PRT AND MENTOR WORKSHOP – 1/3/2016

This was a PRT and Mentor Workshop day provided by Mau Ki Te Ako. It covered the requirements (PTC’s) that need to met by a beginning teacher in order to gain your registration. It also outlined the role of the the mentor and what is expected of them.

I now have a clearer understanding of how I can ensure that I am meeting the PTC’s and the type of evidence I should be collecting and were best to store it.

I came away deciding that appraisal connector, supported with the use of google docs, provides me with great platform on which I can track my progress as a beginning teacher.

One thing I found interesting was the different stages that beginning teachers or teachers go through over a year.

Next steps as a beginning teacher:

– Clearly outline how we are going to record my progress

– Establish goals for me to work towards

– Outline areas that I want to focus on

– Establish my inquiry and begin recording it

Notes from the day here.

Criteria this relates to:

PTC’s
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,

12 – Use critical inquiry and problem-solving effectively in professional practice

Cultural Competencies 

1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics 

1 – Autonomy – to treat people with rights that are to be honoured and defended,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
4 – Truth – to be honest with others and self,

Key Competencies 

1 – Managing Self,
2 – Relating to Others,
3 – Thinking,
4 – Participating and Contributing

3 COMMENTS

Ann Lane said:

Veronica, you have made an excellent start in your career and I value your input at our team meetings. We can all learn from each other. It doesn’t matter where you are in your career there is always new learning to undertake.

– 02/03/2016

Tamara Bell said:

Agree – great start, awesome to see you analysing how your new learning can impact on your next steps.

– 04/03/2016

Scott Thelning said:

You have made a superb start to your career and an amazing impact in and around our school. We love having you as a part of our team. I agree with Ann, we all can learn from each other and you have much to teach us. I’m keen to hear more about the different stages you referred to.

– 16/03/2016

TEACHING AS INQUIRY PROCESS – 29/02/2016

Today we had a meeting with Tamara and Pete about the Teaching as Inquiry Process. We completed a jigsaw puzzle exercise around the spiral of inquiry. The different pieces covered where:

• Scanning
• Focusing
• Developing
• New Professional Learning
• Taking Action
• Checking

Reporting back is well summarised in the following document.

Key understandings:

• Keep your inquiry small and focussed on a few priority learner
• Do not try to solve/address ALL issues or concerns, again focus in on one area
• Maintain a holistic approach in all areas, be careful to take in all considerations/influences when analysing data or completing testing etc.
• It is important to take on a collaborative approach to teaching as inquiry

Next steps:

– Begin to narrow down my own teaching as inquiry beginning by identifying my small group of priority learners.

Research:

(2014) H. Timperly, L. Kaser & J. Halbert. A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234, April 2014

Personal goals this relates to:
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?

Criteria this relates to:

PTC’s
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,

Cultural Competencies

1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.

Code of Ethics 

2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies 

1 – Managing Self,
3 – Thinking

1 COMMENT

Scott Thelning said:

Great to see you got the key understandings and have given yourself an achievable task. I look forward to hearing how that goes and how you identified them.

– 16/03/2016