Criteria 7

Promote a collaborative, inclusive and supportive learning environment

Key Indicators

i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga

ii. foster trust, respect and cooperation with and among ākonga

Key Indicators
What does this look like for Scale A teachers?

(evidence)
How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?
What does this look like for Principals and School Leaders?

(evidence)
What does it look like with Learning with digital technologies (LwDT)

(evidence)
How do I promote a collaborative, inclusive and supportive learning environment that embraces e-learning?

Criteria 7: Promote a collaborative, inclusive and supportive learning environment.
i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga- 1chattyteacher 1chattyteacher Oct 25, 2015
Embeds VL practices – shares LI, co-constructs SC, informs about relevance, provides good models and exemplars.
Provides effective feedback and opportunities for self and peer assessment.
Examples include:
Lesson planning, student voice, Observation notes, anecdotal information.
Mahi Tahi / knowing the learner sheets completed with families and used to inform curriculum / resource choices. - 1chattyteacher 1chattyteacher Oct 25, 2015
  • Leading and participating in PD opportunities so staff see leaders as learners too.
  • Leading by example, being transparent and seen to be ready to make decisions, own mistakes, celebrate successes.
  • Examples include:
  • Developing an action plan for relevant PD across the school and providing appropriate time to develop and embed good practices with regular review - See List of PD on the Professional Learning Log in appraisal
  • Leading PD - Literacy 'I've got something to say' workshop, VL workshops, appraisal. SEE The planning folder for this under my desk)
  • Regular meetings with a staff member to support inquiry into raising standards in writing and VL techniques. (See minutes of meetings / Files uploaded to Criteria 8 page )
  • Supporting staff who are feeling less confident with e-learning opportunities.
  • See Minutes of SLT meetings and Team leader Meetings
  • Planning for the VL meetings, co-constructing action plans to move the VL pedogogy on across school.- 1chattyteacher 1chattyteacher Oct 25, 2015
working collaboratively
Utilising digital tools to allow students to collaborate both within and beyond the classroom.
Examples include:
  • OneNote Co-constructed plans.
  • collaboration.JPG

Blogging opportunities at the year 7/8 camp. Online journal.
Newsfeed where students encourage and provide feedback.
Opportunities to use digital resources to embed learning in languages including Te Reo Maori & NZSL and to learn traditional/ cultural practices such as kapa haka and Pasifika dances.
Utilising digital tools to provide appropriate learning experiences for individual students and groups of students such as storybird e-Ako maths and digital learning objects etc - 1chattyteacher 1chattyteacher Oct 25, 2015

ii. foster trust, respect and cooperation with and among ākonga
Building relationships with students and whanau:
Examples include:
Welcoming classroom environment- building a sense of belonging (turangawaewae)
Students are greeted on entry
Time is taken for discussion with families outside of appointments.
Contact is maintained with whanau throughout the year
All students work is valued and displayed.
Student names are used respectfully.
Student Voice received email from a student who had come to talk to me about how they felt they were struggling.
See Incident log and phone call log for evidence of matters/ concerns raised and managed/ dealt with. - 1chattyteacher 1chattyteacher Oct 25, 2015
*
Teaching unit on digital citizenship helping students to understand the impact of their actions online and their role as a digital citizens.
Offering digital citizenship and online safety workshops to parents - 1chattyteacher 1chattyteacher Oct 25, 2015












References:
Links to Tataiako, Professional Standards (Primary PrincipalsSecondary School Principals teachers), , Ka Hikitia and NZC (written by +1chattyteacher in Tataiako Word Doc)

http://www.teacherscouncil.govt.nz/required/Tataiako_RTCandGTS.pdf
http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning

Professional Standards for Principals and Leaders
Professional Standards for Scale A
teachers
Graduating Teacher Standards
KaHikitia
NZ Curriculum
E-learning
Culture
Maintain a safe, learning-focused environment.

Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected.
Manage conflict and other challenging situations and effectively and actively work to achieve solutions.
manage student behaviour positively

create an environment of respect and understanding
provide and maintain a purposeful working atmosphere
Standard Three: Graduating teachers

understand how contextual factors

influence teaching and learning:

a. Have an understanding of the

complex influences that personal,

social, and cultural factors may have on teachers and learners.

b. Have knowledge of tikanga and te

reo Māori to work effectively within

the bicultural contexts of Aotearoa

New Zealand.

c. Have an understanding of

education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.
Standard Six: Graduating teachers

develop positive relationships with

learners and the members of learning

communities:

a. Recognise how differing values and

beliefs may impact on learners and

their learning.

b. Have the knowledge and

dispositions to work effectively

with colleagues,

parents/caregivers,

families/whānau and communities.

c. Build effective relationships with

their learners.

d. Promote a learning culture which

engages diverse learners

effectively.

e. Demonstrate respect for te reo

Māori me ngā tikanga-a-iwi in

their practice.
Emphasises the importance of Ako - Effective and reciprocal teaching and learning - for and with, Māori Learners and the conditions that support it.
Māori learners working with others to determine successful learning and education pathways.
The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities (p.9).
The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning.
The teacher provides effective management of the learning setting through trust, respect and the building of relationships.
Help students to understand the impact of their actions online and their role as a digital citizens.
Provide multiple and varied opportunities for student to share and respond to others work.
Utilise digital tools to allow students to collaborate both within and beyond the classroom.
Use e-learning resources that take account of individual, cultural, and social differences.
Utilise digital tools incorporating multi-media to engage and motivate students.
Students support each other in their learning through the use of digital tools.
Utilise digital tools to help build positive relationships both within and beyond the classroom.
Use digital tools to personalise and adapt learning for special needs students.

http://elearning.tki.org.nz/Professional-learning/Practising-Teacher-Criteria-and-e-learning