disciplines and learners
ako reciprocal
curriculum
Demonstrate a broad range of highly Regular reflection on teaching practice to
documents.
teaching/learning: effective teaching techniques. ensure that I am meeting the needs of all
parent, whnau, students. This is done in collaboration with
hpu, learner, Tammy, Judie and Fabian
teacher
Pedagogy implemented that supports Maori
effective learning by learners Hands-on approach, links to their
Mori learners
interests and in a supportive manner
effective pedagogy Interests are recorded and referred to
effective curriculum Students work displayed and valued
for Mori learners
Success Criteria and modelling to give clear
instructions to learning

Practising Teacher i. demonstrate effective Motivation of students Refer to NZC when planning
Criteria 7 management of the Effective pedagogy through Team
learning setting which demonstrate a wide range of
Promote a techniques that provide strong Meetings/HUB/Staff/TOD/Readings
incorporates successful
collaborative, motivation for a diversity of students Classroom resources are made/purchased as
strategies to engage and
inclusive and needed and used to support student learning,
motivate konga, foster
supportive learning
trust, respect and co- needs and interests
environment Classroom management
operation with and Clear expectations set and discussed with
among konga effectively manage challenging class regularly
learning environments
PRIDE reinforced throughout the day with
PB4L taught each morning
Learning Intentions clearly displayed and
reinforced in all areas of learning
Modelling books set with LI and SC
We all learn/ make mistakes together this
promotes a safe environment where we can
support each other, which builds trust and
respect for how others learn
Inclusive practise
Ttaiako By learning and making mistakes together

Manaakitanga there is a sense of trust and it also makes
Values integrity, students feel safe and secure in their learning
trust, sincerity, equity environment
effective Teaching
Profile
caring for Mori
learners as
culturally-located
beings
treating Mori
students, whnau,
and iwi equitably
with sincerity and
integrity

Practising Teacher Criteria 8 i. enable konga to Professional knowledge I believe that learning has to cover all learning
make connections styles Visual, See it - Auditory, Hear it
Demonstrate in their demonstrate a high level of
between their prior Kinesthetic, Do it. By students seeing, hearing
practice their knowledge of knowledge of relevant curriculum,
experiences and
how konga learn and of current learning and and doing they are learning in an authentic
learning and their
assessment theory manner that meets all learning styles and
current learning
activities allows students to make connections to
ii. provide Teaching techniques ensure they understand what they are
opportunities and learning (Modelling, ICT, Practice Time)
support for konga demonstrate a broad range of highly
effective teaching techniques This model has proven to accelerate students
to engage with,
learning and understanding
practise and apply I have also seen students confidence increase

new learning to where they become risk takers and
different contexts Motivation of students
independent learners
iii. encourage konga demonstrate a wide range of Spending time (roving, conferencing, guided
to think critically techniques that provide strong
for their own motivation for a diversity of students and incidental time) with students and
learning and questioning their learning ensures that
behaviour students understand the learning (concepts)
iv. assist konga to that is taking place and to hear students
think critically articulate their learning reinforces their
about information knowledge
and ideas and to
Ttaiako reflect on their By providing activities that are purposeful,
learning relevant and of interest to our students
Ako
Having a model for students to refer to
Practice in the classroom
Positive / safe environment
and beyond
Humour
ako reciprocal
teaching/learning: parent,
whnau, hpu, learner,
teacher
effective learning by Mori
learners
effective pedagogy
Mori learners

Practising Teacher Criteria 9 i. demonstrate Teaching techniques Covered under Criteria 1, 2, 6, 7, 8

knowledge and
Respond effectively to the demonstrate a broad range of highly
understanding of
diverse language and effective teaching techniques.
social and cultural
cultural experiences, and
influences on Motivation of students
the varied strengths,
learning, by
interests and needs of demonstrate a wide range of
working effectively
individuals and groups of techniques that provide strong
in the bicultural
konga motivation for a diversity of students
and multicultural
Ttaiako contexts of learning Policy and programme management Providing an environment that is supportive
in Aotearoa New to all learners
Tangata Whenuatanga understands the implications of New
Zealand Providing opportunities for learners to adjust
Place-based, socio-cultural Zealands changing cultural, social
ii. select teaching and economic context and ensures to their new environment in and in their own
awareness and knowledge approaches, that these changes are reflected in times
effective language and resources, the policies and programmes within Providing expectations and standards that are
cultural practices for technologies and the delegated areas of responsibility
Mori learners learning and clear and easy to follow
te reo Mori/reo iwi assessment Being Whanau orientated
tikanga Mori/tikanga - activities that are
iwi inclusive and
place-based education effective for diverse
all learning and konga
interaction occurs within
a cultural context iii, modify teaching
knowledge of whakapapa- approaches to
knowing who children are, address the needs
where they are from and of individuals and
who they belong to groups of konga
identity, language, culture


