Blog post links PTC 4: demonstrate commitment to ongoing professional learning and development of personal professional practice
PTC5: show leadership that contributes to effective teaching and learning
PTC 9: respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of ākonga
PTC 12: use critical inquiry and problem solving effectively in their professional practice
In Term 1 an invitation was put out to all the staff inviting those that wanted to be involved in the School Pedagogy team. The team would be looking developing a St Joseph’s School localised Curriculum. I put my hand up to be involved as I was this as a way of continuing to build my teaching practice, have rich conversations with colleagues and have an impact to make change within our school. To date, the team has unpacked other schools curriculums, each team member streamlined two student agency approaches and broke these down further to make them relevant to our school and is now up to the draft of the localised curriculum. We orgnaised a Staff Meeting in week 3 of Term 3 to share what we had done to date with staff and get feedback.
Extrinsic- to Intrinsic
*Level 1 is not about being Extrinsic and then moving to intrinsic. Extrinsic can be at Level 1, looks different at each level
|Level 1||Level 2||Level 3||Level 4|
|Learner is starting to discover the importance of their learning.
Learner is beginning to be involved in the learning process.Learner is learning how to learn. Learner is developing a love of learning.
Learner is learning about what they are passionate about.
Learner is beginning to see learning as a way to participate within their community.
|Learner understands the importance of their learning.
Learner is somewhat involved and in the learning process.
Learner is building a foundation of how they learn.
Learner has a love of learning, interested in new knowledge and skills
Learner wants to succeed and what makes them passionate.
|Learner is starting to become invested their learning.
Learner is involved the learning process.
Learner has a foundation of how they learn and this drives them to want to learn more.
Learner wants to succeed and knows what makes them passionate.
|Learner is invested in their learning.
Learner is fully involved and immersed in the learning process.
|Level 1||Level 2||Level 3||Level 4|
|Learners are developing their skills to work with others.
Learners are beginning to create strategies.
Learners are learning to set goals alongside the teacher.
Learners work alongside the teacher when setting and achieving their Personalised learning.
Learners create passion projects which are showcased to peers and family with support from the teacher.
|Learners are developing their skills to independently work with others.
Learners are beginning to innovate and create strategies.
Learners understand the value of goal setting and will set them with some support.
|Learners have the skills to work independently and effectively with others.
Learners use innovation and strategies independently.
Learners can set their own learning goals and these might include their interests and passions.
Learners create and evaluate passion projects which are showcased to peers, family and a wider audience.
|Learners have the confidence and skills to work independently and effectively with others.
Learners use innovation, create and evaluate strategies independently.
Learners extend their goals to include their interests and passions.Learners are determined to self-monitor and adjust their personalised learning as they meet their goals.
Learners identify, create and evaluate passion projects which are showcased to peers, family and possibly a global audience.
*Two student agency drivers I looked at was motivation and ownership.