Professional Learning Goals: 2 

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. 

 

Steps: 

1. Use my mihi and pepeha 

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

• Learn it. Practice saying it aloud at home 

• Use it to introduce myself to staff and classes  

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

2. 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. 

3. Incorporate Mātauranga Māori into my lesson plans and activities 

• Through incorporating Māori stories and legends 

• Through incorporating whakataukī/proverbs 

• Through incorporating Māori sports and games 

 

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 and Te Ao Māori 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 

 

I believe I have made consistent steady progress towards upholding and meeting my bi-cultural development goal.  

• I have successfully memorized and used my mihi and pepeha when introducing myself to ākonga in the classroom and have begun incorporating te reo Māori 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 manaakitanga, aroha, ngākau pono, ngākau reka, and kanorau. 

• However, I require further development when it comes to incoperating more Mātauranga Māori into my lesson plans. 

 

Through committing to this goal, I hope to create a positive classroom culture where ākonga can bring who they are, their identities, backgrounds and interests into the classroom. I hope to create a safe, inclusive environment where everyone feels comfortable expressing who they are.  

 

Next steps for the future: 

• Consistency is key – continue to slowly work away and develop my bi-cultural development 

• 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. 

• Gather research and further knowledge around Mātauranga Māori to help aid my teaching practice and development of lesson plans/activities (step 3) 

Develop comprehensive lesson plans that will allow for effective lesson delivery and assessment 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. 

 

Steps: 

1. To engage with ākonga early in the lesson 

• Through using effective hooks, icebreakers, and lesson starters. 

• Make a list of effective strategies, tools, games, and challenges 

• Include both online and in-person activities 

2. Further develop my knowledge on informal and formal assessment 

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

• Make a list of activities/tools to memorise and use 

• Ensure I provide specific and descriptive feedback when assessing 

• Include as many/all learners in this process 

3. Ensure I provide choice and have alternative options/activities for ākonga 

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

• Design lessons that include alternative activities - allowing for learner autonomy and choice 

• 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/informal and formal assessment strategies 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

 

I believe I have successfully met my initial lesson planning and delivery goal.  

• I have successfully  developed a kete of informal assessment tasks

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

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

 

Lesson planning and delivery is a constantly evolving process as our audience (ākonga and kura) are constantly evolving too. There are always going to be new lesson hooks, and assessment opportunities to try out and make my own – therefore it's important to recognize and be reflective in my own practice ensuring that I update my own practice and knowledge continuously.  

 

Next steps for the future: 

• 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 and formal and informal assessment techniques 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. 

 

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 

• Print names phonetically and learn 

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

• Observe AT’s strategies 

2. Participate in wider-school activities and meetings to build my kaiako presence and sense of belonging within my kura.  

• Ensure I participate in all scheduled kaiako meetings and events 

• Make an effort to know when other events are taking place 

• Including; house, sporting, after-school, dance, and drama events 

• Actively support and participate in said activities 

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 

• Do not be afraid to ask other staff for help 

 

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. 

• Actively participate in wider-school activities such as house events. 

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Goal 3 Reflection

 

This was my most successful goal completion on placement as I was highly praised on my interpersonal relationships and genuine care for the ākonga I work with. 

• I have successfully embedded myself into my placement kura. Attending all additional meetings and PLD where possible 

• I have successfully attended extra-curricular events and activities to fully embrace my placement kura and its values/culture. 

• I successfully memorised some of the names in my classes and always checked for correct pronunciation when uncertain  

• I seek feedback and feedforward from my co-workers and observed and noted their teaching strategies that I would transfer into my own teaching practices. 

 

Building positive learning-focused relationships with ākonga and kaiako is a fundamental part of teaching as it underpins all of what we do and is therefore the most beneficial skill to have moving forward. 

 

Next Steps for the future: 

• 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. 

• Continue having professional learning conversations with colleagues and take guidance from their experiences.