Paul Taylor: RTD/ASSIST e-portfolio

Wednesday, 17 August 2016

NZSL Descriptors

Labels: 9 - Respond effectively to the diverse languages and cultural experiences and the varied strengths interests and needs of individuals and groups of akonga., NZSL Focus
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Appraisal Docs

Appraisal Docs

2020 Professional Goals

  • self reflection 2020

2019 Professional Goals

  • Job Outline 2019
  • Observation 2019
  • Attestation 2019

2018 Professional Goals

  • Job Outline 2018
  • 1st Meeting
  • Observation 2018
  • Attestation 2018

2017 Professional goals

  • Job Outline
  • ASSIST / RTD Goals
  • Personal NZSL IEP
  • Personal Maori IEP
  • Attestation 2017

2016 Professional Goals

  • Job Description 2016
  • Goal 1: To develop TOLD-i-4 proficency
  • Goal 2: NZSL Personal IEP

2015 Professional Goals

  • Job Outline 2015
  • Goals 1-3: NZSL Focus
  • Goal 4: Student Focus
  • Teaching Observation 2015
  • Attestation 2015

2014 Professional Goals

  • Job Outline
  • Meeting Schedule
  • Goal 1: iPads for 2014
  • Goal 2: Setting up an e-Portfolio
  • Goal 3: Information Sharing
  • Goal 4: Professional Reading
  • Teaching Observation 2014
  • Attestation 2014

Evidence Archive

Types of Evidence

Outcomes (46) Planning (26) Teaching (26) ASSIST (22) NZSL Focus (17)

Evidence of Standards 2018

Evidence of Standards 2018
Click the links below to view the Practising Teacher Evidence collections
  • -1 Te Tiriti o Waitangi partnership (2)
  • -2 Professional Learning (13)
  • -3 Professional Relationships (10)
  • -4 Learning-focused Culture (10)
  • -5 Design for Learning (8)
  • -6 Teaching (4)

Evidence Criteria (pre-2018)

Evidence Criteria (pre-2018)
Click the links below to view the Practising Teacher Evidence collections
  • 1 - Establish and Maintain effective professional relationships focused on the learning and well-being of all akonga. (9)
  • 10 - Work effectively within the bicultural context of Aotearoa New Zealand. (9)
  • 11 - Analyse and appropriately use assessment information which has been gathered formally and informally. (8)
  • 12 - Use critical inquiry and problem solving effectively in their professional practice. (10)
  • 2 - Demonstrate commitment to promoting the well-being of all akonga. (13)
  • 3 - Demonstrate commitment to bi-cultural partnership in Aotearoa New Zealand. (10)
  • 4 - Demonstrate commitment to ongoing professional learning and development of personal professional practice (24)
  • 5 - Show leadership that contributes to effective teaching and learning. (23)
  • 6 - Conceptualize and plan and implement an appropriate learning program. (14)
  • 7 - Promote a collaborative inclusive and supportive learning environment. (13)
  • 8 - Demonstrate in practice their knowledge and understanding of how akonga learn. (8)
  • 9 - Respond effectively to the diverse languages and cultural experiences and the varied strengths interests and needs of individuals and groups of akonga. (13)
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