Standard
Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve the professional capability to impact on the learning and achievement of all learners.
Definition of the Standard - 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.
How do I continue to advance my professional learning as a teacher?
How do I advance the learning of my àkonga through critical inquiry within my professional learning?
We looked at our writing results and decided we needed to put more time into writing so we changed our timetable around to make a ‘literacy’ block that included writing and reading together. These groups were made up of children from across the team, we found this was effective as it gave the children more time to work on their writing.
IYT training - I went through training for IYT twice termly, this involved hands on learning, classroom observations and reflecting on my practise as well as changing my practise. Link to my reflections/notes on my blog.
PB4L Training, I went to some PD for PB4L-SW to help my school begin the PB4L journey. I found the PD energizing and encouraging. After each session Leanne and I shared back what we got out of the PD with the other staff at school.
Upskilling on digital learning and teaching during COVID
PD On DMIC including classroom observations of my teaching and PLD sessions on assessing DMIC.
Use of UBRS template and plan to help with deescalating strategies for behaviour management
What is your evidence?
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