Professional Learning Goals: 1A 

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.

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.

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.