Self Appraisal - Our Code Our Standards.
Education Council New Zealand / Matatū Aotearoa. (2017). Our code our standards: Code of professional responsibility and standards for the teaching
profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga.
Standard 1
Te Tiriti o Waitangi partnership
Demonstrate commitment to tangata
whenuatanga and Te Tiriti o Waitangi
partnership in Aotearoa New Zealand.
Elaborations:
Understand and recognise the unique
status of tangata whenua in Aotearoa
New Zealand.
Understand and acknowledge the
histories, heritages, languages and
cultures of partners to Te Tiriti o
Waitangi.
Practise and develop the use of te reo
and tikanga Māori.
Initial self-appraisal
18/02/2022
20/04/2022
Competent
This is something I
understand and recognise
but needs to be integrated
confidently in my
placements this year.
Competent
I was more culturally
responsive and integrated
teachings that respected
and acknowledged Māori as
Māori.
(See TCDC Task on PPE3a)
Competent
I have grown to understand
a lot about Maori history
while at BTI and although I
acknowledge this at a
competent level I am excited
to acknowledge this by
being more culturally
responsive this year.
Competent
This was developed through
integration of topics around
NZ Natives and teachings
around tikanga
(see science unit and lab
plan).
Competent
Integrated use. Room to
Final self-appraisal
03/10/2022
Accomplished
This was the main purpose
of my stewardship and
sustainability unit plan
around equitable futures for
Māori. I was very passionate
about this unit and was so
proud of the way the ākonga
engaged within this inquiry.
The outworking of this unit
was one of many ways I have
shown commitment to
tangata whenuatanga and
Te Tiriti o Waitangi.
Accomplished
Same as above with
development through the
sustainability unit plan,
through Te Wiki o Te Reo
Māori activities, and
through use of te reo.
Te Tiriti o Waitangi is also
greatly encouraged
throughout Taumata which
made it easier to be
acknowledged through
planning, teaching, and
interaction around the kura.
Competent
I would not feel
How do I know?
PPE3b AT
“Lauren has a strong
knowledge of Tikanga and
Te Reo, she is passionate
about the inclusion of Reo
and promoting the Histories
curriculum through her
inquiries. She has a strong
understanding of Te Tiriti
and its impacts on teaching
and education and reflects
well on how she can best
support Maori learners in
our space.”
(Forlong, 2022)
My work within TCDC
within the immersion
experience, my assessment
for TCDC, and my recent
placement showed that I
have developed a lot in this
area with greater
knowledge around teaching
Māori as Māori and
implementing te ao and te
reo Māori. I have grown a
real passion in this area and
strive to deepen my
knowledge and
understanding of te ao
Māori.
PPE3a VT
What evidence can I
provide?
(PPE, course assessments,
course content, practical
experiences, AT/VT reports,
other practical experience)
Intro to Ed Assessment
Marae Visit - Pepeha Art
PPE1 - Reading Lessons
PPE1 - Art Lessons
Te reo Lab
Enriching the Curriculum
TCDC Notes
TCDC Assessment 2
Rumaki Unit GLFL
Rongoā Unit
PPE3b VT / AT Report
S&S A1 / S&S A2
Intro to Ed Assessment
Marae Visit - Pepeha Art
Enriching the Curriculum
TCDC Notes
Explorations Assessment 2
Te reo Lab
TCDC Assessment 2
Rumaki Unit GLFL
Rongoā Unit
PPE3b VT / AT Report
S&S A1 / S&S A2
Mihimihi/Pepeha slides
Pepeha Reflection
Plan of action to enable
growth.
Gain a greater
understanding of significant
Māori places and people in
my own community.
I have done a fair bit of
research into the battle of
Pukehinahina (Gate Pā), the
story of Mauao, Taurikura
and touched on the
Mataatua Waka along with
increasing my knowledge
and understanding of
Rongoa but would like to
add to this kete.
Finding ways to show
partnership to Te Tiriti o
Waitangi. Taumata was
engaging with a local
curriculum (Tūtapakoko,
Ngāti Ranginui), which was a
fantastic example of
partnership. They also
consistently engage in
opportunities like pōwhiri,
matariki, hui’s, and
celebrations that show
respect and inclusion of
their local iwi and
community. I would like to
explore ways in which I
could acknowledge that
same sort of partnership
within my teaching.
I have been looking at
different te reo courses

Standard 2
Professional Learning
Use inquiry, collaborative problem
solving and professional learning to
improve professional capability to
impact on the learning and
achievement of all learners.
Elaborations:
Inquire into and reflect on the
effectiveness of practice in an ongoing
way, using evidence from a range of
sources.
expand on vocabulary and
to use it confidently within
the classroom.
Competent
Use of te reo let me down on
this placement. Use of
tikanga was prominent
within lessons that explicitly
taught tikanga but could be
more integrated into all
areas.
