RTC 1

Criterion 1: Professional Relationships and Professional Values Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga Cultural competency: Whānaungatanga, actively engages in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori community establish and maintain effective professional relationships focused on  the learning and well-being of ākonga
Key Indicators	Reflective Questions			Possible Evidence at Pukete
i. engage in ethical, respectful,    positive and collaborative  professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community Pukete School Key Indicators 1, Communicates in an open and tactful manner. 2, Listens to the views of others. 3, Shows an appreciation of the importance of developing positive relationships with colleagues, parents, and children.	What is the nature of my professional relationships with my ākonga, their whānau and my colleagues?   What else can I do to establish effective working relationships with my ākonga, their whānau, my colleagues and others to support the learning of those I teach?   How can other teaching professionals, including colleagues and senior management, help me and how can I help them?   How can I access/use personal information about ākonga that may help me to better meet their needs?   How can I access agencies, groups, and individuals in the community to support my work as a teacher? Am I open and tactful?			Home school partnership: RTLB relationships Parent information Evening Reading Together Parent Interviews Outside agency liaison eg:OT’s, SLT, ect Reading Recovery Meet and greet parents at the beginning of the day Seeking support from colleagues for behaviour/well being/fairness issues/academic assistance: Principal, team leader, SENCO, DP, Other teachers Can give examples of  how they have developed positive relationships with challenging children and adults. Observations of relationships shows them to be positive. Participating and/or organising  social events for students and teachers e.g. disco, fun days, staff dinners.

My Evidence	Reflection/Notes	Appraiser Feedback/Feedforward
http://andreasteachingjourney.blogspot.co.nz/2017/03/hats-off-to-me.html	I put a lot of time and effort into my relationships with my students and their families. I pride myself in my open and prompt communication with them and enjoy the reciprocal nature from most. My relationships with my colleagues are just as important and I feel this year I am getting the balance right with my time spent on school work and my home life. I have always enjoyed finding and sharing resources and are happy to help colleagues if I can. I am learning to ask for more support around students I am needing advice with such as students with GDD.  I have also referred a student to CDC for more learning support. I have thought about Natalie’s advice about managing my communication and are putting more thought into the time I am responding to emails.	You have made an effort to get to know all children in your class and their whanau. Your classroom environment is positive for the children You able to share information about the children’s learning and wellbeing through the parent conferences and your class blog. You have shared ideas and resources with colleagues in your areas of strength and are utilising others strengths within the team. I would encourage you to manage your communication with whanau so it doesn’t impact on your time away from school.
Language & Learning Plan for a student in my class co-created
Parent Learning Conferences Term 2
I use conversations to give individualised feedback to students on the work that they do and also written feedback in their books. I provide information via our class blog for parents and caregivers Parents conversations before and after school Reports I phone home if there is concern about a student to help support them. I publish students' work in folders, around our room and on our blog to recognise achievements. I provide resources for colleagues often I am on the digital learning team and share my ideas