Kelsey Bush Term 2 Report 2019

Mentor Teacher Comment:

Kelsey has continued to conduct herself in a very professional manner with her main focus always being the needs of
the students.

It has been a very busy term with two major events - the camp to Aoraki/ Mount Cook and the whole school
production. Kelsey carried out the tasks associated with these events in an efficient and thorough way. She was
actively involved in aspects of planning for the camp and shared the responsibility for organisational tasks with the
other Otumatua teachers. During the school production she co- wrote the script for the Aruhe students and worked
collaboratively with other staff to ensure students were engaged and included throughout. These two events
required a significant amount of time outside the classroom and Kelsey maintained a motivated, positive attitude
throughout.

Another of Kelsey’s strengths is her ability to meet administration deadlines. She completed all requirements for mid
year reporting to a thorough standard and ensured she managed her time well.

Another great term Kelsey - well done!

Standard Elaboration Indicators Evidence

Standard 1: Te Tiriti o ● Understand and recognise the unique ● Participate in Mihi Whakatau to welcome new staff,
Waitangi partnership status of tangata whenua in Aotearoa students and families to the school.
Demonstrate New Zealand. ● Waiata and Karakia each morning.
commitment to tangata
● Understand and acknowledge the ● Participated in Term 2 Whanau morning.
whenuatanga and Te
Tiriti o Waitangi histories, heritages, languages and ● Basic Te Reo used throughout classroom routines as
partnership in Aotearoa cultures of partners to Te Tiriti o well as on occasions such as birthdays.
New Zealand. Waitangi. ● Te Reo sessions for the students who don’t
● Practise and develop the use of te reo participate in Kapa Haka
and tikanga Māori. - A focus on family and Matariki
● Explore the Taumutu creation story of Aoraki/ Mount
Cook

Standard 2: Professional ● Inquire into and reflect on the ● Attend weekly learning team meetings
learning effectiveness of practice in an ongoing ● Staff Meetings - including Maths PD sessions with
Use inquiry, collaborative way, using evidence from a range of Sarah Cobb.
problem solving and
sources. ● Maths team Focus Group meetings
professional learning to
improve professional ● Critically examine how my own ● Reflecting on own practice with feedback through
capability to impact on assumptions and beliefs, including observations
the learning and cultural beliefs, impact on practice ● Professional conversations with team leaders and
achievement of all and the achievement of learners with mentor teachers
learners. different abilities and needs, ● Be available to assist with jobs that need to be done
backgrounds, genders, identities, for the production.
languages and cultures.
● Engage in professional learning and
adaptively apply this learning in
practice.
● Be informed by research and
innovations related to: content
disciplines; pedagogy; teaching for
diverse learners, including learners
with disabilities and learning support
needs; and wider education matters.
 ● Seek and respond to feedback from
learners, colleagues and other
education professionals, and engage
in collaborative problem solving and
learning focused collegial discussions.

Standard 3: Professional ● Engage in reciprocal, collaborative
relationships
Establish and maintain
professional relationships
and behaviours focused
on the learning and
wellbeing of each learner.
● Communicate effectively with others.
● Actively contribute, and work
● Communicate clear and accurate
learning-focused relationships with: –
learners, families and whānau –
teaching colleagues, support staff and
other professionals – agencies, groups
and individuals in the community.
collegially, in the pursuit of improving
my own and organisational practice,
showing leadership, particularly in
areas of responsibility.
assessment for learning and
achievement information.
● Partake in regular (formal and informal) professional
conversations with colleagues focussed on children
and their learning
● Maintains working open, professional, and
collaborative relationships with colleagues that align
with Learning Team agreements
● Attended and participated in meet the teacher
evening
● Reviewing of team agreement
● Keeping Linc-ed current and recording student
progress and achievement in line with Halswell
School Linc-ed Guidelines
● Communicates effectively with other professionals
e.g. RTLB, TAs
● Actively contribute to Learning Team meetings
● Holds respectful conversations with children, parents,
staff
● Posting of block activities on Twitter to keep families
updated.
● Attending Technology with Yr 7/8s, interaction with
Hillmorton staff.
● Communicate with Lincoln Rotary Club to help plan
their annual quiz.
● Interact respectfully with teams and management at
Hagley sport.
● Attend and interact with community members at the
Mathematics open evening hosted by Sarah Cobb.
● Maintain positive interactions with parents who
assisted their services to help with school production.
● Communicate effectively with those involved in
school camp; bus driver, Mt Cook Staff, parent
helpers and teachers.
● Communicate effectively with those involved in zone
cross country; parents and students from Halswell
and other schools.
● Maintain a respectful relationship with staff at Te
Hapua as well as the visiting community.

Standard 4: Learning- ● Develop learning-focused
focused culture relationships with learners, enabling
Develop a culture that is them to be active participants in the
focused on learning, and
process of learning, sharing ownership
is characterised by
respect, inclusion, and responsibility for learning.
empathy, collaboration ● Foster trust, respect and cooperation
and safety. with and among learners so that they
experience an environment in which it
is safe to take risks.
● Demonstrate high expectations for
the learning outcomes of all learners,
including for those learners with
disabilities or learning support needs.
● Model and promote Halswell School values in all
interactions
● Maintains a positive learning environment
● Follows school health and safety guidelines
● Models desired behaviours.
● Uses ACTIVE as part of teaching and learning
language and supports learners to set ACTIVE goals
● Linc-Ed
● Permission slips tracked and checked
● Arts inquiry topic allows for students to be able to
understand how the arts can be used to
communicate. Opening their options of
communication and acknowledging how others
communicate.
● Ensure all students are involved in a part on stage in
the production to display inclusion.
 ● Manage the learning setting to ensure ● Collaboration of student ideas and choreography in
access to learning for all and to the items of the production
maximise learners’ physical, social, ● Review of Camp health and safety forms in detail to
cultural and emotional safety. ensure a good understanding of student health.
● Create an environment where ● Full understanding of safety action plan for all the
learners can be confident in their activities participating in on camp.
identities, languages, cultures and
abilities.
● Develop an environment where the
diversity and uniqueness of all
learners are accepted and valued.
● Meet relevant regulatory, statutory
and professional requirements.

Standard 5: Design for ● Select teaching approaches, resources, ● Flexible groupings to meet student needs
learning and learning and assessment activities ● Scaffold and adjust tasks to meet different needs
Design learning based on based on a thorough knowledge of ● Planning reflects the Halswell School Curriculum and
curriculum and Pedagogy Framework
curriculum content, pedagogy,
pedagogical knowledge, ● Planning cooperatively and collaboratively based on
assessment information progressions in learning and the
student needs
and an understanding of learners.
● Follow the Halswell assessment procedures - term 1
each learner’s strengths, ● Gather, analyse and use appropriate
interests, needs, testing focus
assessment information, identifying
identities, languages and ● Mathematics PD - continuation of Maths Talks set up
progress and needs of learners to
cultures. to allow all students to contribute and know that
design clear next steps in learning and
mathematics can be found everywhere.
to identify additional supports or
● Student choice for inquiry presentations allows
adaptations that may be required.
students to pick a topic of interest for themselves.
● Design and plan culturally responsive,
● Co drafted the Otumatua section of the production
evidence-based approaches that
script.
reflect the local community and Te
● Providing students with Hagley sport opportunity;
Tiriti o Waitangi partnership in New
playing sports that they are strong in or giving the
Zealand.
opportunity to learn a new sport.
● Harness the rich capital that learners
bring by providing culturally
responsive and engaging contexts for
learners.
● Design learning that is informed by
national policies and priorities.
Standard 6: Teaching ● Teach in ways that ensure all learners ● Demonstrates cultural awareness and respect and
Teach and respond to are making sufficient progress, and establishes positive relationships with Maori students
learners in a monitor the extent and pace of and their families as outlined in Tataiako
knowledgeable and
learning, focusing on equity and ● Knows learners and adjusts approaches to teaching
adaptive way to progress
excellence for all. and learning to ensure they are inclusive and
their learning at an
● Specifically support the educational effective for all
appropriate depth and
● Promotes self directed learning following Halswell
pace. aspirations for Māori learners, taking
School SDL Progressions
shared responsibility for these ● Regular assessment and monitoring of students in
learners to achieve educational line with school assessment guidelines
success as Māori. ● Growth Mindset language used with students
● Use an increasing repertoire of ● Teaching through collaborative planning and
teaching strategies, approaches, communication
learning activities, technologies and ● Provide many practice opportunities for the students
assessment for learning strategies and to perfect their production parts
modify these in response to the needs
of individuals and groups of learners.
● Provide opportunities and support for
learners to engage with, practise and
apply learning to different contexts
and make connections with prior
learning.
 ● Teach in ways that enable learners to
learn from one another, to
collaborate, to self-regulate and to
develop agency over their learning.
● Ensure learners receive ongoing
feedback and assessment information
and support them to use this
information to guide further learning.

Future focus:

1. Learning Conferences
2. Sporting Competitions

Signed PCT: Kelsey Bush

Date: 17/07/19

Signed Mentor: Mandy Dellaca

Date: 16/08/19