Observation

What?
This week I have had my pre observation discussion, observation and post observation discussion with my dean. This was all based around my TAI - looking into feedback to to help improve student learning.

So what?
There was some good discussion between myself and my dean. We shaped my question a little more and delved into other things I would need to consider. All of our discussion can be found on the attached document. I asked him to interview several kids - which he has recorded for me so I can get some feedback from them.



Student Interviews
JH 25 May 2017
MH 25 May 2017
CF 25 May 2017

Now what?
Now I need to listen to my feedback from my students and also go over what myself and my dean discussed and reflect on this. From there I will be able to start to shape my TAI. 

My next step is to combine my readings, ideas and discussion/feedback together and set out a plan. Hopefully I can make sometime to do this as it is pretty full on at school at the moment with reports and other commitments.

I think this shows evidence against:

Criteria PTC1

Establish and maintain effective professional relationships focused on the learning and well-being of ākonga.

Key Indicators:

Engage in ethical, respectful, positive and collaborative professional relationships with:
• ākonga
• teaching colleagues, support staff and other professionals
• whānau and other carers of ākonga
• agencies, groups and individuals in the community

Criteria PTC2

Demonstrate commitment to promoting the well-being of all ākonga

Key Indicators:

i. Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
ii. acknowledge and respect the languages, heritages and cultures of all ākonga
iii. comply with relevant regulatory and statutory requirements

Criteria PTC4

Demonstrate commitment to ongoing professional learning and development of personal professional practice

Key Indicators:

i. identify professional learning goals in consultation with colleagues
ii. participate responsively in professional learning opportunities within the learning community
iii. initiate learning opportunities to advance personal professional knowledge and skills

Criteria PTC11

Analyse and appropriately use assessment information that has been gathered formally and informally

Key Indicators:

i. analyse assessment information to identify progress and ongoing learning needs of ākonga
ii. use assessment information to give regular and ongoing feedback to guide and support further learning
iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching
iv. communicate assessment and achievement information to relevant members of the learning community
v. foster involvement of whānau in the collection and use of information about the learning of ākonga