Practicum Extension

All documents can be viewed here:

https://drive.google.com/drive/folders/18Ce5tm_MzBWOxTbrvMqvlRsaMZE_guCv?usp=drive_link

Reflection:

The classroom I teach in is very different from a mainstream classroom. There does not seem to be a uniform way that ORS units are run across the board, each school and each classroom is different. In our classroom we have 10 students and 2 teachers. 8 of our students are ORS funded and the other 2 have both learning and social needs that mean being in a mainstream classroom full time is too challenging. Our students do literacy and numeracy in our classroom as well as learning life skills such as cooking, budgeting and what a daily routine looks like. They attend mainstream classes for options such as hospitality, woodwork, art and fashion tech. None of them will sit NCEA (although they may receive some credits for their options) and all of them sit at around curriculum level 1. They all receive 1:1 support in class from either myself, my co-teacher or a Teacher’s Aide. Almost all of my students are autistic and the remainder have developmental delays. Almost all of them have anxiety or other mental health challenges and for many it is a challenge to get them to attend class full time. My co-teacher and I each work 4 days a week and we each have one day where we are sole charge in the classroom.

Because our classroom is unique, planning for our classroom is also unique. All of our students are expected to have Individual Education Plans (IEPs) and we are currently in the process of updating these. During my practicum extension I finished writing an IEP for one student and had an IEP meeting with the family of another. In the IEP we set goals for the student for the period until the next IEP. These are generally related to elements of the NZ Curriculum. For example from the IEP I have just finished writing we set the following goals.

Using language symbols and text

K will extend his personal vocabulary in English and Te Reo Maori

Indicators:

K will read a variety of texts so he can learn to read and pronounce a range of new vocabulary without assistance.
K will use knowledge of word and sentence order to communicate meaning in simple texts.
K will increase his vocabulary of words in Te Reo Maori.

Measurement:

Tracking of K’s progress in class and assessments each term

K will continue to develop his numeracy skills.

Indicators:

K will be able to solve basic facts problems by knowing groupings to 20 (e.g. 13 + 7).
K will solve simple addition, subtraction, and multiplication problems by counting all the objects in his head.
K will understand that money has different values. He will be able to complete simple monetary transactions.

Managing Self

K will attend class on time each day and engage with the work set by his teachers.

Indicators:

K will be marked as present and on time each day by his teachers in all of his classes
K will engage in the work set by his teachers in each class.

Measurement:

Tracking of K’s attendance each week on Kamar
Feedback from his teachers regularly on his progress.

These goals will form the basis of my planning for this student for the next 2 terms and have been the basis for the planning that I have done for him over the weeks of my practicum extension. With his literacy goals in mind I have planned lessons reading several bilingual books and extracted both English and Te Reo vocabulary for him to learn. I brought in a Maori version of Go Fish (Hi Ika) for us to play which was enjoyed by both him and other students. We have discussed Matariki and each of the stars and coloured in pictures of each star and we have learned to count to 10 in Te Reo. To work on his numeracy skills we have planned activities for term 3 in which our students can be involved in budgeting for supplies for recipes which they will then cook, as we currently have one cooking session a week which all our students love. He is also currently doing a numeracy booklet with Te Kura which will build on those skills further.

As we complete IEPs for each of our other students I will continue to plan lessons and activities around their individual goals.

