1. Post
2. Teaching Standard
3. How this fits the teaching standard
4. Reflection
5. Next steps
6. Label with your name, the standards it covers, Appraisal
25 March 2019
TBCS- Appraisal Template - Judy-Anne
1. Post
2. Teaching Standard
3. How this fits the teaching standard
4. Reflection
5. Next steps
6. Label with your name, the standards it covers, Appraisal
20 March 2019
Margaret PCT Course 20 March 2019
Effective Classroom Management
Do:
Do:
Consistent Routines/orderly
Teaching of Devotions –
Character Traits focus each term
Individual learning
spaces plus tables in the middle if students wish to work together.
THINK Chart on the
wall
Free time – choosing if
work is completed
Engaging work –
students have their own goals to work toward/self motivated/laptops
Modelling
explicit teaching
have expectations
build relationships
Be:
Approachable
Available
Culturally responsive/aware
A learner
Be mindful of your influence
Know
Know the learners / where they are at
The subject
School systems
The school community
The Curriculum
IEPs
Page 31 of the Curriculum (Creating effective Pedagogy)
Standards for the Teaching Profession
Discussions on ways to link standards and recording evidence
To Get
Mentor Teacher Registration number
I and M
- Observations (minimum of 2-3 per year) with a focus each time - could be any teacher
Get Video from Vicky
Discussions on observation with mentor with my voice in there/Actions
Record meeting with teacher
Evidence of reflective practice
PLD - LINK to classroom practice(see in planning)
Written feedback on progress to meeting standards
Sharing with other teachers (resources)
Next steps/Reflections
Discussing the DOs, Be's, Know made me feel quite confident that I am meeting these already in the classroom in the way I am doing things. Especially in the area of positive relationships. Talking to other teachers on the course, I realise how lucky I am to be in a school that has such a focus on relationships and developing those character traits through our devotions and special character. Many schools are told there is to absolutely no religious content at all or even have specific character focus lessons/starting the day with a karakia/prayer or even discussions around touchy subjects. Recent events such as fires, graphic videos and Christchurch are discussed at home only so to be able to talk openly and pray as a class makes such a difference to the feel of the school. To have such a focus on this to the point if students are not in the space to learn then we have the time to deal with individuals as needed.
Next steps also for me include being more consistent in recording evidence especially conversations with Judy-Anne and Steve.
Discussions on ways to link standards and recording evidence
To Get
Mentor Teacher Registration number
I and M
- Observations (minimum of 2-3 per year) with a focus each time - could be any teacher
Get Video from Vicky
Discussions on observation with mentor with my voice in there/Actions
Record meeting with teacher
Evidence of reflective practice
PLD - LINK to classroom practice(see in planning)
Written feedback on progress to meeting standards
Sharing with other teachers (resources)
Year 7/8 Gail Loan
Writing
Flippity - teams,
small groups
Maths Games
Dymock - maths
You cubed - maths
Maths Shed
Maths is Fun
Join code: primary
Maori History
Primary Te Takanga o
te Wa
Next steps/Reflections
Discussing the DOs, Be's, Know made me feel quite confident that I am meeting these already in the classroom in the way I am doing things. Especially in the area of positive relationships. Talking to other teachers on the course, I realise how lucky I am to be in a school that has such a focus on relationships and developing those character traits through our devotions and special character. Many schools are told there is to absolutely no religious content at all or even have specific character focus lessons/starting the day with a karakia/prayer or even discussions around touchy subjects. Recent events such as fires, graphic videos and Christchurch are discussed at home only so to be able to talk openly and pray as a class makes such a difference to the feel of the school. To have such a focus on this to the point if students are not in the space to learn then we have the time to deal with individuals as needed.
Next steps also for me include being more consistent in recording evidence especially conversations with Judy-Anne and Steve.
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