(see PPE3a portfolio task
use of te reo)
Initial self-appraisal
18/02/2022
20/04/2022
Accomplished
Inquiring into my practice is
something I find is
important and a strength
that I bring to teaching. I
utilise a range of sources
such as peers, literature,
education documents and
websites.
Accomplished
My AT recognised my
teachable disposition as I
sought feedback and
evaluated and reflected on
all lessons and interactions
through such models as TAI.
From this I was able to be a
more responsive and
effective teacher.
accomplished until I am near
fluent in te reo. This would
be my ultimate goal as I have
a passion for learning the
language. I have definitely
grown in this area practising
a phrase a week and
replacing small words with
the te reo translation.
Final self-appraisal
03/10/2022
Accomplished
I would say my teachable
disposition is likely my most
prominent strength as I
strive to be my best not just
for myself but for those
around me. I seek feedback
and new learning with an
open and accepting heart
and mind.
I enjoy utilising practices like
TAI or other reflective
cycles as I find writing things
down is very beneficial to
how I then approach further
teaching and learning in line
with literature, NZ
documents, and other
learning coaches ideas and
opinions.
“Lauren uses te reo Maori
for class commands and is
increasingly using te reo
Maori during lessons when
giving basic instructions.
She has enjoyed getting to
know the students and
finding out about their
cultures and their
backgrounds, both through
writing and through
developing relationships
with them. “
(Reed, 2022)
How do I know?
PPE3a VT
“Lauren has a good
understanding of how to use
the teacher inquiry model to
enhance her practice. She
thoughtfully reflects on her
teaching and will adapt
future lessons accordingly”
(Reed, 2022)
PPE3b AT
Lauren is a highly reflective
person, she thinks deeply
about what needs to be
taught and how best to
achieve those goals as well
as reflecting on how each
lesson went and what she
feels she could adapt for
next time. She has listened
to all feedback given by a
range of learning coaches in
our space and acted on it
appropriately.”
(Forlong, 2022)
Te reo Lab
Marae Visit - Pepeha Art
Enriching the Curriculum
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
PPE1 Role / Greetings
PPE2 Portfolio 3
TCDC Assessment 2
Rumaki Unit GLFL
S&S A1 / S&S A2
What evidence can I
provide?
(PPE, course assessments,
course content, practical
experiences, AT/VT reports,
other practical experience)
Teaching as Inquiry
PPE2 Portfolio 3
PPE2 Portfolio 4
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
PPE1 Planning
TasSL Assessment 2
TasP Assessment / Report
CRT Portfolios
PPE3b Planning
PPE3b Feedback/Obs
although they all have come
at times where I have had no
time to spare. I know finding
time will always be a
challenge and so enrolling in
the likes of Te Wānanga o
Raukawa next July may be
something I just make time
for. I would like to explore
sentence structure more so
I would aim at a level 2
course. Until then it is
constant and intentional
integration of new kupu.
Plan of action to enable
growth.
Reference to literature. This
can often be missed out
when in the busy-ness of
planning and teaching but is
something I need to
implement more when
examining myself, my
students, and my practice.
Critically examine how my own
assumptions and beliefs, including
cultural beliefs, impact on practice and
the achievement of learners with
different abilities and needs,
backgrounds, genders, identities,
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.
Competent
This is where looking at
dispositions within inquiry
will help. I need to be more
culturally responsive.
Accomplished
Through my teacher's talk I
was able to do this and feel I
came to a good conclusion.
Although I feel
accomplished in this area I
know that it is ongoing and
there will always be
dispositions that I need to
critically examine and
reflect on.
Competent
I have a teachable
disposition where I am
eager to engage in learning. I
am more than happy to take
on ideas and advice for my
practice.
Accomplished
I was responsive with my
planning and relationships
within the classroom
through evaluation and
reflection of models such as
TAI.
Competent
I inform my inquiries and
practice from research and
evidence based practices.
My practice and planning
could likely show this better.
Accomplished
I was responsive with my
planning and relationships
within the classroom
through evaluation and
reflection of models such as
TAI.
This was also something
noted by my VT in her
observations around a child
who had ADHD and from
Accomplished
My self awareness and
openness to learning about
and understanding others
means that I am constantly
reflecting on how I best can
respond to my learners. As
an example I had a child with
dyslexia in my class on
PPE3b and because I have
done research into dyslexia I
had a better understanding
of how I could help her. A
student with ASD I did not
have as much knowledge
about but was open to
learning and understanding
how I could best support
him with his learning.
Accomplished
I love PD! Any opportunity
to learn something new I am
there.
e-asTTle writing was
something that I have learnt
before but it was beneficial
to see and hear others ideas
and opinions on it which I
then took and applied to my
own e-asTTle writing
samples.
Accomplished
I enjoyed learning about and
informing my practice with
the iDeaL structure literacy
platform as well as DMIC.
iDeaL structured literacy in
particular is a platform that
is informed by research and
is a practice I enjoyed
engaging with. It is an
approach that supports all
learners .
