Focus Class for the Goal

Māori students in NCEA Level 1, NCEA Level 2 and NCEA Level 3

Goals and Actions - Student learning and achievement

To improve outcomes for students in my classes by making changes or adjustments to my teacher practice by tracking the attendance and achievement of Māori students in my NCEA Level 1, Level 2 and Level 3 multi-level class, and communicating this information to students on a regular basis.

Goals and Actions - Teacher learning and achievement

To develop a digital process and system to collect regular data on achievement and attendance.

To digitally share the data on achievement and attendance with the students.

To have one to one meetings with students whose attendance or incomplete work leaves the student at risk of not achieving.

To contact home for students whose attendance or incomplete work leaves the student at risk of not achieving.

To enter updates into Kamar for issues relating to achievement and attendance.

Goals and Actions - Reflections

The initial template turned out to not be a sustainable resource. I then developed a different process that integrates achievement data with student attendance.

This aligns with the data summary sheets in Kamar that is used to discuss student achievement with SLT. The Student Standard Data Update - Templates enable an overview of the formative feedback relating to students with regards standards the students have achieved, standards the students are working on, credits offered to each student, attendance, teaching strategies and interventions, student actions, and any other notes that are not picked up through summative feedback in Kamar.

The sheets also included meeting updates between myself and individual students, which I then shared with the students, so that they had a copy of the feedback to action in terms of the project they were currently working on. This also enabled me to track the conversations that I'd had with students, as well as the actions that the students either had, or had not, followed up on.

Goals and Actions - Future Focus 2018

I have shared the process with staff in the Technology Department and have developed a template for Technology Staff to use in 2018. Student Standard Data Update - Template.

This will enable each staff member, as well as myself, to know and understand where each Senior Student who takes a Technology subject, is tracking throughout each term, and from one term to the next.

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Practising Teacher Criteria

Introduction
Overarching statements
Criteria and key indicators
Professional relationships and professional values
Professional knowledge in practice

Introduction

The Practising Teacher Criteria describe the criteria for quality teaching that are to be met by all fully certificated teachers in Aotearoa New Zealand.

The Practising Teacher Criteria recognise that teaching is a highly complex activity, drawing on repertoires of knowledge, practices, professional attributes and values to facilitate academic, social and cultural learning for diverse education settings. The criteria and indicators should be viewed as interdependent and overlapping.

Overarching statements

Teachers play a critical role in enabling the educational achievement of all ākonga/ learners 1.
The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach.

Criteria and key indicators

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

Fully certificated teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

Fully certificated teachers:
Criteria	Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga	i. 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
2. demonstrate commitment to promoting the well-being of all ākonga	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
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
4. demonstrate commitment to ongoing professional learning and development of personal professional practice	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
5. show leadership that contributes to effective teaching and learning	i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.

Fully certificated teachers:
Criteria	Key Indicators
6. conceptualise, plan and implement an appropriate learning programme	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
7. promote a collaborative, inclusive and supportive learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga
8. demonstrate in practice their knowledge and understanding of how ākonga learn	i. enable ākonga to make connections between their prior experiences and learning and their current learning activities ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts iii. encourage ākonga to take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga	i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga
10. work effectively within the bicultural context of Aotearoa New Zealand	i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
11. analyse and appropriately use assessment information, which has been gathered formally and informally	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
12. use critical inquiry and problem-solving effectively in their professional practice	i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from members of their learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga

In this document, the term akonga has been chosen to be inclusive of all learners in the full range of settings, from early childhood to secondary and beyond, where the Practising Teacher Criteria apply.

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What happened for the learners?

Learners Achieved!

Shift of Student Achievement in Senior DigiTech from September to November

The following diagrams show the shift in achievement in my Senior DigiTech class from September this year, to November.

