End of Year Evaluation - TS3

 Standard

Professional relationships - Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

Definition of the Standard- 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 is accepted and valued.

Meet relevant regulatory, statutory and professional requirements.

Reflective Question -

How do I show in my practice that I actively promote the well-being of all ākonga for whom I am responsible?

How does my teaching practice promote an environment where learners feel safe to explore ideas and respond respectfully to others in the group?

How does my knowledge of the varied strengths, interests and needs of individuals and groups of àkonga influence how I teach them?

Tātaiako – cultural competency

MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture

TANGATA WHENUATANGA: Affirms Màori learners as Màori – provides contexts for learning where the identity, language and culture (“cultural locatedness”) of Màori learners and their whanau is affirmed

What quality practices take place in your team that connect with this criterion and competency?

Taught children zones of regulation to help provide them with strategies for self regulation.

after lockdown we discussed how well the digital slides went and decided to integrate this into the childrens daily literacy learning so that the children had more choice/ownership of their learning

Set up a class treaty, discussed as a class the rules we agreed on and displayed this on the wall to refer back to often.

Class ‘mat manners’ were developed as a result of IYT to help set reminders for students for mat behaviour.

Ako class lessons based on skills needed such as compliments etc

What is your evidence?

Beginning and ending of each day, use of strategies and role playing. Link to initial

link to lesson

link to planning