DMIC proved challenging to
my slow processing mind as
I had to think and question
‘in the moment’ ideas rather
than pre planning. I did love
the opportunity for both my
During this PPE3a I was able
to be more responsive to
students as I was more
self-aware and aware of
those around me and their
differences.
(See TCDC Task or
responsive and reflective
planning on PPE3a)
PPE3b AT
“Lauren engages with the
children at their level,
seeking their feedback on
how they think things could
work and adapting her ideas
to suit them.”
(Forlong, 2022)
(See planning on PPE3a)
PPE3b AT
“Lauren has attended all
meetings (both staff and
team), has asked for
professional readings to
support her learning -
especially around
structured literacy and
DMIC.
(Forlong, 2022)
See planning and critical
incidents on PPE3a.
See planning (reading and
maths) for PPE3b.
PPE3b AT
“Lauren has attended all
meetings (both staff and
team), has asked for
professional readings to
support her learning -
especially around
structured literacy and
DMIC.
(Forlong, 2022)
Worldview assignment I find I reflect and act on
Diversity Assessment 1 things better if I write them
Diversity Assessment 2 down so in my evaluations it
Human Lifespan 1 may help adding in that
TCDC Assessment 1 child's needs, abilities,
Compassionate Teacher 1 culture etc., so I can then
Explorations Assessment 2 plan with those notes in
TasSL Assessment 2 mind.
TCDC Assessment 2
TasP Assessment / Report
Citizenship Assessment 1
Citizenship Assessment 2
Teaching as Inquiry I look forward to any PD in
TasP Assessment / Report the future.
TCDC Assessment 1
Enriching the Curriculum
Compassionate Teacher 2
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
TasP Assessment / Report
PPE3b VT / AT Report
Compassionate Teacher 1
Compassionate Teacher 2
Diversity Assessment 1
Diversity Assessment 2
Citizenship Assessment 1
Citizenship Assessment 2
Human Lifespan 2
Teaching as Inquiry
TCDC Assessment 1
TasP Assessment 1
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
 this I was able to be more students and I to learn how
responsive to his needs as to articulate and
well. communicate our thoughts.

Seek and respond to feedback from Accomplished
learners, colleagues and other I appreciate feedback and
education professionals, and engage in believe I do seek and
collaborative problem solving and respond to feedback very
learning focused collegial discussions. well.
Accomplished
I regularly sought feedback
from my AT, VT, and
students and sought out
ways forward with my
practice.
Accomplished
This placement (PPE3b) has
been so beneficial to seeking
and responding to feedback
as I have had the
opportunity to observe,
learn, gather ideas and
opinions from such a range
of kaiako due to being in a
collaborative and innovative
environment. I also got the
opportunity to spend time in
other learning hubs and talk
to their kaiako and ākonga.
AT Report:
“Lauren has continually
reflected on her teaching
practice. She has reflected
on each of her lessons and
made adjustments where
necessary. Lauren has been
forthcoming in asking for
feedback and has taken this
on. In order to receive some
formal feedback from the
students Lauren created a
form asking for their
comments on her teaching.”
(Swanepoel, 2022)
PPE2 VT Report / AT Report I know I will continue to
PPE1 VT Report / AT Report seek and respond to
PPE3a VT / AT Report feedback frequently
PPE3b VT / AT Report throughout my teaching.
Critical Friend Feedback
Academic Support
Assessment Feedback Y1
Assessment Feedback Y2
AT Feedback
CBL Feedback

Standard 3 Initial self-appraisal Final self-appraisal How do I know? What evidence can I Plan of action to enable
15/07/2022 03/10/2022 provide? growth.
Professional Relationships (PPE, course assessments,
Establish and maintain professional 20/04/2022 course content, practical
relationships and behaviours focused experiences, AT/VT reports,
on the learning and wellbeing of each other practical experience)
learner.

Elaborations: Competent - Accomplished Accomplished AT Report: PPE1 VT Report / AT Report Further

Engage in reciprocal, collaborative
learning-focused relationships with:
– learners, families and whānau
– teaching colleagues, support staff and
other professionals
– agencies, groups and individuals in the
community
Relationships with students
and staff has been a big area
of focus over the past two
years and one that seems to
shine on PPE. I have not had
the opportunity to
communicate with whānau
so this will be a focus.
I am generally quite
reserved and shy but with
confidence I am able to step
out of my comfort zone and
engage professionally with
others. This is generally
reciprocal, collaborative,
and learning focussed due to
my open and gracious
disposition.
“Lauren has been active in PPE2 VT Report / AT Report
building effective PPE3a VT / AT Report
relationships with not only PPE3b VT / AT Report
the teachers within the Yr Compassionate Teacher 1
7/8 department but also in Compassionate Teacher 2
other areas. She has been
proactive in working with
the Science staff to develop
her unit on Rongoa Maori.”
(Swanepoel, 2022)

Communicate effectively with others. Competent
My communication is
something I have focussed
on and am striving to
develop. Especially clear and
reciprocal communication.