Teaching in our classroom is done 1:1 with occasional group activities such as our cooking sessions. When I plan a lesson I generally do not plan when that lesson will be done as our students’ attendance can be up and down and when they are in the classroom their emotional needs sometimes mean that they are not in a place in which to do work. Instead I will plan numerous activities to have on hand and bring them out when I feel it is appropriate. There have been times when I have an activity planned for several weeks but it has not been used because that particular student is not in class or they have other activities from a different learning area that they would prefer to work on, or they are needing some quiet time when they are in class to regulate their emotions so are not in a place where they can do work. Unlike in a mainstream classroom, sometimes when we present our students with an activity and they are not in an emotional place to complete this work it can be explosive. They might destroy the worksheet that has been offered to them or some other piece of property in the room. In other cases they might run from the room and need to be looked for all across school grounds and be convinced to come back. Because of these types of behaviours my job as a teacher requires quite a lot of deciding where a student is at in the moment and when it is the right time to present an activity. However if you pick the right time it can also mean that some great work is created. While on my practicum extension I planned an activity where our students would create an acrostic poem based on their names and I created an alphabetical list of adjectives they could use to create this. One day one of our students was completing some of his theory work for health in our classroom and his activity required him to describe himself. I gave him the list of adjectives that I had created which he could use. Some of the other students were interested in the list and so I gave them the acrostic poem activity to do and they really enjoyed it. Because I had planned an activity they would like and given it to them when their interest was piqued it went well.

Our students can often be resistant to learning new things or new experiences because of anxiety and because autistic students often like to know the rules of a situation before they take part. To overcome this I sometimes use play based teaching to encourage them to learn new things. For example I have a student who has a lot of challenges when it comes to Maths. He cannot retain information when it comes to maths. For example he has been working on number bonds to 10 for over a year but still finds it a challenge to do these simple sums and is often resistant when you ask him to do them. So instead of asking him to do worksheets I have been approaching maths through play. Sometimes we play dominoes so that he has to count the circles on each domino in order to play. Similarly we do activities with dice where we will have two dice that he has to roll and then add the 2 numbers together. By taking the onus off the maths and on to the game he is more relaxed.

In my classroom planning and teaching look very different than they do in a mainstream classroom. Because of the needs of our students, the pastoral care side of teaching often is a larger part of the teacher role than it is in a mainstream class. However, designing and implementing work to assist my students in meeting their academic goals is a vital part of my jobs and it is one I take very seriously. I will continue to assess my students’ needs and how I can best help them to achieve their goals in the classroom while making sure that school is a safe place for them to be.

Next Steps:

Design for learning

My next steps on the Design for Learning teaching standard will be to create and assemble a kete with a wide of activities that I can use with my students and continually add to as I continue my journey. By doing this I will not be starting from scratch with my planning but rather I will be tweaking and revising work that I already have for the needs of my individual students.

Teaching

My next step on the Teaching standard will be looking at further ways that I can assess my students abilities in the classroom. This will include things such as doing pre reading tasks with my students as well as revisiting work to see how much has been retained. As my training has been as a secondary teacher but I am working at curriculum level 1, I will also look at ways in which I can further develop my skills in teaching basic literacy and numeracy as this was not covered as part of the Massey Secondary program.

Lesson Plans

Learning Area Literacy	Class/group/levelYear 9 to 13 – Curriculum Level 1		Date and Duration 19/6/2023
Achievement Objectives Creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence. Uses a range of high-frequency, topic-specific, and personal-content words to create meaning. writes most letters and number forms legibly when creating texts		Key Competencies Using Language Symbols and Text
Learning Outcomes By the end of the lesson learners will be able to: Understand and use a range of simple adjective to describe themselves Write these neatly and spelled correctly by hand on a piece of paper to be displayed.
Success Criteria Students will be able to write an acrostic poem using their name as the base word and describing themselves. This poem will be written on a piece of paper to be displayed on the wall.
Resources Printouts of each student’s name that they can write their poems on. Printout for each student of a list of basic adjectives from A to Z
Learning Experience Sit down with students individually or in pairs. Explain to them in very simple language what an acrostic poem is – a poem where we try and find a work that describes them that starts with each letter of their name. Explain to them that we will be making a poster of their name to put on the wall so they need to write neatly. After they have chosen their words they can decorate their poster before we put it on the wall. Have them go through the adjectives listed under each letter of their name from the printout. Explain to them any words they do not know. Have them choose one that they like. D- makes sure that he writes neatly when he is writing out his words on his poster. If he makes a mistake or screws up his paper, print him a new one. DD – Make sure she copies the words out correctly – that they are spelled right L – Make sure she knows that she doesn’t have to draw pictures if she doesn’t want to. M – Make sure to read the adjectives aloud to her as she has trouble reading them. T, E, C T- Give them the option of writing a poem about one of their favourite characters instead such as Indiana Jones, Something from Fortnite. K – Offer him the option of including some words in Te Reo. Looking up some words together that could be used. V – Make sure he knows he needs to choose appropriate words – no swear words. Encourage him to find positive words to help him feel better about himself.
Assessment Students will be able and willing to create their own acrostic poem
Evaluation D grabbed the poem and the list of adjectives and wrote her own poem fast and was very excited to decorate her page. L was tired as it was first thing Monday morning but once was drawn out by a TA she was happy to create one. I was pleasantly surprised that the boys in the class took to the exercise so well. They are often resistant to trying new things! I think it was well scaffolded for them by giving them the adjectives laid out alphabetically so they could easily find the ones they needed. Students were more interested in the writing of the poems than the decorating of the posters. If I did this lesson again I would do more explaining about what an adjective is. The students instinctively know what to do with these words but aren’t as clear of their name and function.

