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Terms 2/3:
Appraisal relationships and dialogue
established /continued, [HODs to allocate]
Departmental and Individual Goal Setting
Coaching and Mentoring
Participation in PL: Internal & External
Individual, Departmental and School Wide
Classroom Observations and Walkthroughs At Takapuna Grammar School the Practicing
Gathering of relevant Student Data Teacher Criteria will be measured under the
following areas of good practice:
Term 4:
Write up of Reflective Teacher Projects PROFESSIONAL
Understand and implement well administrative work including Assessment Preparation, Check
Marking and Moderation Sheet.
Integrate technology in teaching and revising such as Google Classroom, Desmos, Geogebra,
iNZight, Python and Thatquiz.
Monitor students performance after each assessment; identify the key concepts in the assessment
standard; analyse the data and critique on teaching performance.
Consolidate the resources for each NCEA level. E.g. to the exclusion of externals, come up with
various resources for Internals.
Classrooom management : contractual agreement between teachers and students as follows
o Be Here
o Attempt the work
o Ask questions
o Seek help outside the classroom
o Be respectful
Dont talk over me
Be on time
Be cheerful!
You may talk ABOUT your Maths problems.
PTCs 1, 2 and 7: PROFESSIONAL RELATIONSHIPS
Establish and maintain effective professional relationships focussed on the learning and well being of
all akonga.
Demonstrate commitment to promoting the wellbeing of all akonga
Promote a collaborative, inclusive & supportive learning environment
This is the first thing I always remind myself to do when getting them at the beginning of
the year. Getting a healthy and positive relationship with students not only enhances
teaching flows and outcomes but also having a good connection with students
psychologically to devise effective teaching strategies for different groups of learners.
It is important that you feel the schools environment and embody schools spirit. In
my first year, everything is new and different. I am lucky enough to be in one of the best
Mathematics departments. The teachers here are incredibly helpful and friendly in terms
of giving me the advice on how to implement teaching practice In each particular
standard. The discussions have been extremely constructive and to the points.
Is a professional & caring representative of TGS to people from outside the school
During Parents Teacher Interview, I had great opportunities to listen to parents concern
about their childs progress, give them an overall review of where their child is standing
and where to head forward in the future. The conversations are all open and positive.
Each student in my class has different ability to learn towards the concept of
Mathematics. Furthermore, it is common that the students find it difficult to approach
Mathematics in a natural way. Therefore, I always encourage them to ask questions, let
me know if the concepts get too hard so that an alternative version of explanation is
carried out. On top of that, hard work is everything we need and I strongly recommend
students to work hard through simple to much more complex problems in order to
develop a full understanding built on each concept.
In my first year, I tend to have a mixture of hands-on and theoretical lesson (a.k.a
textbook implementation). I am aware that a theoretical lesson may be boring but
effective in terms of knowledge reinforcement. Meanwhile, a practical lesson may bring
a simple surface understanding on the concept, trigger interest, ideas and therefore, it
explains the concept in the simplest language. My plan in the future is to combine these
2 types of teaching strategies effectively (practical then theoretical).
Knowing the Maori Learner, and Teaching & Learning strategies to use in the Learning Environment
The PLs in Maths Department are simply great. As a first year teacher, I learned a lot
from all the members here. They all have amazing attitude towards teaching and
sharing knowledge. I look forward to attending more of PLs within the Department in the
future.
I will be teaching Computer Science next year. In preparation to the teaching, I have
attended a conference about Computer Science for High School last year 2015. This
gave me a decent opportunity to networking with active teachers in the field and
collecting abundant resources for future teaching. Throughout the entire conference, I
realised that there are more things I need to improve, specifically on the side of
introducing Computer Science as A SINGLE subject along with Mathematics, English, etc.
Even though this is a new subject but the impact of it on everyday life is vast and
important. Hence, I would like to take the initiative to attend future conference so that I
can get up to date information about the standards and related assessments. Just an
update on the upcoming conference, during April Holiday period, I will attend two PD on
teaching and assessing Python at level 1 and level 2 organised at Datacom.
PTC 5: LEADERSHIP
Show leadership that contributes to effective teaching and learning
Showing initiative in each assessment preparation. Teach to the standard as well as plan
ahead for upcoming assessment. Make sure the assessments fit the set criteria by NZQA
I am hoping to learn and know more about leadership with Adult groups at TGS. Perhaps,
organising a small seminar on a particular teaching topic would be a good start.
I am looking for more opportunity to engage leadership within our wider school
community. In order to do so, I would need to understand the structural organisation
within the school. What support is needed and what needs to be done in order to
maintain and strengthen positive relationship within school community. I am thinking
about Deans work as one of the prime examples.
As a teacher, I always come to the class prepared. What does it mean by prepared? It
means you need to dissect a big learning task into smaller, digestible material so that
students can understand and later on, they themselves can put the pieces together to
complete the big picture. Now, talking about assessments, teaching students so that
they perform well in each test/ exams is extremely crucial. I understand that not all
students would get 100% in-class materials. However, knowing that learning takes time
is inevitable. For example, with important concept, I would like to break it down and
keep referring back until students get about 80% to 90% of the material. That, to me, is
a success.