PPE3a VT
“She has developed her
teacher voice, and works to
ensure the well-being and
security of students in the
class. “
(Reed, 2022)
Competent - Accomplished
I saw growth in this area on
my recent placement as I
was more confident, clear,
and expressive with my
voice. My AT and VT noticed
that I do need to back myself
though as I have good ideas
but am not always confident
in these ideas. I think it also
comes back to not knowing
how to articulate or express
my thoughts well and so I
hesitate.
PPE3b AT PPE1 VT Report / AT Report Backing my thoughts and
“Lauren always behaved in a PPE2 VT Report / AT Report ideas.
professional and positive PPE3a VT / AT Report Working on how I articulate
manner with students and PPE3b VT / AT Report and express my thoughts
colleagues. Unfortunately, TasP Assessment / Report (word games?).
there were not many Compassionate Teacher 1
opportunities for her to Compassionate Teacher 2
communicate with parents
and whānau; however, the
times that she did
communicate with them she
did so in a clear and
confident manner.”
(Forlong, 2022)
Actively contribute, and work
collegially, in the pursuit of improving
my own and organisational practice,
showing leadership, particularly in
areas of responsibility
Communicate clear and accurate
assessment for learning and
achievement information.
Standard 4
Learning Focused Culture
Develop a culture that is focused on
learning, and is characterised by
respect, inclusion, empathy,
collaboration and safety.
Elaborations:
Develop learning-focused
relationships with learners, enabling
them to be active participants in the
process of learning, sharing ownership
and responsibility for learning.
Foster trust, respect and cooperation
with and among learners so that they
Accomplished
I feel I take a lot of
responsibility in my teaching
and strive to improve my
practice constantly. I show
leadership in this area.
Competent
Engaging in assessments has
been something I have
slowly developed in but feel
I need to continue to engage
in this area. Communicating
assessment for learning
with whānau will be
something that needs focus.
Initial self-appraisal
18/02/2022
20/04/2022
Competent
I am able to create learning
-focussed relationships with
the disposition and passion I
have around relationships
and learning although this
still has space to develop.
Accomplished
I found with year eights this
was easier to do as they did
have more ownership and
responsibility for their
learning and the
relationships I had were
learning-focused.
Competent
I would almost say
Accomplished
I had a lot more
responsibility in the
classroom on PPE3b which I
really enjoyed.
It was also great being in
such a collaborative
environment where it was
so easy to bounce ideas off
one another or if you were
unsure of something you
would mention it in passing
and they would have a
constructive idea or word of
encouragement.
Accomplished
This was outworked during
preparation for learner led
hui’s. I really enjoyed going
through books with
students and exploring
together what they are
proud of, what they have
learnt, or what they have
improved on.
Final self-appraisal
03/10/2022
Accomplished
I was working on a sense of
shared ownership in
learning, creating learning
that was more reciprocal
where learners are active
participants in the process. I
feel this was accomplished
through planning that took
on their ideas and
understandings. The
interactive slideshows were
great at developing this as it
made them a part of
discussion and showed them
their voice mattered.
Accomplished
My last goal was to create a
PPE3a VT
“Lauren contributes to the
classroom through
developing ideas for
teaching, and has taken the
initiative to work alongside
other staff to enhance her
lessons”
(Reed, 2022)
See student profiles which
show observations on two
students and the gathering
of information for their
learning hui’s.
How do I know?
PPE3a VT
“Lauren responds wisely to
students’ nuances during
lessons, to ensure she
maintains a
learning-focused culture.”
(Reed, 2022)
Integration of learner led
hui’s school wide also
brought in a strong sense of
ownership and
responsibility of learning.
AT Report:
Compassionate Teacher 1 Showing leadership. This
Compassionate Teacher 2 would depend on the kaiako
Diversity Assessment 1 around me to find where I fit
Diversity Assessment 2 in or what strength is
Citizenship Assessment 1 needed in that space but I
Citizenship Assessment 2 would love to step up in
Human Lifespan 2 either hauora/wellbeing and
Teaching as Inquiry practices that align with this,
TCDC Assessment 1 culturally responsive
TasP Assessment 1 practices including Te Tiriti o
PPE2 VT Report / AT Report Waitangi, or sustainability
PPE1 VT Report / AT Report practices.
PPE3a VT / AT Report
PPE3b VT / AT Report
PPE1 VT Report / AT Report Communicating assessment
PPE2 VT Report / AT Report for learning with whānau.
PPE3a VT / AT Report
PPE3b VT / AT Report
TasP Assessment / Report
PA&E Assessment 1
PA&E Assessment 2
What evidence can I Plan of action to enable
provide? growth.
(PPE, course assessments,
course content, practical
experiences, AT/VT reports,
other practical experience)
PPE2 VT Report / AT Report Looking at my conversations
PPE1 VT Report / AT Report with learners, what are they
PPE3a VT / AT Report encouraging or inspiring?