Practising Teacher Criteria i. practise and Professional knowledge Explained under Criteria 8
10 develop the Te Reo is incorporated across all curriculum
relevant use of te demonstrate knowledge of the Treaty
Work effectively within the of Waitangi and te reo me ona areas daily where all students understand and
reo Mori me ng
bicultural context of tikanga respond to simple commands, karakia,
tikanga iwi in
Aotearoa New Zealand greetings, farewells, colours, days of the
context
ii. specifically and
week, numbers, protocol and waiata
Relationship management
effectively address Planning that incorporates aspects of Te Reo
the educational fosters relationships between the
aspirations of school and the community
konga Mori Providing an environment where Mana Atua
displaying high (Well-being) is supported socially,
Ttaiako
expectations for emotionally, physically and culturally
Tangata Whenuatanga their learning
Acknowledging respect for language, heritage
Place-based, socio-cultural and culture
awareness and knowledge
Links between Te Whariki and Key
effective language and
cultural practices for Competencies displayed and referred too
Mori learners
te reo Mori/reo iwi
tikanga Mori/tikanga -
iwi
place-based education
all learning and
interaction occurs within
a cultural context
knowledge of whakapapa-
knowing who children are,
where they are from and
who they belong to
identity, language, culture

Practising Teacher Criteria i. analyse Professional knowledge I have a good understanding of the schools
11 assessment SMS and use it regularly in many different
demonstrate a high level of
information to forms
Analyse and appropriately knowledge of relevant curriculum,
identify progress
use assessment
and ongoing
and of current learning and I use assessment to ensure that I am teaching
information, which has assessment theory the needs of my learners. Planning is
learning needs of
been gathered formally
konga modified to meet the students needs
and informally
ii. use assessment Communication Letter/Sound/Word testing, Early Words,
information to give Knowledge, Strategy and Reading
regular and demonstrate highly effective
communication skills when assessments are completed every 3 weeks to
ongoing feedback
to guide and interacting with students, colleagues move students and to gage the learning that
support further and families/whnau is taking place
learning Taking assessments regularly ensures that
iii. analyse planning is reflecting students progress and
assessment their needs
information to Parents are contacted after a student has
Ttaiako: reflect on and
evaluate the
been at school 6 weeks for a conference
Wnanga
effectiveness of the Daily contact is made with all parents from
teaching Room 12 as parents drop and pick up their
students, whnau, and iwi communicate
engaging in discussions children
assessment and
and robust debate achievement Postcards are sent home regularly
effective learning and information to Parents contacted for School Assemblies and
teaching interactions with relevant members whenever a student is receiving a certificate
students, whnau and iwi of the learning
reporting and co- If I have any successes/concerns I touch base
community
constructing learning with parents in the mornings or in the after
goals iv. foster involvement school for an informal chat
of whnau in the
collection and use
of information
about the learning
of konga

Practising Teacher Criteria i. systematically and Professional knowledge Providing PD for the Ferns Team has made
12 critically engage me look at my teaching to ensure that I have
demonstrate a commitment to their
with evidence and an effective teaching programme that can be
use critical inquiry and own ongoing learning
professional
problem-solving effectively used as an exemplar for others
literature to reflect
in their professional
on and refine Seeing accelerated learners, analysing data
practice Teaching techniques (my own and across the team) has shown that
practice
Ttaiako: ii. respond continually evaluate and reflect on the PD we have received this year has
professionally to their teaching and act on areas benefited our students and our teachers have
Wnanga
feedback from where it can be improved.
students, whnau, and iwi taken this knowledge and implemented it into
engaging in discussions members of
their classes to ensure that effective teaching
and robust debate learning
community is taking place
effective learning and
teaching interactions with PLGs are great to discuss readings, clarify
iii. critically examine
students, whnau and iwi own beliefs, pedagogy (Teacher Inquiries/different views
reporting and co- including cultural to learning), Issues/Concerns
constructing learning beliefs, and how (knowledge/strategies) and to reinforce
goals they impact on positive collaboration with staff which builds
Ttaiako: Ako their professional
practice and the positive relationships. Sometimes, we dont
ako reciprocal
teaching/learning: parent, achievement of get that chance to spend time with our
whnau, hpu, learner, konga. colleagues (across teams) to have some
teacher Professional dialog where PLGs give you that
effective learning by Mori time
learners
effective pedagogy
Mori learners

Comparative Matrix Deputy and Assistant Primary 2017

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Debbies Practising Teacher Criteria Comparative Matrix AND Professional Standards

(Assistant and Deputy Principal - Primary) 2017

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria Professional Standards Comment and Evidence

Providing an environment where Mana Atua

Values integrity, trust, Acknowledging respect for language, heritage

Practising Teacher Criteria Professional Standards Comment and Evidence

effective language and Planning reflects Te Reo in the class with a

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher i. actively contribute

improved learning outcomes for effective teacher that impacts on Maori

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria Professional Standards Comment and Evidence

Ttaiako By learning and making mistakes together

Practising Teacher Criteria Professional Standards Comment and Evidence

practise and apply I have also seen students confidence increase

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria 9 i. demonstrate Teaching techniques Covered under Criteria 1, 2, 6, 7, 8

identity, language, culture

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria Professional Standards Comment and Evidence

Practising Teacher Criteria Professional Standards Comment and Evidence

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