Learning Area Literacy	Class/group/levelYear 12 – Curriculum Level 1		Date and Duration 21/6/2023 p 1
Achievement Objectives uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts		Key Competencies Using Language Symbols and Text
Learning Outcomes By the end of the lesson learners will be able to: -Read the text Rugby 1,2,3 independently in English -Make a short list of new vocabulary in Te Reo Maori
Success Criteria K will be able to read the book Rugby 1, 2, 3 independently and choose 3 new Te reo Maori words to learn.
Resources Book – Rugby 1, 2, 3 by Thalia Rehoe Rowden. Vocab Notebook
Learning Experience Read the book together in English – Either K reads it all or we read one sentence each. Look through the words in Te Reo and see if there are any words in Te Reo that K recognises. Julia reads the book in Te Reo to K. Julia and K will choose 3 new words in Te Reo for K to learn and to write in his vocab notebook.
Assessment K will be able to read and understand all the words in the book in English.
Evaluation K knew fewer words in Te Reo Maori than I thought so instead of having him find words he knows in the text I just read it to him. We chose the numbers in te reo as he didn’t know them but he was very excited to learn them and repeated them many times. Afterwards I printed out a poster of numbers in te reo to put on the wall for him to refer to.

Learning Area Literacy	Class/group/level Year 13 – Curriculum Level 1		Date and Duration 29 June 2023 – P3
Achievement Objectives uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts forms and expresses simple ideas and information, usually drawing from personal experience and knowledge		Key Competencies Using Language Symbols and Text
Learning Outcomes By the end of the lesson learners will be able to: -Read the text Daniels’s Matariki Feast independently in English -Answer Comprehension Questions about the text.
Success Criteria Student will be able to read the book My Family independently and answer the comprehension questions on the worksheet.
Resources Book – Daniel’s Matariki Feast – by Rebecca Beyer and Linley Wellington Daniel’s Matariki Feast Comprehension Worksheet.
Learning Experience Read the book together in English – Either student reads it all or we read one sentence each. Read together in Maori if the student wants to Answer the questions on the comprehension worksheet together.
Assessment -Students will be able to read the book Daniel’s Matariki Feast either independently or reading one sentence each with the teacher -Students will be able to answer the questions on the comprehension worksheet
Evaluation D and I read the book together. He read the English words and I read the words in Te reo. It was a longer book than I often read with him and he was a little challenging to engage at times so I had to try and redirect him often. When I did the worksheet with him I was surprised how much he had taken in but we did have to look back through for some of the answers to the questions. If I did the lesson again I would do more assessing of prior knowledge at the start and know more about what he knew about Matariki as he knows quite a lot I discovered! However he relied more on prior knowledge to answer the comp questions than he did on his understanding of the text. We will read the text again to reinforce his knowledge and check up on how much he retained.