PPE3b VT / AT Report
Teaching as Inquiry
PPE2 Portfolio 4
TasP Assessment 1
TCDC Assessment 1
Compassionate Teacher 2
Explorations Assessment 2
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.
Manage the learning setting to ensure
access to learning for all and to
maximise learners’ physical, social,
cultural and emotional safety
Create an environment where learners
can be confident in their identities,
languages, cultures and abilities.
accomplished as the
relationships I build are
inline with this although
with PBM development this
will grow.
Accomplished
My relationships with
students have always been
positive and gracious.
Developing
My expectations are not
confident as I am not clear
with what I expect. This
needs work.
Competent
I am becoming more fair but
firm with my approach but
still need to demonstrate
high expectations and stick
to what I expect.
Developing
My PBM is something that I
need to continually work on
this year.
Competent
I was able to manage the
learning setting well
although for the well being
of my students I know that
this still has room for
growth.
Developing
Being culturally responsive
and giving opportunities to
all to express themselves is
something I need to work on
this year. Weird since my
passionate creed is exactly
that - Something I want but
something I am still
developing in creating.
more cooperative and
collaborative environment
which was naturally
developed in an ILE but I felt
I also encouraged this as a
kaiako through feedback I
gave and the values I
encouraged amongst
learners.
Accomplished
This was a prominent goal
for me and I felt I did a lot
better at this. I set and stuck
to expectations that were
already in place within the
hub and kura but also stuck
to my own expectations of
learners.
Competent - Accomplished
PPE3b AT
“She is working on ensuring
that she ‘roams the room’
between groups to ensure
that all learners are staying
on task even when she is
actively teaching small
groups. At times it was
difficult to ensure that all
children remained on task
but Lauren was always open
to feedback and actively
reflected on her lessons and
what she could change.”
(Forlong, 2022)
Accomplished
What was really neat was
that although I outworked a
unit on Māori, students felt
safe and accepted in an
environment where they
could be themselves and
began to feel encouraged to
speak about their own
cultures. I loved giving
opportunities through the
“She has developed a
positive relationship with
the students both
individually and as a class.”
(Swanepoel, 2022)
My TasP Assessment /
Report also showed my lack
of high expectations. I have
improved but still have room
to develop.
PPE3b AT
Lauren has high
expectations of the learners
in her whānau and groups.
She sets clear boundaries
and makes sure that
everyone knows the tasks
they need to complete.
(Forlong, 2022)
AT Report:
“She is able to use a range of
effective behaviour
management strategies and
is beginning to develop her
own.”
(Swanepoel, 2022)
PPE3a VT
“Lauren continues to
develop a firmness in her
manner, and implements
behaviour management
strategies from her
ever-growing kete.”
(Reed, 2022)
During PPE3b I was able to
be more responsive to
students as I was more
self-aware and aware of
those around me and their
differences.
(See TCDC Task or
responsive and reflective
planning on PPE3a)
See my stewardship and
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
PPE2 Portfolio 3
PPE2 Portfolio 4
TasP Assessment 1
Diversity Assessment 1
Diversity Assessment 2
Lessons with Differentiation
TasP Assessment / Report
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
Compassionate Teacher 1
Compassionate Teacher 2
Diversity Assessment 1
Diversity Assessment 2
Explorations Assessment 2
PPE2 Portfolio 3
PPE2 Portfolio 4
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
TasP Assessment / Report
Lessons with Differentiation
TCDC Assessment 1
Classroom Environment -
PPE2 Portfolio 3
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
Citizenship Assessment 2
Compassionate Teacher 2
Explorations Assessment 2
With my own class it will be
great to create something
like a class treaty or an
agreement that sets
expectations of one another
at the beginning of the year
so this can be referred to
and reflected on.
Implementing my own
management structures
such as noise levels and an
expectation agreement. I
would be interested to hear
what other kaiako already
have in place as well so I can
align with similar structures
and routines.
Taking into account
students' cultures,
identities, and abilities when
planning. Even utilising
students strengths in day to
day tasks and finding
opportunities where
students can use those
strengths.

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 Learning
Design learning based on curriculum
and pedagogical knowledge,
assessment information and an
understanding of each learner’s
strengths, interests, needs, identities,
languages and cultures.
Elaborations:
Select teaching approaches, resources,
and learning and assessment activities
based on a thorough knowledge of
curriculum content, pedagogy,
progressions in learning and the
learners.
Competent
This was a big development
in this placement as I was
able to be responsive to the
needs of my students
(culturally, learning, abilities,
additional learning needs).
Competent
This would follow on from
the above although I feel all
do feel valued and accepted
by the relational
environment that I foster.
Accomplished
This was a big development
in this placement as I was
able to be responsive to the
needs of my students
(culturally, learning, abilities,
additional learning needs).
I meet current professional
requirements.
Initial self-appraisal
15/07/2022
Competent
My content knowledge will
develop more with time and
exploration but I have been
able to implement various
teaching approaches,
resources, and learning and
assessment activities
throughout my PPE’s.
questions I asked that would
give them space to make the
connections to their own
culture and to others.
