Kelsey Bush Term 4 Report 2018

Mentor Teacher Comment:

Kelsey has continued to show maturity and strong organisational skills in all aspects of her teaching. The Term 4
programme had a number of additional tasks and deadlines and Kelsey was able to complete and meet these
effectively and efficiently.

She was involved in a number of activities outside the classroom. Kelsey took her T group into town for an Arts trip.
She ensured that behaviour and safety standards were met and that the group had an enjoyable and educational
experience during their excursion. She also accompanied a group of Year 7 and 8 students to hear speakers at the
Inspire Me Event as well as being the sole organiser of the Staff v Students netball game.

Kelsey completed all of the requirements for the end of year reporting to parents. She is to be commended for the
high standard of her reports which showed a real empathy for her students and a clear understanding of their
progress and stages of learning.

Kelsey should be proud of her first year as a teacher and I was thrilled that she was offered a permanent position at
Halswell School which she accepted. Well done Kelsey - enjoy your holiday break.

Standard Elaboration Indicators Evidence

Standard 1: Te Tiriti o ● Understand and recognise the unique
Waitangi partnership status of tangata whenua in Aotearoa ● Waiata and Karakia each morning.
Demonstrate New Zealand. ● Basic Te Reo used throughout classroom routines as
commitment to tangata
● Understand and acknowledge the well as on occasions such as birthdays.
whenuatanga and Te
Tiriti o Waitangi histories, heritages, languages and ● Take Te Reo sessions weekly about basic Te Reo
partnership in Aotearoa cultures of partners to Te Tiriti o ● Attended and participated in school wide mihi
New Zealand. Waitangi. whakatau for new Principal
● Practise and develop the use of te reo
and tikanga Māori.

Standard 2: Professional ● Inquire into and reflect on the ● Attend weekly learning team meetings
learning effectiveness of practice in an ongoing ● Staff Meetings
Use inquiry, collaborative way, using evidence from a range of ● Focus Group meetings
problem solving and
sources. ● Reflecting on own practice with feedback through
professional learning to
improve professional ● Critically examine how my own observations
capability to impact on assumptions and beliefs, including ● Professional conversations with team leaders and
the learning and cultural beliefs, impact on practice mentor teachers
achievement of all and the achievement of learners with ● Code Club for Teachers - Unplugged activities to use
learners. different abilities and needs, in class.
backgrounds, genders, identities, ● Interview for 2019 position at Halswell School with
languages and cultures. Lead Team.
● 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

Standard 3: Professional ● Engage in reciprocal, collaborative
relationships
Establish and maintain
professional relationships
and behaviours focused
on the learning and
wellbeing of each learner.
● Communicate effectively with others.
● Actively contribute, and work
● Communicate clear and accurate
Standard 4: Learning- ● Develop learning-focused
focused culture
Develop a culture that is
focused on learning, and
is characterised by
respect, inclusion,
empathy, collaboration ● Foster trust, respect and cooperation
and safety.
● Demonstrate high expectations for
in collaborative problem solving and
learning focused collegial discussions.
learning-focused relationships with: –
learners, families and whānau –
teaching colleagues, support staff and
other professionals – agencies, groups
and individuals in the community.
collegially, in the pursuit of improving
my own and organisational practice,
showing leadership, particularly in
areas of responsibility.
assessment for learning and
achievement information.
relationships with learners, enabling
them to be active participants in the
process of learning, sharing ownership
and responsibility for learning.
with and among learners so that they
experience an environment in which it
is safe to take risks.
the learning outcomes of all learners,
● Partake in regular (formal and informal) 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
● Reviewing of team agreement
● Keeping Linc-ed current and recording end of year
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
● Posting of block activities on Twitter to keep families
updated.
● Interact with new relieving teachers to ensure they
feel comfortable in a new environment and
understand the programmes.
● Interact with members of the community and wider
public through events and activities such as softball
sessions, art trip to town (Turanga and Art Gallery)
and swim safety.
● Attended South Island Jump Jam Competition.
Maintaining professional communication with
students, parent help, staff, organisers is important
to ensure the event was enjoyable and well run for
all.
● Helping out at school athletics, interacting with
parents, supporting students through the
competition and working alongside fellow staff to
make the day stress free.
● Organised staff v student netball game to keep the
competition rolling.
● Softball sessions involving interacting with a
representative from Canterbury Softball.
● Attended Year 8 dinner and dance, final fun
interaction with year 8s before heading off to high
school.
● Prizegiving, mingling with parents, involvement with
community.
● Model and promote Halswell School values in all
interactions
● Maintains a positive learning environment
● Follows school health and safety guidelines
● Models desired behaviours.
● Uses ACTIVE as part of teaching and learning
language and supports learners to set ACTIVE goals
● Linc-Ed
● Permission slips tracked and checked for off site
activities.
● Attended Inspire Him event with 12 yr 7/8 boys to
learn about self care through the wise words of
inspirational men. These messages are important to
 including for those learners with take back and present to the rest of the students who
disabilities or learning support needs. we could take.
● Manage the learning setting to ensure ● Took class on an arts trip into Christchurch City
access to learning for all and to centre which involved a huge effort to make sure
maximise learners’ physical, social, every student was safe, respectful to the public and
cultural and emotional safety. doing the tasks they were meant to be doing.
● 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: Design for ● Select teaching approaches, resources, ● Flexible groupings to meet student needs
learning and learning and assessment activities ● Scaffold and adjust tasks to meet different needs
Design learning based on based on a thorough knowledge of ● Planning reflects the Halswell School Curriculum and
curriculum and Pedagogy Framework
curriculum content, pedagogy,
pedagogical knowledge, ● Planning cooperatively and collaboratively based on
assessment information progressions in learning and the
student needs
and an understanding of learners.
● Follow the Halswell assessment procedures
each learner’s strengths, ● Gather, analyse and use appropriate
interests, needs, ● End of year reporting.
assessment information, identifying
identities, languages and ● Survival swimming unit to ensure students know how
progress and needs of learners to
cultures. to respond to situations in water.
design clear next steps in learning and
● Arts rotation, each teacher picked an area of the Arts
to identify additional supports or
to host workshops about, this allowed the students
adaptations that may be required.
to select one which suited their individual interests.
● 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: Teaching ● Teach in ways that ensure all learners ● Demonstrates cultural awareness and respect and
Teach and respond to are making sufficient progress, and establishes positive relationships with Maori students
learners in a monitor the extent and pace of and their families as outlined in Tataiako
knowledgeable and
learning, focusing on equity and ● Knows learners and adjusts approaches to teaching
adaptive way to progress
excellence for all. and learning to ensure they are inclusive and
their learning at an
● Specifically support the educational effective for all
appropriate depth and
● Promotes self directed learning following Halswell
pace. aspirations for Māori learners, taking
School SDL Progressions
shared responsibility for these ● Regular assessment and monitoring of students in
learners to achieve educational line with school assessment guidelines
success as Māori. ● Growth Mindset language used with students
● Use an increasing repertoire of ● Teaching through collaborative planning and
teaching strategies, approaches, communication
learning activities, technologies and
assessment for learning strategies and
modify these in response to the needs
of individuals and groups of learners.
● 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:

- Starting the new year as organised as possible to allow

Signed PCT: Kelsey Bush

Date: 20/12/18

Signed Mentor: Mandy Dellaca

Date: 20/12/2018