Intervention required Requires further development On track Excelling Implementation of Te Manawa: Section Implementation of Te Manawa: Section Implementation of Te Manawa: Section Implementation of Te Manawa: Section 1 - Intentional teaching 1 - Intentional teaching 1 - Intentional teaching 1 - Intentional teaching There is no evidence of regular team The team have some systems and The team has systems and processes in The team has robust systems and discussions around teaching and learning processes in place to support a shared place that support a team approach to processes in that support: and there are insufficient or ineffective approach to curriculum decisions and discussing NRRRR information, planning the effective use of NRRRR systems and processes in place to their implementation (teaching and further teaching strategies and evaluate information to plan further teaching support a shared approach to curriculum learning) their practices, routines, systems and strategies decisions learning environments formal and informal pedagogical discussions that include the team regular evaluation of practices, routines, systems and learning environments Teachers : Teachers: Teachers: Teachers: responses do not actively support are strengthening their practices to are generally aware of how their intentionally and effectively support children to develop robust positive support children to develop robust practices support children to develop children to develop robust positive learning dispositions and working positive learning dispositions and robust positive learning dispositions learning dispositions and working theories about the people, places working theories about the people, and working theories about the theories about the natural social and things in their natural social places and things in their natural people, places and things in their physical and material worlds physical and material worlds social physical and material worlds natural social physical and material intentionally and effectively create provide learning environments that are more prescriptive than worlds authentic learning contexts that are are static rather than potentiating responsive in setting up learning create interesting learning contexts highly responsive to individual and focus on the provision of contexts that are meaningful for all that are generally meaningful or children and their families activities (rather than as responses to children and their families relevant for all children and their have developed strong relationships support children’s learning) have positive relationships with most families and partnerships with families so families and may seek parents’ their interpretations, aspirations,
Intervention required Requires further development On track Excelling Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching Implementation of Te Manawa: Section 1 - Intentional teaching There is no evidence of regular team discussions around teaching and learning and there are insufficient or ineffective systems and processes in place to support a shared approach to curriculum decisions The team have some systems and processes in place to support a shared approach to curriculum decisions and their implementation (teaching and learning) The team has systems and processes in place that support a team approach to discussing NRRRR information, planning further teaching strategies and evaluate their practices, routines, systems and learning environments The team has robust systems and processes in that support: the effective use of NRRRR information to plan further teaching strategies formal and informal pedagogical discussions that include the team regular evaluation of practices, routines, systems and learning environments Teachers : responses do not actively support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds provide learning environments that are static rather than potentiating and focus on the provision of activities (rather than as responses to support children’s learning) Teachers: are strengthening their practices to support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds are more prescriptive than responsive in setting up learning contexts that are meaningful for all children and their families have positive relationships with most families and may seek parents’ Teachers: are generally aware of how their practices support children to develop robust positive learning dispositions and working theories about the people, places and things in their natural social physical and material worlds create interesting learning contexts that are generally meaningful or relevant for all children and their families Teachers: intentionally and effectively support children to develop robust positive learning dispositions and working theories about the natural social physical and material worlds intentionally and effectively create authentic learning contexts that are highly responsive to individual children and their families have developed strong relationships and partnerships with families so their interpretations, aspirations,
Annual-Review-Final-November-2017-to-2018_30857_1-2-_38538_1.docx