Accomplished
Same as above.
I meet current professional
requirements.
Final self-appraisal
03/10/2022
Accomplished
Due to my organised and
structured personality I like
to follow next steps or a
guideline such as our NZ
documents. I select learning
based on what students
know, who they are, what
they are learning and what
they need to learn. I believe I
am very responsive to this
sustainability unit plan and
reflections.
PPE3a VT
“Lauren has a calm, positive
manner with ākonga which
is evident during her
lessons. She is respected by
the students and is inclusive
of those requiring additional
learning support.”
(Reed, 2022)
N/A
How do I know?
PPE3b AT
“Laurens planning was
incredibly detailed and
thorough. She had a wide
variety of lessons and
activities planned as well as
using the ideas already put
in place by myself and my
teaching partners. She was
able to actively adapt many
resources and change
Human Lifespan 2
Compassionate Teacher 1 Showing value to and
Compassionate Teacher 2 celebrating differences!
Teaching as Inquiry
Citizenship Assessment 1
Citizenship Assessment 2
Diversity Assessment 1
Diversity Assessment 2
Explorations Assessment 2
Human Lifespan 2
PPE2 Portfolio 4
TCDC Assessment 1
First Aid Certificate
Water Safety Certificate
RAMS form for CBL
Police Vetting Forms
Letter of Ethics TasP
PPE2 VT Report / AT Report
PPE1 VT Report / AT Report
PPE3a VT / AT Report
PPE3b VT / AT Report
What evidence can I Plan of action to enable
provide? growth.
(PPE, course assessments,
course content, practical
experiences, AT/VT reports,
other practical experience)
PPE1 VT Report / AT Report Expand on content
PPE2 VT Report / AT Report knowledge -
PPE3a VT / AT Report Explore and implement
PPE3b VT / AT Report different teaching
PPE 3a Planning Portfolio approaches, resources, and
PPE2 Portfolio 2 learning and assessment
Diversity Assessment 1 activities.
Diversity Assessment 2
Explorations Assessment 1
Explorations Assessment 2
PA&E Assessment 1

Gather, analyse and use appropriate
assessment information, identifying
progress and needs of learners to
design clear next steps in learning and
to identify additional supports or
adaptations that may be required.
Design and plan culturally responsive,
evidence-based approaches that
reflect the local community and Te
Tiriti o Waitangi partnership in New
Zealand.
Harness the rich capital that learners
bring by providing culturally
responsive and engaging contexts for
learners.
Competent
My previous placement was
great for exploring
assessment further inline
with students' needs and
their next steps.
AT Report:
“Because of this she needed
to be responsive to the
needs of the students -
something that often
happens on the spot. She
used access to Google
classroom well to identify
the needs of students,
particularly within her
reading groups.”
(Swanepoel, 2022)
Competent
I really enjoyed growing in
becoming more culturally
responsive this last PPE and
implementing learning such
as the rongoā unit.
AT Report:
“Her ronoga unit was a
highlight for the class. I was
really impressed with the
way she worked with the
Science department in the
development of these
lessons.”
(Swanepoel, 2022)
Competent
Same as above
and select approaches,
resources, and assessment
based on my knowledge and
understanding.
Competent - Accomplished
I enjoyed engaging in
literacy and maths
assessments. From the
literacy assessments I did
not get to explore next steps
but it was great to observe
the e-asTTle maths
assessment and see what I
may need to focus on within
geometry (shape) which
tended to link back to
parallel lines and symmetry.
I found it very helpful
knowing what areas to focus
more on in terms of
students' understanding and
their learning goals.
Accomplished
I was so excited to outwork
my sustainability unit plan
to do with equitable Māori
futures. I was nervous it was
going to go above my
students' heads but they
made me so proud with how
they connected it to their
own lives, their
understanding of the Treaty
and the unfair acts that have
happened, and the way they
engaged with what they
could do about it.
Competent
Lessons that have been
culturally responsive have
been largely focussed on
Māori and Te Tiriti o
Waitangi and so I would love
to explore cultures of those
who are in my class and
create an environment that
celebrates who they are and
what they bring to the
classroom.
direction in conversations
when she saw that things
were going a different way
to what she had planned.”
(Forlong, 2022)
PPE3b AT
“Lauren kept detailed notes
on all of her lessons with
reflections on which
children excelled and who
she thought needed more
support. She marked work
consistently and gave good
feedback to both the
children and myself. She
took the opportunity to
mark some Easttle writing
samples and moderated
these with mine. Lauren also
completed some Stage 1
Ideal Platform phonics
assessments.”
(Forlong, 2022)
PPE3b AT
“Lauren has a strong
knowledge of Tikanga and
Te Reo, she is passionate
about the inclusion of Reo
and promoting the Histories
curriculum through her
inquiries. She has a strong
understanding of Te Tiriti
and its impacts on teaching
and education and reflects
well on how she can best
support Maori learners in
our space.”