The learners within my Senior DigiTech class include students undertaking either NCEA Level 1, NCEA Level 2 or NCEA Level 3. As well as being a multi-level class in terms of NCEA levels, the class is multi-ability at each year level. Within each of the year levels, only three students in the class had taken DigiTech as a senior subject in 2016, the previous year of learning. This impacts on prior knowledge of content, technical skills, and an understanding of technological practice which is required to achieve at curriculum levels 6 to 8 for NCEA. Three students also enrolled into the course partway through the year from abroad. A multi-level (of all three NCEA levels) and multi-ability NCEA class, is not common. This classroom structure includes a wide range of teaching and learning variables that potentially impact on student achievement. Identifying achievable teaching and learning strategies is instrumental in enabling student achievement to take place.

The colour codes represent the following; bright green (standard is moderated and achieved), light green (standard is on track to achieve if fully completed and moderated), orange (standard is a work in progress), dark gray (standard is not yet started).

VTaL and Accelerated Shift - Own Practice

The use of various VTaL tools enabled accelerated shift to occur for some of the learners in my Senior DigiTech class. The following image links to a description and evidence of accelerated shift in my own practice for one of the learners in my class.

VTaL and Accelerated Shift - Staff

It was awesome to see how VTaL has contributed to accelerated shift for students in other learning areas. This was reflected in the presentation that Lenva delivered at our recent staff meeting, whereby some staff indicated that different VTaL tools were used to accelerate shift in achievement with at least one of the identified learners in their class.

Click on the Full Screen option in the black panel to view the presentation in full.

What evidence do I have for this?

Student Feedback, Staff Feedback, Own Reflections

VTaL and the Impact on Student Achievement – Own Practice

The following are VTaL tools that have had a direct impact on student achievement in either my Senior DigiTech class, or Junior DigiTech classes this year. The impact on student achievement is either outlined by measuring NCEA standards achieved, or by student feedback explaining that the tool has impacted on their ability to achieve in the subject.

The following are VTaL tools that have had an indirect impact on student achievement by promoting student engagement, in either my Senior DigiTech class, or Junior DigiTech classes this year:

The following are VTaL tools that I am either trialling, or are yet to be trialled, and therefore requires time to gain evidence on the impact on student achievement:

Staff uptake of various VTaL tools

The following presentation shows the uptake of various VTaL tools by staff from Term 1 to Term 3 of this year.

Click on the Full Screen option in the black panel to view the presentation in full.

What did I do to make this happen?

Modelling Visibility and LCS, explicit Teacher Practice

Embedding VTaL Tools into my Subject Site

Modelling the use of VTaL Tools and Learn Create Share was achieved by embedding the various tools into my Subject Site, DigiTech with Ms Anderson, and ensuring all tools were visible at all times. Also, using my Subject Site as the main portal by which students access their learning was important.

Own Teacher Practice that directed students towards learning processes using various VTaL tools

It was really important that in my own practice, I was able to direct students towards the use of various VTaL tools with a particular achievement outcome in mind. For example, asking students to load work into a community is one thing, but directing students to the community, and explaining the use of the community as a portal by which to guide their own learning, is a deliberate action on my part that lead to the community being a useful tool that contributed towards student achievement. The same goes for Class Project Task Lists. I embedded links into calendar posts as well as embedding the Task Lists themselves into web pages in my site, and directed students to those links and pages, in order for students to make use of the VTaL tool. In this particular instance, the Class Project Task Lists gave students feedback about their current achievement within a project, and feedforward about what they needed to progress within a project.

Taking the Journey with Technology Staff

I spent time throughout the year with Technology Staff, helping to integrate VTaL into their teaching and learning programs for a specified senior class. Throughout this process, this enabled me to gain insight into some of the trials and tribulations that staff were experiencing associated with integrating VTaL into classroom practice. From this, we were able to identify different VTaL tools that could easily be integrated into teacher practice (shown in the image below), and further trialled during JumpStart and also in 2018.

