Registered Teacher Criteria
Criteria
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How
does the criteria link with the evidence?
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Evidence
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1. Establish and maintain effective professional
relationships focused on the learning and well-being of all akonga.
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· My focus is
on building a safe environment for teachers to develop their science skills
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Leadership Course in Dunedin
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2. Demonstrate commitment to
promoting the well-being of all akonga.
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· Leadership
plan for 2016 has student outcomes as top priority
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STLP (Science Teaching Leadership Programme)
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3. Demonstrate commitment to
bicultural partnership in Aotearoa New Zealand.
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Science in relation to the land and culture of NZ | Working with scientists |
4. Demonstrate commitment to
ongoing professional learning and development of personal professional
practice.
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By engaging in this programme, I am committed to my
own ongoing learning of science, and skills in leadership.
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· STLP (Science Teaching Leadership Programme)
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5. Show leadership that contributes to effective
teaching and learning.
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The leadership course will identify the skills that
I need to work on, which in turn will make me a more effective leader.
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· Attending the leadership course in Dunedin.
· Communicating with management to implement phase 2 of the STLP
· Working with Paul from JPC to enhance science between the two schools.
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6. Conceptualise, plan and implement an appropriate
learning programme.
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I have developed a science development programme for
teachers that will allow them to learn and engage with science in achievable
chunks. Teachers will the have confidence to teach their classes.
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STLP (Science Teaching Leadership Programme)
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7. Promote a collaborative, inclusive and supportive
learning environment.
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This is both for teachers and students.
Tasks will be organised so that teachers have to
work collaboratively. This same ethos will then be able to be used with
students.
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STLP (Science Teaching Leadership Programme)
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8. Demonstrate in practice their knowledge and
understanding of how akonga learn.
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Discussions about the best way students learn.
Networking with other teachers at other schools.
Using the combined knowledge of STLP participants
and facilitators.
Curriculum Days in Wellington and Auckland.
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STLP (Science Teaching Leadership Programme)
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9. Respond effectively to the diverse language and
cultural experiences, and the varied strengths, interests and needs of
individuals and groups of akonga.
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I am wanting children to see me as a learner. I want
to allow children an easy way to follow my journey as they showed an interest
in what I was going to do whilst I am away from school.
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· Set up blog so that children can see what I am learning.
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10. Work effectively within the bicultural context
of Aotearoa New Zealand.
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11. Analyse and appropriately use assessment
information, which has been gathered formally and informally.
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We have researched student outcomes in science and
have identified that there is a need to improve in this area – hence my being
on the STLP programme.
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STLP (Science Teaching Leadership Programme)
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12. Use critical inquiry and
problem-solving effectively in their professional practice.
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I am continually using research of
effective practices, observing others, working alongside scientists,
attending curriculum and leadership days, and networking with others to
reflect on my own practices both in the classroom and as a leader.
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· STLP
– ongoing inquiry into my own practice (classroom and leadership)
· Readings
– research into effective practice
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