(Forlong, 2022)
When I first introduced my
sustainability unit students
showed enthusiasm and
passion for exploring and
sharing their own cultures. I
wanted to give them that
opportunity too. If I were to
stay on next term this would
have been something I
would have liked to do an
inquiry on or let them
outwork through something
like ko wai ahau artwork.
PA&E Assessment 2
PPE3b Planning
PPE1 VT Report / AT Report Teaching from the beginning
PPE2 VT Report / AT Report to the end (hopefully) will
PPE3a VT / AT Report give me a lot more
PPE3b VT / AT Report opportunity to get involved
PPE 3a Planning Portfolio with assessment and how
PPE2 Portfolio 2 this impacts my design for
Diversity Assessment 1 learning.
Diversity Assessment 2
PA&E Assessment 1
PA&E Assessment 2
PPE3b Planning
PPE1 VT Report / AT Report Further integration of te ao
PPE2 VT Report / AT Report and te reo Māori into all
PPE3a VT / AT Report areas.
PPE3b VT / AT Report
Science unit and Lab plan
TCDC Notes
TCDC Assessment 2
Rumaki Unit GLFL
Intro to Ed Assessment
Citizenship Assessment 1
Citizenship Assessment 2
Explorations Assessment 2
Te reo Lab
S&S A1 / S&S A2
PPE1 VT Report / AT Report Integration of all cultures
PPE2 VT Report / AT Report within my classroom.
PPE3a VT / AT Report
PPE3b VT / AT Report
Science unit and Lab plan
TCDC Notes
TCDC Assessment 2
Rumaki Unit GLFL
Intro to Ed Assessment
Citizenship Assessment 1
Citizenship Assessment 2
Explorations Assessment 2
Design learning that is informed by
national policies and priorities.
Standard 6
Teaching
Teach and respond to learners in a
knowledgeable and adaptive way to
progress their learning at an
appropriate depth and pace.
Elaborations:
Teach in ways that ensure all learners
are making sufficient progress, and
monitor the extent and pace of
learning, focusing on equity and
excellence for all.
Specifically support the educational
aspirations for Māori learners, taking
shared responsibility for these learners
to achieve educational success as
Māori.
Use an increasing repertoire of
teaching strategies, approaches,
learning activities, technologies and
assessment for learning strategies and
modify these in response to the needs
of individuals and groups of learners.
Accomplished Accomplished
Documents such as the In addition to the NZ
NZC, TKI, and MoE documents I have informed
resources such as effective my planning and teaching
literacy practices inform all with iDeal and DMIC
of my planning and design. research through reading
literature around this and
implementing their
structure and practices.
Initial self-appraisal Final self-appraisal
15/07/2022 03/10/2022
Competent Accomplished
I am able to monitor PPE3b AT
students' learning, assess “Lauren kept detailed notes
their needs and respond to on all of her lessons with
them. reflections on which
PPE3a VT children excelled and who
“Lauren plans thoroughly she thought needed more
and is gaining greater support. She marked work
confidence to differentiate consistently and gave good
learning to cater for varying feedback to both the
student needs” children and myself”
(Reed, 2022) (Forlong, 2022)
Competent Accomplished
I really enjoyed growing in Within my whānau group I
becoming more culturally did not have any Māori
responsive this last PPE and ākonga although I know I
implementing learning such have the heart and
as the rongoā unit. understanding to support
my future Māori ākonga. I
feel I had practices and
plans in place to support
Māori ākonga.
Competent Competent - Accomplished
This will develop over time I It can sometimes be hard in
believe. But I am exploring a new environment when
and implementing a greater you are learning their
range of teaching strategies, practices and strategies but
approaches, learning I feel what I did learn within
activities, technologies and this space was hugely
assessment over my beneficial and I will be
different PPE’s. adding these approaches to
My responses to my my teaching kete. I look
students have grown forward to exploring
PPE3b AT
“Lauren has attended all
meetings (both staff and
team), has asked for
professional readings to
support her learning -
especially around
structured literacy and
DMIC.
(Forlong, 2022)
How do I know?
PPE3b AT
“Lauren was very responsive
to all learners that she
encountered. She worked
hard to ensure she touched
base with all children during
every session to ensure they
fully understood the tasks
set for them and to support
them when they needed it.”
(Forlong, 2022)
AT Report:
“Her ronoga unit was a
highlight for the class. I was
really impressed with the
way she worked with the
Science department in the
development of these
lessons.”
(Swanepoel, 2022)
AT Report:
“Because of this she needed
to be responsive to the
needs of the students -
something that often
happens on the spot. She
used access to Google
classroom well to identify
the needs of students,
particularly within her
reading groups.”
PPE1 VT Report / AT Report Continue to refer to
PPE2 VT Report / AT Report national policies when
PPE3a VT / AT Report planning, evaluating, and
PPE3b VT / AT Report reflecting.
