This is where I show evidence of how I have met the New Zealand Practising Teacher Criteria (PTC) and continue to meet the Registered Teacher Criteria
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- Home
- Practising Teacher Criteria (PTC)
- PTC1 - Relationships
- PTC2 - Wellbeing
- PTC3 - Bicultural Partnerships
- PTC4 - Professional Development
- PTC5 - Leadership
- PTC6 - Learning Programme
- PTC7 - Learning Environment
- PTC8 - Learning Styles
- PTC9 - Strengths, Needs & Interests
- PTC10 - Bicultural NZ
- PTC11 - Assessment
- PTC12 - Critical Inquiry
Thursday, 15 October 2015
Tuesday, 13 October 2015
Staff Meeting: eLearning
Staff Meeting: eLearning
ActivPanels:
Cleaning
Finger prints: the screens use infrared. Use slight water. Lint-free cloth. Power down and cool down.
Playing DVD
Use the VGA and AUX chords (could use Apple TV? Ethernet in Apple TV may decrease the lag)
Mac Mini
Survey:

Any other comments?
Google Drive should eliminate the need for Microsoft. Are we (as a school) moving away from using Shared Docs to having everything/most on Drive? If so, having Office to access Shared Docs and Teachers Shared may not be a necessity (especially if we convert the office documents on Teacher Shared/Shared Docs to Google Drive as Rachel recommended).
Cleaning
Finger prints: the screens use infrared. Use slight water. Lint-free cloth. Power down and cool down.
Playing DVD
Use the VGA and AUX chords (could use Apple TV? Ethernet in Apple TV may decrease the lag)
Mac Mini
Survey:

Any other comments?
Google Drive should eliminate the need for Microsoft. Are we (as a school) moving away from using Shared Docs to having everything/most on Drive? If so, having Office to access Shared Docs and Teachers Shared may not be a necessity (especially if we convert the office documents on Teacher Shared/Shared Docs to Google Drive as Rachel recommended).
Tuesday, 15 September 2015
Professional Development: Gail Loane
Writing: Gail Loane
Teachers can get bogged down with OTJs.
First thing: able to identify levels, and able to see progress.
What response do I get from my writing? Why this response? If nothing happens for the writer, nothing will happen for the reader.
Need to be beyond basic.
Time on surface features vs deeper features? It depends on what is their greatest need.
"I'm sad" -> How would I know? What were you feeling/thinking? Could you add that?
Is a "good level 2" for a 6year old the same as a "good level 2" for a 12year old?
One Minute's Silence
Many action verbs. Very descriptive. Very engaging for students.
Poem about Gallipoli
First thing: able to identify levels, and able to see progress.
What response do I get from my writing? Why this response? If nothing happens for the writer, nothing will happen for the reader.
Need to be beyond basic.
Time on surface features vs deeper features? It depends on what is their greatest need.
"I'm sad" -> How would I know? What were you feeling/thinking? Could you add that?
Is a "good level 2" for a 6year old the same as a "good level 2" for a 12year old?
One Minute's Silence
Many action verbs. Very descriptive. Very engaging for students.
What deep learning do we want to get out of this? What writing would they use? What do I want to teach about writing? Imagery. Activating nouns. Strong verbs. Specific nouns.
Poem about Gallipoli
- In one minute's silence
- 2 perspectives
- activated nouns / powerful verbs
- elipsis for a long pause...
- hyphen to join 2 adjectives before a noun (slouch-hatted)
- phrases (back of beyond)
- mad scrambling??
Sunday, 13 September 2015
Professional Development: Sexuality Rd
Sexuality Road PD: Julie
This was a very eye-opening session. a lot has changed since I was at intermediate and learning about 'puberty'!! I'm feeling so much more confident that I will be delivering an appropriate programme to Room 19. Nervous about some of the language we have to use and the unknown - student knowledge and questions!
We all have some great wall displays to start putting up. I'm going to create a 'rd' out of black card and use twink as the white lines. Karen is a fantastic support - she has taught this many times before.
Activity 3 - Heads down then thumbs up for yes and down for no

Diamond Dilemma Cards

Suggestions:
- Leave a few cards blank so that they can fill in their own words
- Work in single sex groups
Lesson 6 - Relationships
Main aim - talk about discrimination that they may experience
Find a safe space in the classroom
Note: not to show to students

Diamond Dilemma Cards

Suggestions:
- Leave a few cards blank so that they can fill in their own words
- Work in single sex groups
Lesson 6 - Relationships
Main aim - talk about discrimination that they may experience
Find a safe space in the classroom
Note: not to show to students
Tuesday, 8 September 2015
Thursday, 3 September 2015
Professional Development: PLJ
PLJ for registration
Matt has been teaching us to use a blog for the classroom - now we are learning how to apply these same skills to create a Professional Learning Journal - for registration. This should enable us to keep a paper-less trail of records.
Tuesday, 1 September 2015
PD: Blogging
Blog workshop
Matt is teaching us to use a blog for our classrooms! This is going to be a fantastic digital resource and work very well with the new active panels that Berkley is investing in. Watch this space :-)
Scheduling.
Reflection:
I would like to start using labels for my class blog - It will be easier to locate posts that have labels. I could choose to format these so the title Labels is in a manageable, easy to spot position on the blog
Scheduling is a great idea. I can then create posts in the future which will post on a certain date. Great for being prepared
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