PTC'S

1.       Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga

a.       Professional regard for all Ākonga and their parents b.      Teachers are respectful, positive and proactive in their relationships with students or expectant students. e.g. Class expectation established reflecting school expectations. c.       Teachers maintain the strictest confidences when dealing with tamariki and their whanau d.      Teachers work proactively to attain 100% He Haerenga Akoranga interviews

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2.       Demonstrate commitment to promoting the well-being of all ākonga

·      Teachers are proactive in implementing School intervention plans e.g. BIPS. LIPS. IEP’s ·      Teachers engage with Senior Management and outside agencies in a proactive, sensitive way. ·      Teachers proactively act on attendance irregularities ·      Teachers use tikanga & Te Reo māori in class programmes ·      Teachers recognize, value and act on the multi cultural make up of their classes ·      Normal in class behaviour transgressions are recorded in class ABC Behaviour Book; Playground behaviour transgressions are recorded in behaviour books in AP offices. ·      Students opinions and ideas are listened to, valued and where appropriate promptly acted on; notes are kept in school triplicate records ·      Teachers establish clear, transparent behaviour expectations in line with school procedures ·      Deficit thinking is not used as an underlying excuse for underachievement

3.       Demonstrate commitment to bicultural partnerships in Aotearoa New Zealand

·      Classroom programmes are reflective of the dual heritage of New Zealand and teachers    work proactively to include tikanga and te reo māori in their classroom programmes. Teachers validate māori as māori

4.       Demonstrate commitment to ongoing professional learning and development of personal professional practice

·      Teachers take an active part in all programmed  school professional development opportunities ·      Teachers initiate professional development opportunities; take responsibility for their own professional growth ·      Teachers play a constructive, collaborativerole in their annual appraisal process ·       Teachers use teaching as inquiry to plan next steps teaching and learning. Evidence of this to be seen as per school expectations. ·      Teachers avoid clashes with scheduled school meetings. ·    Teachers act promptly on advice and guidance and seek feedback.

5.       Show leadership that contributes to effective teaching and learning

·         Teachers actively contributing to focused team planning ·         Teachers discharge responsibilities in a professional, informed, timely manner ·         Teachers carry out expectations in a concise and timely manner consistent with Job Description / Performance Agreement ·         Teachers display initiative relative to areas of responsibility ·         Teachers ensure that events are well planned and any issues arising are dealt with in a positive, proactive way. ·         Teachers records of professional meetings are kept, signed and positively acted on. ·         Teachers undertake professional development as required & lead school wide initiatives to implement any resultant change ·         Teachers are prepared to unlearn and relearn

6.  Conceptualise, plan and implement an appropriate learning programme

·      Clear linkage in planning to evidence of student learning needs: Daily, Weekly and Long Term Plan ·      Planning should clearly link to teaching as inquiry and be available to senior leaders on request ·      Modeling books provide evidence of learning goals in reading, writing, and mathematics and can articulate signs of success e.g. Reflection books ·      A balanced curriculum is planned for and delivered as per Roadmap Teachers ensure that they are knowledgeable of and utilize curriculum documents e.g. Literacy Progressions, Revised Number Framework, NZ Math’s website

7. Promote a collaborative inclusive and supportive learning environment

a.    Classrooms have an inclusive feel which value and celebrate cultural and learning diversity b.    Students are engaged with their learning. c.     Teachers model school values and these are reflected through the students d.    Classroom displays are current and creatively displayed e.    Class behavioural expectations, reflective of school values, are clear and consistent f.     Teachers utilise technologies as tools to enhance teaching and learning. g.    Class Honours are completed as per school expectations

8. Demonstrate in practice their knowledge and understanding of how ākonga learn

a.    Ākonga are able to articulate the learning goal and what they have to do to achieve it; next steps, assessment of, for, as learning b.    There is a clear connection between planning, guided teaching and  independent learning programmes c.     Teachers develop clear learning goals based on evidence of individual students d.      Teachers use meaningful ways of engaging ākonga e.g. Learning styles, Habits of Mind e.    Planning shows differentiated teaching and learning strategies and content, including gifted and talented. f.     The Key Competencies in our Roadmap are incorporated into every day planning across the curriculum and this is evident in student language and action g.    Ākonga are able to articulate their strengths and weaknesses (He HaerengaAkoranga) and elaborate how theare working to build on their strengths and areas for improvement. e.g.so what, now what h.    Evidence of task boards in literacy and mathematics

9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

a.    Teachers actively use a range of resources (including online); Information and communication technologies are used to support ākonga. b.    Teachers use evidence and explicit teaching as inquiry for next steps teaching and learning. c.     Teachers are proactive in building positive relationships with diverse ākonga d.      IEP He Haerega Akoranga are prepared for identified students in consultation with parents / whānau, support staff  and relevant outside agencies inclusive of ESOL students.

10. Work effectively within the bicultural context of Aotearoa New Zealand

a.       Teachers are knowledgeable about tikanga & te reo māori and incorporate aspects of this into their everyday practice      b.      Teachers do not engage in deficit thinking.      c.       Teachers have high expectations for all students based on co-constructed next steps      d.      Teachers practice te reo and tikanga Māori in appropriate classroom settings.      e.      Teachers are proactive in engaging with local knowledge and kawa (Whakaahurangi)

11. Analyse and appropriately use assessment information, which has been gathered formally and informally

a.    Teachers co-construct appropriate learning intentions and signs of success with their children. b.    Teachers are proactive in planning collegially. c.     Exemplars are effectively used to help students understand what high quality work looks like d.    Students can talk about their own learning and achievements and their next steps for learning. e.    Teachers scaffold students to understand more about their own learning. f.     Regular, specific teacher feedback is evident (oral and written) in learning conversations and student work and contributes to the next stage of learning. g.    Modeling books are used to support next and model next steps learning h.      He Haerenga Akoranga are completed in an accurate and timely manner and clearly demonstrate student progress and achievement

12. Use critical inquiry and problem-solving effectively in their professional practice

a.    Teachers respond to professional feedback in a professional, timely way. b.    Implement Leadership and Teaching as Inquiry c.     Take an active role in QLC. d.    Teachers assume a leading role in their professional growth as a part of the appraisal process.