PRACTICUM APPRAISER REPORT

Student Teacher	Julia Campbell			Programme	GradDip Learning &Teaching(Secondary Endorsement)
Practicum No	2			Appraiser	Alan Pedley
School/Centre	Tawa College
Associate Teacher	Nicky Parsons			Subject	Literacy
Year level	9-11			Group/Class size	5
Date of Visit	28/06/2023			Time	2.20pm
*Note: This report is not for use in making future applications for teaching positions*
Report has been discussed with the Student Teacher (Yes/No)		y	Appraiser met with Associate Teacher (Yes/No)			y
					No of Pages	3
Great to catch up prior to the lesson.You have certainly been on a journey – it is great that you are in a place that strongly resonates with you and are clearly flourishing.You are very positive and invested in your position at the College, demonstrating a high level of engagement in the Learning Support Area. You are able to tell the story of each student and how their learning is progressing.Your colleagues are all very positive about your inclusion and contribution. The Lesson: Provide a brief account of the lesson sequence – provide specific examples and/or feedback Students are mostly in the room for the start of the lesson. You do a bit of a stock take on who is at what point for today – this is essential with your group of students in Learning Support (most are ORS funded). One student was very upset, so your initial focus was on getting this student to move forward with their mindset. Then you moved onto checking in with various sutdents – it seemed to be the afternoon where most did not want to do as scheduled – eg. not going off to PE, delaying logging into their learning software and so on. To mitigate this, you spent time with individuals making connections and then progressing with their learning tasks at hand. The Teacher Aides and other staff member also worked hard in this aspect with individuals. Some prompting, some guiding, some sitting with the student while they progressed their task at hand. You clearly have a connection with the students, as you are able to move in and out of task mode as a strategy to keep up engagement levels. You are reading the students well and they respond well to you. Your main focus student arrives some time into the lesson – so you had already worked on the literacy task with another student, which led to some interesting conversations for you. Deepening your understanding of the background of the student. It is this sort of interaction that shows there is a strong bond between yourself and the learners. You undertake the literacy task with your targeted student, whilst using calming startegies as he was upset about the amount of recyclable litter in the grounds – this is where he had been, collecting in the recyclable litter after lunch break. He engaged well in the task, and again you comfortably move between the task and dialogue to more fully engage with the student. The response was positive and on task. A couple of points to ponder (food for thought): Your positioning in the classroom – as discussed there is nearly always more than one adult in the room and also the students are rather set on ‘their individual spaces’, however this should not allow complacency to set in. Do try to keep your own position such that you can see as much of the learning space as possible at all times. Time keeping – it is such a busy space, the end of lesson seemed to catch you out a little. Do set in place personal strategies to help you have more structured endings rather than ‘the bell has gone and now we scurry around to end’. It was great to review the lesson and also the chat to Nicky (AT). Nicky Is very positive about your development and is actively supporting you in this journey. You work in well with your colleagues, complementing each other with your individual skills, attributes. You considered in the review various aspects of the lesson – clearly demonstrating reflective practice. Not only the what, but the why was covered – this sets you up well for continual improvement (which is something we should all strive for).
Classroom Presence, Confidence, Language Choices and Voice: Comment on developing ‘teacher presence’ both evidence of this and/or provide suggestions. For Online Practicum – discuss how connections have been made with classes and individuals online. You are clearly one of the teaching staff in the room. The students respond well to you. You are respectful, calm and encouraging. This style of presence is highly appropriate in this setting – providing safety and assurance to the students.
Professionalism: Comment on professionalism evidenced during the lesson and on practicum and discussion with AT. You are planning, adapting, responding – all the time looking to meet the individual needs of the students in your care. You are clearly part of a developing team that is cohesive and supportive of each other.
Planning: Comment on the planning process, including lesson beginnings, sequence and endings, identifying strengths and aspects of planning that require development. Was there a link to a/the KCs? Comment on (evidence of/suggestions for) strategies to promote learning and engage all learners. For online practicum – discuss how the student has adapted to the online learning environment. Planning has to be adaptable and flexible in this setting. You were quick to adapt and realign what the expectations would be for individuals. You have been involved in the developing of IEP’s for students, which is helping to focus the learning activities you are establishing for individual students. This is progressing your development of Design for Learning.
Classroom Relationships and Management: Comment on strategies used to create and promote a learning-focused culture and/or provide suggestions. Were all students included? How might this be further developed? For online practicum, discuss strategies employed to promote student engagement. You engage in a warm and positive manner. Students relate well to you – taking on your direction, and engaging in learning. You provide direction where needed, afford students space/time, gently nudging them on their learning journey, whilst being very mindful to allow for each students attention span, mindset etc.
Familiarity with Curriculum: Evidenced through the lesson and discussion with AT/s. Learning activities are adapted for the individual level of each student. You openly acknowledge that there is learning for you (a work in progress) about setting age appropriate yet level appropriate tasks. This requires a lot of research and development of individual material as not a lot of teenage material exists for students operating at level 1 or 2 of the NZC. It is great you have this as a focus – this will over time provide you a large kete of resources to draw upon.
Evidence of Commitment to Te Tiriti o Waitangi: Evidenced through the lesson plan, lesson delivery and the kaiako pitomata’s discussion about their journey. With the reading activity for one student there was a te reo, Te Ao Maori focus. This has been identified as a positive trigger for this student.
Reflect on Professional Performance: Comment on kaiako pitomata’s ability to reflect on the appraisal lesson and AT’s comments about kaiako pitomata’s openness to feedback and guidance. Your AT is pleased with your progress and fit in the Learning Support area. You reflect as a natural part of your process – you can see this in action during the lesson and with our conversation after the lesson. From todays lesson, examples of you reflecting were about key moments such as deciding on how much effort to put into getting students to go to options, picking your battles in context of student mindset. From a Teaching perspective, you are clearly developing effective practices for all learners within the construct of NZ standards. Working with all students; knowing the students and establishing a safe, caring nurturing space; developing acheiveable yet challenging learning activities; working with areas of individual students’ interest.
Summary of Strengths: Knows the students well. Respectful of the students, yet determined that all will engage with learning within the lesson time. Fitting in well as part of the team in the Learning Support area. You are very inclusive with the TA’s and fellow teachers.
Areas for Further Development: Ensuring that complacency does not set in regarding best practice (due to the high staffing proportion in the learning space). Seeking opportunities to see Level 1 and 2 learning (visiting primary classrooms) and then adapting this for your students. Continuing to seek out age appropriate learning opportunities (this is already under way)
Julia, Thank you for sharing your time and class today. It is wonderful that you have found a good fit for you in this Learning Support Center. All the best on your journey ahead. Signed: Alan Pedley

