Paul Taylor: RTD/ASSIST e-portfolio

Tuesday, 9 April 2019

Giving feedback

I was asked for feedback on how I encourage student voice during IEP meetings and gave the following rationalization:

Labels: -2 Professional Learning, -4 Learning-focused Culture, -5 Design for Learning, Outcomes, Planning

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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

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)

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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