He Pouako Ngaiotanga Nāku tēnei – ngaiotanga Cultural competencies ECE Curriculum Secondary Curriculum and its intent Code of Ethics Ko wai au (who am I)? Te Whāriki NZ Curriculum and the key Social What do I know and understand Curriculum approaches competencies about myself? inquiry learning NCEA and the implications for Professional Teacher Criteria Language, culture and identity ethic of care curriculum development Self review and teaching as inquiry Treaty of Waitangi working with infants and toddlers teaching strategies Tātaiako (ECE) pedagogies (constructivism, Commitment to ongoing professional Intentional teaching experientialism) learning Te reo and tikanga Māori Learner dispositions student engagement The educational landscape ECE Planning and Assessment Secondary Planning and Assessment and current criteria and regulations Relationship management narrative assessment its intent (ECE) Differentiation for diverse learners Kei tua o te Pae formative assessment data Positive behaviour for learning Appraisal practices Te Whatu Pokeka e-asTTle (PB4L) Council website resources learning outcomes standards alignment for NCEA Family/whānau/hapū/iwi Ruia motivation relationships Primary Curriculum and its intent National Standards Next steps NZ Curriculum and the key preparing a CV Priority learners competencies E-learning and technology seeking employment Māori Content needs (science, technology, Accessing and using student learning Induction and Mentoring Pasifika arts, social sciences, literacy and data from multiple sources to enhance to next? Inclusive education mathematics) teaching and learning Increased accountability and Primary Planning and Assessment and its Cultural responsiveness Principles, curricula and for teaching expectations of teachers, colleagues and intent in Māori medium settings ākonga e-asTTle for reading and writing Social, cultural, historical background ako Āhuatanga numeracy assessment Language competence for those teaching of Aotearoa New Zealand Te Aho Matua National Standards in Māori medium settings Te Marautanga o Aotearoa Awareness of learner continuum Manaakitanga leading with moral – Ngā Aromatawai and ability to teach progressions Resilience and dealing with change purpose Ngā Whanaketanga Rumaki Māori over years 7-10 (encompass NAG 3A) Overall Teacher Judgement (OTJ) Student voice
He Pouako Ngaiotanga – Nāku tēnei ngaiotanga Cultural competencies Ko wai au (who am I)? What do I know and understand about myself? Language, culture and identity Treaty of Waitangi Tātaiako Te reo and tikanga Māori Relationship management Differentiation for diverse learners Positive behaviour for learning (PB4L) Family/whānau/hapū/iwi relationships Priority learners Māori Pasifika Inclusive education Cultural responsiveness Social, cultural, historical background of Aotearoa New Zealand Manaakitanga – leading with moral purpose ECE Curriculum Te Whāriki Curriculum approaches inquiry learning ethic of care working with infants and toddlers (ECE) Intentional teaching Learner dispositions ECE Planning and Assessment narrative assessment Kei tua o te Pae Te Whatu Pokeka learning outcomes Primary Curriculum and its intent NZ Curriculum and the key competencies Content needs (science, technology, arts, social sciences, literacy and mathematics) Primary Planning and Assessment and its intent e-asTTle for reading and writing numeracy assessment National Standards Awareness of learner continuum and ability to teach progressions over years 7-10 (encompass NAG 3A) Overall Teacher Judgement (OTJ) Student voice Secondary Curriculum and its intent NZ Curriculum and the key competencies NCEA and the implications for curriculum development teaching strategies pedagogies (constructivism, experientialism) student engagement Secondary Planning and Assessment and its intent formative assessment data e-asTTle standards alignment for NCEA motivation National Standards E-learning and technology Accessing and using student learning data from multiple sources to enhance teaching and learning Principles, curricula and for teaching in Māori medium settings Āhuatanga ako Te Aho Matua Te Marautanga o Aotearoa Ngā Aromatawai Ngā Whanaketanga Rumaki Māori Code of Ethics Social Professional Teacher Criteria Self review and teaching as inquiry Commitment to ongoing professional learning The educational landscape current criteria and regulations (ECE) Appraisal practices Council website resources Ruia Next steps preparing a CV seeking employment Induction and Mentoring to next? Increased accountability and expectations of teachers, colleagues and ākonga Language competence for those teaching in Māori medium settings Resilience and dealing with change
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