Before the lesson starts, I always set a goal for myself. In reality, most of the time, the
goal is reached. However, occasionally, I have not accomplished what I initially hoped
for. Why is it a case? This is where I need to reflect back to my teaching. What has gone
wrong? Have students mostly understood the materials? Have I gone through any
possible mistakes that students often come across? Have I ensured the teaching
material is up to the standards? Those are a few questions I often ask myself when it
comes down to self-evaluation. More of this will be discussed in section: USE OF
STUDENT DATA.
In 2015, I have collected Students Voice and Feedback from my year 9. While most of
them gave me credits on creating a positive and enjoyable learning environment, I need
to take a hard look at the constructive comments. For example, one of the students
commented that I need to slow down my teaching tempo. This is absolutely true. I
realise when I become passionate about something, I have a tendency to speak really
fast. This, however, brings negative impact on the learning of the students. So, what is
the fix for this? I would control my over excitement at that moment and slowly go
through the material with an acceptable speed (not too fast, not too slow).
I am an abstract person when it comes down to learning but I realise a lot of students
seem to understand more when a picture/ diagram is presented on the board to
summarise the concept. I will continue to visualise each and every concept in the
lesson so that students could grasp the essence of the materials.
PTCs 8 & 9: PROFESSIONAL GROWTH
Demonstrate in practice and Respond effectively to the diverse language and cultural
experiences, and the varied strengths, interests and needs of individuals and groups of
Akonga
At TGS these PTCs will be used to measure areas such as: GATE, Student Support,
International Students, as well as Gender/Age/Cultural differences
Concepts are often split into smaller pieces. I always try to link the PURPOSE of the
lesson to the situation in REAL LIFE they may come across. Different learners will have
different experience towards new concepts. However, taking examples from real life or
at least mention WHY we are doing this may help them to start forming ideas and carry
that idea throughout the entire lesson/topic.
Appropriate choice and targeting of effective teaching tools for specific needs
For year 12 MAX, I have collected, evaluated and analysed the data after each
assessment. I am most concerned about the way I am going to improve students
performance from this. For example, one way to do this is to project a list of possible
revision points on the board and ask them which ones they think are unclear or hard to
understand, then, I will go over with them one more time on the board. At the moment,
that is the method I am doing (possibly a tick list but this again, makes you collect the
data and could be time-consuming).
In 2015, I was collecting feedback from my year 9 class to improve and devise better
teaching strategy for next year. My plan at the beginning of every class is to
communicate the PURPOSE clearly and explain the core concept THOROUGHLY (By
thoroughly, I mean it should be repeated again and again, make sure to check if they
are getting it by asking them to do similar examples on the board). Once students are
set, they can perform exercises in the book.
What have you enjoyed about this course/teacher? Do you have any suggestions for
improvements?
Takapuna Grammar School
Aspiring to Personal Excellence
APPRAISAL REVIEW AND GOAL SETTING
2015 - 2016
Teacher: Reviewer:
Future Goals:
Term 2 Admin work including Learn the basic steps This is the first time
2015 organising assessment towards organising an doing something new.
unit (3.15 Level 3 assessment unit The experience is surreal;
Statistics Simultaneous however, it gives me a
Equations) pretty good idea how to
set up an assessment
step by step from getting
Mock Paper and checking
Achievement Criteria to
filling in the Moderation
Form.
Term 3 Google classroom Assimilate and construct The students coped well
2015 Self created the assessment sample to with the real assessment
assessment (Trig level cater students need for given the fact that they
3) further practice towards have worked through all
real assessment the skills required in
Mock assessment.
Term 4 Exam questions and Analysing and critiquing The students have
2015 revision worksheets past exams papers managed the majority of
essential skills required
for exams. Some made
great progress towards
obtaining excellence and
further understanding.
Term 1 Google Classroom for Gather resources for The students need more
2016 juniors teaching and create basic structure to start
Implement a more assessment for practicing off with in programming
assistive approach to with Python.
teaching that fits Understand the
Achievement standards requirement and It is better to have a
Organising/finding clarification for computer homework book in
more resources for science Python (talk to Sam
seniors and juniors. about this)
Attend more PD about
Level 1 Computer computer science Students need to know
Science course what is expected before
Actively engage into each assessment so that
conversations with other they can well prepare for
teachers for teaching it. This can be done by
ideas and assessment scaffolding from Achieve
clarifications. -> Merit -> Excellence.
Manaaki Reflection Please comment on the start you feel you have made with the Manaaki Initiative. Successes,
Challenges, Activities that worked well, Students who have shown personal growth etc
__ [tick] This Teacher is meeting the Practising Teacher Criteria, working towards
Registration/ReRegistration. [Should this not be the case, written evidence will be attached]
SIGNED
Teacher:____________________________Date:____________
Role:
Leader: