Cath Bone's Registered Teacher Criteria: September 2014

Thursday, 25 September 2014

Teacher Inquiry

My Teacher Inquiry started as Maths for two boys but in Early March I found that a group of my boys were really struggling in Literacy and Maths so my focus changed while still incorporating what I had learnt/instigated through Maths. During term 2 I saw the need to focus on the children’s behaviour as I felt it was necessary to focus on this so learning could occur so behaviour became another real focus. This year I have been reflecting more than ever because of the nature of my class which has 15 boys and only 4 girls( 3 now). Hence I decided to rename my inquiry as Motivating Students To Learn so as to encompass all of the above areas .
To see my full Teacher Inquiry go to Cath's Teacher Inquiry 2014

Registered Teacher Criteria

1. establish and maintain effective

professional relationships focused on

the learning and well-being of all

ākonga

2. demonstrate commitment to

promoting the well-being of all

ākonga

3. demonstrate commitment to bicultural

partnership in Aotearoa New Zealand

4. demonstrate commitment to ongoing

professional learning and

development of personal professional

practice

5. show leadership that contributes to

effective teaching and learning

6. conceptualise, plan and implement

an appropriate learning programme

7. promote a collaborative, inclusive and

supportive learning environment

8. demonstrate in practice their

knowledge and understanding of how

ākonga learn

9. respond effectively to the diverse

language and cultural experiences,

and the varied strengths, interests

and needs of individuals and groups

of ākonga

10. work effectively within the bicultural

context of Aotearoa New Zealand

11. analyse and appropriately use

assessment information, which has

been gathered formally and informally

12. use critical inquiry and problem

solving effectively in their professional

practice

Tataiako Cultural Competencies

1.WĀNANGA: Participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.

Links to RTC 5, 11, 12

2.WHANAUNGATANGA: Actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi, and the Māori community.

links to RTC 1.

3. MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture.

Links to RTC 2, 7

4.TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed.

Links to RTC 3, 9, 10

5.AKO: Takes responsibility for their own learning and that of Māori learners

Links to RTC 4, 6, 8, 12