Massey University Institute of Education GRADUATE DIPLOMA OF LEARNING & TEACHING (SECONDARY ENDORSEMENT) Weekly Practicum Log
Key for how time spent:
O Observation T Teaching TT Team or Group Teaching A Absent	P Planning, R Resource Preparation E Extra-curricular OT Other (please specify)
Student Teacher: Julia Campbell	Practicum No: 2 – Extension
School: Tawa College

WEEK: 1			DATES: 19-23 June 2023
Day	Period	Letter from KEY	Class and Subject	Lesson Topic or your focus/progress during this time, comments about involvement, and/or links to applicable resources
MONDAY	1	P
	2	T	TWA	Literacy
	3	T	TWA	Numeracy – Te Kura Booklets
	4	T	TWA	Inquiry
	5	T	TWA	Literacy
	6	n/a
	FT	n/a
TUESDAY	1	N/A	DAY OFF
	2
	3
	4
	5
	6	n/a
	FT	n/a
WEDNESDAY	1	T	TWA	Literacy – 1, 2, 3 Rugby – Bilingual Book
	2	T	TWA	SPEC – Cooking
	3	P
	4	T	TWA	Numeracy
	5	T	TWA	Numeracy – Te Kura Booklets
	6	n/a
	FT	n/a
THURSDAY	1	T	TWA	Literacy
	2	T	TWA	Inquiry
	3	P
	4	T	TWA	Numeracy
	5	T	TWA	SPEC
	6	n/a
	FT	n/a
FRIDAY	1	T	TWA	Inquiry
	2	T	TWA	Literacy
	3	T	TWA	Numeracy
	4	T	TWA	Literacy
	5	T	TWA	SPEC
	6
	FT

