Term 1 Report 2018

Kelsey has made a very positive start to her teaching career. She has a lovely manner with
the students and shows a genuine interest in their lives both at school and outside school.

Kelsey works well as a member of the Otumatua team. She contributes during Team and Staff
Meetings and is willing to take on extra tasks as required. I have been impressed with her
organisational ability - she has consistently met deadlines for record keeping and assessment
throughout the team.

Kelsey reflects on her teaching and is receptive to feedback. She initiates discussions around
best teaching practice and is willing to try new approaches.

Congratulations on a great start Kelsey.

Standard Elaboration Indicators Evidence

Standard 1: Te ● Understand and recognise the ● Participate in Mihi Whakatau to welcome
Tiriti o Waitangi unique status of tangata new staff, students and families to the
partnership whenua in Aotearoa New school.
Zealand.
Demonstrate ● Waiata and Karakia each morning.
commitment to ● Understand and acknowledge
tangata the histories, heritages, ● Participated in Term 1 Whanau afternoon.
whenuatanga and Te languages and cultures of
Tiriti o Waitangi partners to Te Tiriti o Waitangi. ● Presenting family heritage through
partnership in Kowhaiwhai family tree art.
Aotearoa New ● Practise and develop the use
of te reo and tikanga Māori. ● Basic Te Reo used throughout classroom
Zealand.
routines as well as on occasions such as
birthdays.

● Participate in Kapa Haka weekly.

● Teaching students to understanding and

learn Mihi

Standard 2: ● Inquire into and reflect on the ● Attend weekly learning team meetings
Professional effectiveness of practice in an
learning ongoing way, using evidence ● Staff Meetings
from a range of sources.
Use inquiry, ● Teacher only days
collaborative ● Critically examine how my own
problem solving and assumptions and beliefs, ● Focus Group meetings
professional learning including cultural beliefs,
● Reflecting on own practice with feedback
to improve impact on practice and the
through observations
professional achievement of learners with
capability to impact different abilities and needs, ● Professional conversations with team
on the learning and backgrounds, genders, leaders and mentor teachers
achievement of all identities, languages and
learners. 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.

Standard 3: ● Engage in reciprocal, ● Partake in regular (formal and informal)

Professional collaborative learning-focused
relationships relationships with: – learners,
families and whānau –
Establish and teaching colleagues, support
maintain staff and other professionals –
professional agencies, groups and
relationships and individuals in the community.
behaviours focused
on the learning and ● Communicate effectively with
wellbeing of each others.
learner.
● Actively contribute, and work
collegially, in the pursuit of
improving my own and
organisational practice,
showing leadership,
particularly in areas of
responsibility.
● Communicate clear and
accurate assessment for
learning and achievement
information.
professional conversations with colleagues
focussed on children and their learning
● Maintains working open, professional, and
collaborative relationships with colleagues
that align with Learning Team agreements
● Attended and participated in meet the
teacher evening
● Reviewing of team agreement
● Keeping Linc-ed current and recording
student progress and achievement in line
with Halswell School Linc-ed Guidelines
● Communicates effectively with other
professionals e.g. RTLB, TAs
● Actively contribute to Learning Team
meetings
● Holds respectful conversations with
children, parents, staff

● Attended and interacted at the annual

school Picnic

● Posting of block activities on Twitter to

keep families updated.

Standard 4: ● Develop learning-focused ● Model and promote Halswell School values

Learning-focused relationships with learners, in all interactions
culture enabling them to be active
participants in the process of ● Maintains a positive learning environment
Develop a culture learning, sharing ownership
that is focused on and responsibility for learning. ● Follows school health and safety guidelines
learning, and is
characterised by ● Foster trust, respect and ● Models desired behaviours.
respect, inclusion, cooperation with and among
● Uses ACTIVE as part of teaching and
empathy, learners so that they
learning language and supports learners to
collaboration and experience an environment in
set ACTIVE goals
safety. which it is safe to take risks.
● Linc-Ed
● Demonstrate high
expectations for the learning ● Permission slips tracked and checked
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 are accepted
and valued.

● Meet relevant regulatory,

statutory and professional
requirements.

Standard 5: ● Select teaching approaches, ● Flexible groupings to meet student needs

Design for resources, and learning and
learning assessment activities based on ● Scaffold and adjust tasks to meet different
a thorough knowledge of needs
Design learning curriculum content, pedagogy,
based on curriculum progressions in learning and ● Planning reflects the Halswell School
and pedagogical the learners. Curriculum and Pedagogy Framework
knowledge,
assessment ● Gather, analyse and use ● Planning cooperatively and collaboratively
information and an appropriate assessment based on student needs
understanding of information, identifying
● Helping to develop school wide rich
each learner’s progress and needs of learners
curriculum planning - Science focus Term 2
strengths, interests, to design clear next steps in
needs, identities, learning and to identify ● Follow the Halswell assessment procedures
languages and additional supports or
cultures. adaptations that may be
required.

● Design and plan culturally

responsive, evidence-based
approaches that reflect the
local community and Te Tiriti o
Waitangi partnership in New
Zealand.

● Harness the rich capital that

learners bring by providing
culturally responsive and
engaging contexts for learners.

● Design learning that is informed

by national policies and
priorities.
Standard 6: ● Teach in ways that ensure all
Teaching learners are making sufficient
progress, and monitor the
Teach and respond extent and pace of learning,
to learners in a focusing on equity and
knowledgeable and excellence for all.
adaptive way to
progress their ● Specifically support the
learning at an educational aspirations for
appropriate depth Māori learners, taking shared
and pace. responsibility for these
learners to achieve
educational success as Māori.
● Use an increasing repertoire of
teaching strategies,
approaches, learning activities,
technologies and assessment
for learning strategies and
modify these in response to
the needs of individuals and
groups of learners.
● Demonstrates cultural awareness and
respect and establishes positive
relationships with Maori students and their
families as outlined in Tataiako
● Knows learners and adjusts approaches to
teaching and learning to ensure they are
inclusive and effective for all
● Promotes self directed learning following
Halswell School SDL Progressions
● Regular assessment and monitoring of
students in line with school assessment
guidelines
● Growth Mindset language used with
students
● Teaching through collaborative planning
and communication

● Provide opportunities and

support for learners to engage
with, practise and apply
learning to different contexts
and make connections with
prior learning.

● Teach in ways that enable

learners to learn from one
another, to collaborate, to self-
regulate and to develop
agency over their learning.

● Ensure learners receive

ongoing feedback and
assessment information and
support them to use this
information to guide further
learning.

Future focus:

1. Following school wide rich curriculum planning and developing it to suit the learners at each level
2. Manages behaviour in line with the Halswell School Behaviour Management Programme
3. Learning Conferences

Signed PCT: Kelsey Bush

Date: 12/04/18

Signed Mentor: Mandy Dellaca

Date: 12/04/18