2016 PRACTISING TEACHER CRITERIA STORIES


On this page I will be identifying teaching and learning stories that reflect Practising Teacher Criteria. (PTC)

Education Council New Zealand Practising Teacher Criteria

Story 4
Giff - Tech Motion Graphics












We want our teachers and students to be using Digital Technology to transform teaching and learning.
2015 & 2016
PTC: 1 2 3 4 5 6 7 8 9 10 11 12
Event, Action, Activities
1. With the assistance from teachers at Shotover School and Hobsonville Secondary  I created a school wide overview of how Y 1 - 8 could engaged with digital technology. 
Digital Overview: Years 1-6

Story 3
"We really want a Kapa Haka for all our students" said the School Whānau Community.

Kapa Haka
Term 2, 2015
PTC: 1 2 3 4 5 6 7 8 9 10 11 12
Event, Action, Activities



Story 2









"We want to see students engaging in science." said the Board of Trustees.
I have  a colleague called Danny. He wrote this initial narrative up for us.
I'm in the process of moving it around to fit my story of Science day. 
Mine is a little different because I planned and supported teachers to deliver 
'We are Curious - Science  Day'


We are Curious - Science Day
Term 2, 2015
PTC: 1 2 3 4 5 6 7 8 9 10 11 12


Events, Activities, Actions that demonstrate  RTC met
Artifact/Evidence provided
Practising Teacher Criteria being met
Science Planning
My role at school is to lead the planning and delivery of the science curriculum. I was part of a team planning and leading whole school science day. 
(RTC 5, showing leadership that contributes to effective teaching and learning.)


Initially they brainstormed fun, practical, hands-on activities that the children could complete.


Ten activities were selected and shared among the remaining staff. Each staff member was provided with the necessary equipment, a short brief and a face to face chat to clarify any issues. This helped promote a collaborative, inclusive and supportive learning environment, meeting PTC 7 and PTC 1, establish and maintain effective
professional relationships focused on the learning and wellbeing of ākonga. During this discussion, we talked about learning intentions and success criteria.


I met PTC 5 as I was contributing to the professional learning community and effectively carried out my areas of responsibility.
Physical World
L1/2 Physical inquiry and physics concepts
  • Students will: Explore everyday examples of physical phenomena, such as movement,
  • forces, electricity and magnetism, light, sound, waves, and heat.
  • Seek and describe simple patterns in physical phenomena.


Organisation was paramount during the day as our aim was that each student took part in most of the activities. This meant that we had a 30-minute time limits, including travel time. Our PB4L lessons (corridors) and moving around the school were brought into play and children helped each other move responsibly.  Each teacher split their children among the ten groups thinking about the behavioural and social considerations. This cross grouping ensured that older and younger students interacted encouraging our tuakana/teina strategy.


A map and activity details were provided in the staff room and the staff all dressed as crazy scientists to keep the day light and fun.


Year 8 students were involved and organised the Year Ones, Twos and Threes, physically moving the children around the school. This helped contribute to PTC 2, as we demonstrated commitment to promoting the wellbeing of all ākonga.


This activity was included in our Long Term Plan and information was also shared in our newsletter and on our school website.


An event planner was created listing potential emergencies and solutions (candles, water, extinguisher) as well as phones, cameras, first aid kits etc. PTC 2.


Finally, a reflection was provided to evaluate the effectiveness of the learning and the learning process.


This successful planning and implementation has resulted in another Science Day in Term 2 2016.


Shared Google doc showing all groups, teachers and activities.


Map and plan provided on whiteboard.


Photographs of all activities shared on Dropbox.


Reflective evaluation document.
PTC 1: establish and maintain effective
professional relationships focused
on the learning and wellbeing of ākonga
KEY INDICATORS: i teaching colleagues,
support staff and other professionals


PTC 2. demonstrate commitment to
promoting the wellbeing 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.


PTC 5: show leadership that contributes to effective teaching and learning
KEY INDICATORS: i. Actively contribute to the professional learning community. ii. Undertake areas of responsibility effectively.


PTC 6: conceptualise, plan and implement an appropriate learning programme
KEY INDICATORS: i. Articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice. ii. Through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents.


PTC 7:promote a collaborative, inclusive and supportive learning environment.
KEY INDICATORS: i. demonstrate effective management of the learning setting which
incorporates successful strategies to
engage and motivate ākonga
ii. Foster trust, respect and co-operation with and among ākonga







Story 1








“What might knowledge building look like in the classroom?” said Jane Gilbert

Term 2, 2015
PTC:  1 2 3 4 5 6 7 8 9 10 11 12

I thought for a long time what could I do easily in the classroom that would connect students with other students whilst focusing on learning improvement. Hence Maths Pirates created!
See link below.

Demonstrating:
PTC 6. Conceptualize, plan and implement an appropriate learning programme.
PTC 7 Promote a collaborative, inclusive and supportive learning environment.

I started Maths Pirates with my class of Y 4/5/6 students. It was a huge success as it bacame the one time in the week where learning, measurement,  geometry, statistics was totally hands on and creative.

The following year I was asked to work with Y 1 & 2.

Math pirates was established as a weekly program that then spread to three other classrooms in the school.  For students who needed to move and create when learning, this was the time they  were totally engaged and able to show what they knew.
Demonstrating:
PTC 5 Show leadership that contributes to effective teaching and learning
PTC 9. Respond effectively to diverse language and culture experiences and the varied strengths, interests and needs of individuals and groups of ākonga.
PTC 10. Work effectively within the bicultural context of Aotearoa NZ
As a follow on form this I was asked to take a Math’s extension group with Mainstream and Whānau Māori students.
This ment I was required to teach Maths like a Pirate in Te Reo Māori.  
Maths Pirates became Pāngarau Kitiora.
Demonstrating:
PTC 3. Demonstrate commitment to bicultural partnership in Aotearoa, New Zealand.
PTC 2.  Demonstrate commitment to promoting the well-being of all ākonga.

I received te reo support from the Whānau teachers in my school as I worked alongside them, mainstream teachers and their tamariki.
Demonstrating
PTC 1. Establish and maintain effective relationships focused on the learning and well being of ākonga.

During this time My teaching Inquiry used Maths Like a Pirate as my context for building Mathematical thinking.
Here is a link to my 2014 Inquiry.

A critical part of Maths Like a Pirate was collecting qualitative data through google forms, shared images and twitter. To show evidence of learning classroom teachers would use a hashtag and then print out that hashtag, looking through the tweets for explicit learning conversations.
Demonstrating:
PTC 11. Analyze & appropriately use assessment information that has been gathered formally and informally.

As a result of Maths Like a Pirate

I presented Maths Like a Pirate at:

Wellington Mathematical symposium 2014

Knowledge Building Symposium 2013

ULEARN 14 2014

Received NZAMT Ernest Duncan Award 2014

PTC 5 Show leadership that contributes to effective teaching and learning
PTC 7 Promote a collaborative, inclusive and supportive learning environment.
PTC 1. Establish and maintain effective relationships focused on the learning and well being of ākonga.
PTC 8. Demonstrate in practice their knowledge and understanding of how ākonga learn













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