Contributions at Middle Leaders Meetings

Through my own teacher practice, and also throughout my inquiry this year, I have been able to contribute and feedback into discussions at Middle Leaders meetings on a regular basis, about VTaL as well as ideas around Visibility and Consistency.

Creation of VTaL Resources - Google+, Site, StarterKit

The creation of different VTaL Resources such as the Google+ Community and Google Site, are platforms that I set up to share information and resources about VTaL, and enable others to share information, resources and feedback about VTaL as well. This has been a deliberate action on my part, to enable VTaL to be utilised beyond my own teacher practice.

Wonderings about what next?

More trialling, more refining, more sharing

More trialling

I am keen to continue trialling some of the VTaL tools that I either haven't used extensively yet eg. Workspaces, or that may have more potential to contribute directly (as opposed to indirectly) towards student achievement.

More refining

As updates occur within different apps that are used to develop VTaL tools (such as new or different functions and capabilities), the updates could enable the opportunity to refine existing VTaL tools for greater efficiency and use. An example of this is the updates to NEW Google Sites. The easier that an app is to use, may appeal to stakeholders to utilise these tools more extensively in teaching and learning. Sounds obvious, but when stakeholders invest time and energy into developing resources, it can sometimes be overwhelming to consider that updates that require significant change, may actually be more beneficial to learners and student achievement in the long run.

More sharing

There is a gold mine of information of great examples of teacher practice using VTaL by colleagues from throughout the year. I'm keen to catch up with these colleagues about the amazing work that they're doing within their teacher practice, and the impact that this has had on student achievement in their classes.

It's been an exciting and interesting year as far as my inquiry goes. I'm pleased to see the impact that VTaL has had within my own teacher practice in contributing towards student achievement. I'm also delighted to see the positive impact that VTaL has had with some of my colleagues who have generously shared evidence of their findings into the 'Visible Learning Accelerates Shift' presentation. In addition to this, that students are feeding back on the benefits that they see from different VTaL tools on their learning and student achievement, reflected in my blog posts labelled Feedback - Student Voice, and VTaL for Students.

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My Space and My Place

Focus Class for the Goal

Goals and Actions - Student learning and achievement

Goals and Actions - Teacher learning and achievement

Goals and Actions - Reflections

Focus Class for the Goal

Māori students in NCEA Level 1, NCEA Level 2 and NCEA Level 3

Goals and Actions - Student learning and achievement

To improve outcomes for students in my classes by making changes or adjustments to my teacher practice by tracking the attendance and achievement of Māori students in my NCEA Level 1, Level 2 and Level 3 multi-level class, and communicating this information to students on a regular basis.

Goals and Actions - Teacher learning and achievement

Goals and Actions - Reflections

Goals and Actions - Future Focus 2018

Practising Teacher Criteria

Introduction

Overarching statements

Criteria and key indicators

PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

PROFESSIONAL KNOWLEDGE IN PRACTICE

Achievement Challenge

Inquiry 2018

Manaiakalani CoL : Teaching Inquiry Framework

What happened for the learners?

Learners Achieved!

Shift of Student Achievement in Senior DigiTech from September to November

VTaL and Accelerated Shift - Own Practice

VTaL and Accelerated Shift - Staff

Click on the Full Screen option in the black panel to view the presentation in full.

What evidence do I have for this?

Student Feedback, Staff Feedback, Own Reflections

VTaL and the Impact on Student Achievement – Own Practice

Staff uptake of various VTaL tools

Click on the Full Screen option in the black panel to view the presentation in full.

What did I do to make this happen?

Modelling Visibility and LCS, explicit Teacher Practice

Embedding VTaL Tools into my Subject Site

Own Teacher Practice that directed students towards learning processes using various VTaL tools

Taking the Journey with Technology Staff

Contributions at Middle Leaders Meetings

Creation of VTaL Resources - Google+, Site, StarterKit

Wonderings about what next?

More trialling, more refining, more sharing

More trialling

More refining

More sharing

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Manaiakalani

Tamaki College

Practicing Teacher Criteria

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