Weekly Practicum Log

WEEK: 2			DATES: 26-30 June 2023
Day	Period	Letter from KEY	Class and Subject	Lesson Topic or your focus/progress during this time, comments about involvement, and/or links to applicable resources
MONDAY	1	P
	2	T	TWA	Numeracy – Te Kura booklets
	3	T	TWA	SPEC
	4	T	TWA	Inquiry
	5	T	TWA	Literacy – Acrostic Poems
	6	n/a
	FT	n/a
TUESDAY	1	N/A	DAY OFF
	2
	3
	4
	5
	6	n/a
	FT	n/a
WEDNESDAY	1	T	TWA	Literacy
	2	T	TWA	SPEC – Cooking
	3	P
	4	T	TWA	Numeracy
	5	T	TWA	Numeracy – Te Kura Booklets
	6	n/a
	FT	n/a
THURSDAY	1	T	TWA	Literacy
	2	T	TWA	Inquiry
	3	P
	4	T	TWA	Numeracy
	5	T	TWA	SPEC
	6	n/a
	FT	n/a
FRIDAY	1	T	TWA	Literacy
	2	T	TWA	Numeracy
	3	T	TWA	Literacy
	4	P		School Finishes Early for end of term.
	5	P
	6
	FT

LESSON OBSERVATION REPORT

Student Teacher:	Julia Campbell	Date:	29 June 2023

Associate Teacher:	Nicky Parsons	Period:	4

Topic:	Matariki Feast Dual Language text	Subject	Literacy/Reading

Practicum No.	2	Year Level:	13 (Te Whare Awhina ORRS funded classroom)

Lesson Plan seen by the Associate Teacher: Yes

Performance Indicators (PI)

Concerns	(C)	*Performs below the level expected of a student on their current practicum*
Emerging	(E)	*Displays emerging level of competency (not always sustained) for a student on their current practicum.*
Proficient	(P)	*Generally performs at a level expected of a student on their current*
Outstanding	(O)	*Consistently performing well above the level expected of a student on their current practicum*

PLANNING and PREPARATION
AREAS OF FOCUS	C	E	P	O	Comments
Preparation prior to lesson			X		Lesson well planned
Time allocation for activities			X		Slight delay in start of lesson due to student concern about observation
Links to Curriculum			X
Knowledge of content				x
Focus on key competencies			x

TEACHING EFFECTIVENESS
AREAS OF FOCUS	C	E	P	O	Comments
Introduction/ clear LIs			X
Creates ‘buy-in’			x		We had a post lesson conversation about linking topic to prior knowledge of student
Aimed at appropriate level				x	Text was well selected for the reading level of student and a shared reading experience
Clarity of instructions			x
Questioning skills			X
Develops critical thinking			X
Range of teaching strategies			x		The teaching strategies used supported the student engagement in the lesson.
Presentation of content			X
Use of activities and resources			X		Resource brought from home that links to other classroom lessons
Lesson summary			X
Ending of lesson routines			x

CLASSROOM MANAGEMENT
AREAS OF FOCUS	C	E	P	O	COMMENTS
Set clear expectations			X
Transitions			X
Monitoring of class			X
Prevention strategies			X
Correction strategies			X
Use of range of c/m strategies			X
Handling of discipline			X
Use of positive reinforcement			X		Julia was able to positively re-engage student when he was off task, while being supportive of the level of neurodiversity
Teacher movement			X
Pacing/momentum of lesson			X		Set at a steady pace that worked for the student
Use of voice			X		Calm engaging voice

ASSESSMENT
AREAS OF FOCUS	C	E	P	O	COMMENTS
Quality of feedback to students
Links to Learning Outcomes
Formal assessment
Informal assessment

CLASSROOM MANNER
AREAS OF FOCUS	C	E	P	O	COMMENTS
Classroom presence			x
Confidence			x
Interactions with students			x		Positive relationships with all classroom students
Professionalism			x

Summary of Strengths:

Julia brings a calming presence to the classroom. She has developed strong positive relationships with the students in Te Whare Awhina and this is evident in her teaching approach. She was able to adjust the pace of the lesson that supported the concern of the student as he was aware there was a class observation.

