Professional Learning Goals: 1B

Enhance my bicultural development through incorporating Te Reo Māori and tikanga Māori within my lessons – allowing for a greater understanding of the implications of Te Tiriti o Waitangi in education.

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Teaching Standard Link:

Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

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Steps:

1. Gain competence using greetings in Te Reo and other languages

   • Ask ākonga how to greet in their native tongue

   • Make a list of greetings and memorize                                                                

   • Use multi language greetings daily

2. Use my mihi and pepeha

   • Have my mihi/pepeha on my phone and easily accessible

   • Learn it. Practice saying it out loud at home

   • Use it to introduce myself to staff during practicum 1 and 2

   • Use it as much as possible and be confident knowing that I am acknowledging Māori tikanga

3. Incorporate Te Reo when giving instructions

   • Make a list of instructions and directions to memorise and use

   • Include basics commands: E tū, E noho and whakarongo mai

   • Include basic objects: Pukapuka, and rorohiko.

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How will this goal be measured and how will I determine my success?

• Practicing and using my mihi and pepeha to introduce myself where I can on practicum.

• Continue to develop my understanding of Te Reo Māori terminology within my spare time.

• Introduce Māori translations to key concepts within my lessons.

• Learn the way the school applies Te Tiriti O Waitangi in their principles.

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Goal 1 Reflection

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Reflection: 

• Throughout practicum 1 I have used multi-language greetings daily and boosted my confidence using Te Reo Māori. I have attached my greeting kete which I am in the process of memorising for my teaching journey in the future. 

• I have successfully memorized and used my mihi and pepeha when introducing myself to ākonga in the classroom. 

• I have begun incorporating Te Reo kupu when giving instructions to ākonga, particularly within the practical HPE setting (e.g., E tū, E noho). 

• I successfully learnt aspects in which my practicum school applies Te Tiriti O Waitangi in their principles: including their school-wide values of akoranga, whanaungatanga, and manaakitanga. 

• Only a handful of times did I introduce Māori translations to key concepts within my lessons: including whakataukī and health models like ‘Te whare tapa whā’ 

 

Next steps could include:  

• Continuing to develop confidence using greetings in other languages besides Te Reo Māori and English.  

• Continuing to use my mihi and pepeha with confidence, knowing that I am acknowledging Māori tikanga. 

• Continue to solidify my current Te Reo instructions and kupu until they become seamless in my teaching practice, from there I will be able to add additional kupu and phrases into my classroom. 

• Introduce more Māori translations to key concepts within my lessons, thus expanding my own knowledge in the process. 

Develop comprehensive lesson plans that will allow for effective lesson delivery in the classroom.

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Teaching Standard Link:

Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages, and cultures.

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Steps:

1. To effectively use and understand learning objectives (LO), learning intentions (LI), and achievement objectives (AO)

   • Use terms like Ako = learning objectives and Hua = success criteria

   • Have clear links and outlines to the teaching standards

2. To engage with ākonga early in the lesson

   • Through using effective hooks, icebreakers and lesson starters.

   • Make a list of effective tools, games and challenges

   • Include both online and in-person activities

3. Ensure I have alternative options/activities = Plan B

   • Design lessons that include overflow activities for ākonga who complete work quickly

   • Design lessons that include alternative activities

   • Compile a list of extra activities and games – have these easily accessible

     • Including worksheets, quizzes, revision and mindfulness activities

 

How will this goal be measured and how will I determine my success?      

• Developing comprehensive lesson plans that will allow for me to reflect and critique the effectiveness of my delivery to students.

• Continuously inquire into techniques that I can incorporate into plans to improve my teaching practice.

• Allow for and seek feedback on my lesson plans to ensure my planning will allow for effective teaching practice.

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Goal 2 Reflection

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Reflection: 

• Throughout practicum 1, I have successfully learnt and used learning objectives (LO), learning intentions (LI), achievement objectives (AO) and provided links to the teaching standards within my lesson plans.  

• I have successfully incorporated the terms ako and hua into my classroom environments to set clear success criteria for the ākonga to follow. 

• I have engaged in several ice-breaker activities including; Kahoots, Blookets, and whiteboard and/or Pictionary competitions and recorded these within my student engagement toolkit. 

• I consistently had ‘plan B’ activities available for my classes and by the end of practicum had a good gauge on what ākonga required additional work/support. 

• Overall, I have been praised on my reflective practice and desire to seek feedback and improve as a kaiako. 

 

Next steps:  

• Continue using my effective lesson planning template that outlines LO, LI, AO, success criteria's etc. 

• Continue adding to my student engagement toolkit with effective teaching strategies and resources. 

• Continue adding additional resources to my kete for future classes 

• Reflective practice – continue inquiring into new teaching techniques and seeking feedback where possible. 

Develop positive reciprocal kaiako-ākonga relationships within the classroom environment.

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Teaching Standard Link:

Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

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Steps:

1. Ask students how to pronounce their first and last names correctly

   • Ask ākonga quietly, not in-front of everyone

   • Make the effort to pronounce names correctly

   • Write names phonetically and learn

   • Once learnt use their names loudly for other ākonga and kaiako to hear

   • Observe AT’s strategies

2. Professionalism

   • Show up on time or early. Including staff briefings and department meetings

   • Dress professionally and according to subject.

     • Physical education includes running shoes, and breathable clothing. No low cut-tops, singlets and tights.

3. Learn from AT’s and staff members

   • Observe and take notes of communicating strategies used by my AT’s

   • Continued communication with my AT’s, ask for feedforward and feedback

   • Don’t be afraid to ask other staff for help

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How will this goal be measured and how will I determine my success?

• Establishing clear boundaries from the beginning of practicum to create my teacher presence within the class environment.

• Actively participate with whole class and group discussions.

• Actively participate in staff/department meetings and subject classes.

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Goal 3 Reflection

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Reflection: 

• I successfully learnt names and developed genuine connections with several ākonga whilst on placement 

• I was praised on my professionalism throughout practicum including my dress, manner, and punctuality.  

• After my initial observations I successfully established clear boundaries for ākonga within my classrooms for when I was in ‘full control,’ participated in class/group discussions. 

• I attended many full staff, department, professional development, and additional meetings whilst on practicum 

 

Next Steps: 

• Continue to prioritise learning and correctly pronouncing the names of ākonga in my classrooms to form strong reciprocal relationships and for behavioural management. 

• Continue participating in wider-school activities and meetings to build my kaiako presence and sense of belonging within my kura. 

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