PPE2 Portfolio 2
Intro to Ed Assessment
CT 2 (PB4L/Positive
Behaviour)
Diversity Assessment 1
Diversity Assessment 2
What evidence can I Plan of action to enable
provide? growth.
(PPE, course assessments,
course content, practical
experiences, AT/VT reports,
other practical experience)
PPE1 VT Report / AT Report A focus on excellence for all
PPE2 VT Report / AT Report - Showing that I believe they
PPE3a VT / AT Report can do better and not be
PPE3b VT / AT Report ‘too nice’, e.g. giving
PPE 3a Planning Portfolio feedback that will support
PPE2 Portfolio 2 them in excellence, not just
Compassionate Teacher 1 accept what they have done.
Compassionate Teacher 2
Diversity Assessment 1
Diversity Assessment 2
S&S A2
PPE1 VT Report / AT Report Integration of te ao and te
PPE2 VT Report / AT Report reo Māori into all areas.
PPE3a VT / AT Report
PPE3b VT / AT Report Support for Māori as Māori
Science unit and Lab plan - High expectations,
TCDC Notes advocation, placing
TCDC Assessment 2 importance on who they are,
Rumaki Unit GLFL where they are from.
Explorations Assessment 2
Te reo Lab
PPE1 VT Report / AT Report Expand on content
PPE2 VT Report / AT Report knowledge -
PPE3a VT / AT Report Explore and implement
PPE3b VT / AT Report different teaching
PPE 3a Planning Portfolio approaches, resources, and
PPE2 Portfolio 2 learning and assessment
Compassionate Teacher 1 activities.
Compassionate Teacher 2
Diversity Assessment 1
Diversity Assessment 2
Explorations Assessment 1

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.
immensely within the last
placement.
Accomplished
I value making connections
within learning and strive to
connect and integrate
learning. I also value
differentiation and teaching
lessons that respond to
different learning needs.
Competent
Within my last PPE I put a
focus on collaborative work
as students did not receive
much opportunity to do so.
I need to work on
implementing tasks and
encouraging student agency.
Competent
Feedback has been
something I have worked on
and was able to practice this
within my recent reading
groups. I was able to utilise
assessment data in my
maths groups to ensure they
were learning what they
needed to learn.
responsive and appropriate
teaching practices in my
future teaching.
Accomplished
Making connections is
important to my own
learning so I always try and
provide moments to reflect
on prior and present
learning and building upon
that.
Accomplished
Fantastic learning
environment for this as
ākonga needed those social
and emotional skills to
collaborate and work
together as a team. The
learning hui’s were, like
mentioned before, great at
giving students ownership
and responsibility over their
learning.
Competent
I would love to look more
into this as well. Making
time to sit down with the
students and helping them
to understand what they
need to work on, how they
could get there and what
that could look like within
their own learning.
(Swanepoel, 2022)
See PPE3b Feedback/Obs as
my AT mentioned
connection to prior learning.
PPE3a VT
“As detailed in her planning,
she uses a range of teaching
strategies including visual
and digital tools. Lauren
scaffolds student learning
through modelling,
discussions, and
conferencing. She works
hard to promote student
agency, and will seek
students’ prior knowledge
to motivate and engage
them in their learning.”
(Reed, 2022)
PPE3b AT
“She continued to use our
structures within the
learning space to promote
agency and was using
similar language to that
which we use as a school
which helped maintain
consistency for our akonga.”
(Forlong, 2022)
AT Report:
“She is supportive of
students' learning,
encouraging them in their
progress. She is becoming
more aware of the many
needs within a class
situation and how to
manage this all at once.”
(Swanepoel, 2022)
Explorations Assessment 2
PA&E Assessment 1
PA&E Assessment 2
PPE1 VT Report / AT Report Building on what students
PPE2 VT Report / AT Report already know within
PPE3a VT / AT Report different contexts.
PPE3b VT / AT Report
PPE 3a Planning Portfolio
PPE2 Portfolio 2
Explorations Assessment 1
Explorations Assessment 2
PPE1 VT Report / AT Report Taking what I know about
PPE2 VT Report / AT Report student ownership and
PPE3a VT / AT Report responsibility from the
PPE3b VT / AT Report learning hui’s and
PPE 3a Planning Portfolio outworking this within the
PPE2 Portfolio 2 classroom. This could be
Human Lifespan 2 through writing goals prior
Compassionate Teacher 1 to learning and self/peer
Compassionate Teacher 2 assessing this at the end.
Diversity Assessment 1
Diversity Assessment 2
Explorations Assessment 1
Explorations Assessment 2
PPE1 VT Report / AT Report If I took the goal and
PPE2 VT Report / AT Report assessment idea above this
PPE3a VT / AT Report would create an opportunity
PPE3b VT / AT Report to add in feedback that
PPE 3a Planning Portfolio supports their learning
PPE2 Portfolio 2 along with sitting down and
PA&E Assessment 1 giving feedback on
PA&E Assessment 2 summative assessment.