Summary of Areas to be Developed:

At the end of the lesson we discussed options to link in student prior knowledge of feasts to the story. We discussed strategies to support students who are fluent readers become aware of errors and develop self-correction techniques. The text read was English/Te Reo, ideas were discussed to support the growth of Te Reo for the student. We also discussed using the text over several days to develop confidence and familiarity.

Signature: Nicola Parsons

GRADUATE DIPLOMA OF LEARNING & TEACHING (SECONDARY ENDORSEMENT)

LESSON OBSERVATION REPORT

Student Teacher:	Julia Campbell	Date:	19th June 2023

Associate Teacher:	Nicky Parsons	Period:	4

Topic:	Dual Language My Family	Subject	Literacy/Reading

Practicum No.	2	Year Level:	12 (TWA ORRS)

Lesson Plan seen by the Associate Teacher: Yes

Performance Indicators (PI)

Concerns	(C)	*Performs below the level expected of a student on their current practicum*
Emerging	(E)	*Displays emerging level of competency (not always sustained) for a student on their current practicum.*
Proficient	(P)	*Generally performs at a level expected of a student on their current*
Outstanding	(O)	*Consistently performing well above the level expected of a student on their current practicum*

PLANNING and PREPARATION
AREAS OF FOCUS	C	E	P	O	Comments
Preparation prior to lesson			X
Time allocation for activities			X
Links to Curriculum			X
Knowledge of content				X
Focus on key competencies			X

TEACHING EFFECTIVENESS
AREAS OF FOCUS	C	E	P	O	Comments
Introduction/ clear LIs			X
Creates ‘buy-in’			X		Student has started to share a strong interest in his whakapapa and wanting to hear and learn Te Reo
Aimed at appropriate level			X
Clarity of instructions			X
Questioning skills			X		Student led the questions based on his curiosity in the language
Develops critical thinking			X
Range of teaching strategies			X		Julia can fluently read Te Reo which the student enjoys listening to and attempting
Presentation of content			X
Use of activities and resources			X
Lesson summary			X
Ending of lesson routines			X

CLASSROOM MANAGEMENT
AREAS OF FOCUS	C	E	P	O	COMMENTS
Set clear expectations			X
Transitions			X
Monitoring of class			X		Rolling strikes have reduced the size of the class on different days
Prevention strategies			X
Correction strategies			X
Use of range of c/m strategies			X
Handling of discipline			X
Use of positive reinforcement			X
Teacher movement			X		Julia will move around class as needed, while the focus is on the student she is working with
Pacing/momentum of lesson			X
Use of voice			X		Calm gentle approach which supports student engagement

ASSESSMENT
AREAS OF FOCUS	C	E	P	O	COMMENTS
Quality of feedback to students			X
Links to Learning Outcomes			X
Formal assessment					N/A for this lesson
Informal assessment					Talking to student

CLASSROOM MANNER
AREAS OF FOCUS	C	E	P	O	COMMENTS
Classroom presence				X	Gentle calm presence in classroom
Confidence				X
Interactions with students				X	Moves through class ensuring positive interaction or redirection with all students
Professionalism				X

Summary of Strengths:

Julia works positively with students 1-1, small groups and full class. She is quickly able to determine the ‘space’ a student is in and will adjust the pace/content of the lesson accordingly. This helps to reduce the stress level of the student so there is positive buy in and engagement from a student. Julia puts clear guidelines in place for students – in 2 minutes we will…Julia’s understanding and support of the students in TWA is outstanding. She has a positive classroom presence, even when students experience big feeling moments Julia is able to calmly support students through their emotions.

Summary of Areas to be Developed:

Continue to grow knowledge of the resources the department has access to and explore any additional resources that would be relevant for the students to access.

Signature: Nicky Parsons

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