do not effectively seek parents’ aspirations but do not effectively have positive relationships, and are insights, and cultural ways of being aspirations or involve families in the incorporate or respond to them in working on developing partnerships are regularly sought and contribute learning context the learning environment with families so their interpretations, to decisions made that support do not effectively use or create are more responsive to, than aspirations, insights, and cultural children as learners opportunities for socially constructed proactive in creating, opportunities ways of being are regularly sought Are very effective at encouraging and learning for socially constructed learning and contribute to decisions made creating opportunities for socially do not prioritise fostering learning are not consistent in fostering that support children as learners constructed learning and promoting environments that: learning environments that: encourage and create opportunities opportunities to address/explore recognise as tangata recognise Māori as tangata for socially constructed learning, and matters of power and diversity whenua of Aotearoa New whenua of Aotearoa New utilise some opportunities for intentionally foster, and effectively Zealand Zealand addressing/ exploring matters of use learning environments and promote New Zealand as a promote New Zealand as a and diversity everyday practices that: Pasifika nation Pasifika nation foster learning environments that: recognise Māori as tangata recognise Māori as tangata whenua of Aotearoa New whenua of Aotearoa New Zealand Zealand promote New Zealand as a promote New Zealand as a Pasifika nation Pasifika nation Te Manawa Intentional Teaching – Feedback (Evaluation) Other significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps)
do not effectively seek parents’ aspirations or involve families in the learning context do not effectively use or create opportunities for socially constructed learning do not prioritise fostering learning environments that: recognise as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation aspirations but do not effectively incorporate or respond to them in the learning environment are more responsive to, than proactive in creating, opportunities for socially constructed learning are not consistent in fostering learning environments that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation have positive relationships, and are working on developing partnerships with families so their interpretations, aspirations, insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners encourage and create opportunities for socially constructed learning, and utilise some opportunities for addressing/ exploring matters of and diversity foster learning environments that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation insights, and cultural ways of being are regularly sought and contribute to decisions made that support children as learners Are very effective at encouraging and creating opportunities for socially constructed learning and promoting opportunities to address/explore matters of power and diversity intentionally foster, and effectively use learning environments and everyday practices that: recognise Māori as tangata whenua of Aotearoa New Zealand promote New Zealand as a Pasifika nation Te Manawa – Intentional Teaching Feedback (Evaluation) Other significant work the team are engaging in around this criteria Other comments Feedforward (Next Steps)
Annual-Review-Final-November-2017-to-2018_30857_1-2-_38538_1.docx