Registered Teacher Criteria Rubrics - Revision history

PamHook: /* SOLO Registered Teacher Criteria Rubrics */

2012-07-12T01:21:07Z

SOLO Registered Teacher Criteria Rubrics

PamHook at 23:40, 11 July 2012

2012-07-11T23:40:17Z

← Older revision		Revision as of 23:40, 11 July 2012
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	SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between educators, teachers, and senior leadership teams.		SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between educators, teachers, and senior leadership teams.

−	[[File:RTC Rubric (424 x 600).jpg]]	+	[[File:RTC Rubric (424 x 600).jpg \|left]]

	'''Why is this important?'''		'''Why is this important?'''

	Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.		Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.
		+

	'''Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.'''		'''Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.'''
		+

	PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES		PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
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	[[File:SOLO_rtc_5_rubric.pdf‎]]		[[File:SOLO_rtc_5_rubric.pdf‎]]
		+
		+
		+

	PROFESSIONAL KNOWLEDGE IN PRACTICE		PROFESSIONAL KNOWLEDGE IN PRACTICE

PamHook: /* SOLO Registered Teacher Criteria Rubrics */

2012-07-11T23:33:29Z

SOLO Registered Teacher Criteria Rubrics

← Older revision		Revision as of 23:33, 11 July 2012
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	Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.		Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.

−	'''Examples of SOLO self-assessment rubrics for conversation around the Registered Teacher Criteria.'''	+	'''Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.'''

	PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES		PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

PamHook: /* SOLO Registered Teacher Criteria Rubrics */

2012-07-11T23:32:19Z

SOLO Registered Teacher Criteria Rubrics

PamHook: /* SOLO Registered Teacher Criteria Rubrics */

2012-07-11T23:17:29Z

SOLO Registered Teacher Criteria Rubrics

← Older revision		Revision as of 23:17, 11 July 2012
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	Why is this important?		Why is this important?

		+	Examples of SOLO self-assessment rubrics for conversation around the Registered Teacher Criteria.

		+	'''PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES'''
		+	''Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.''

−	~~Examples of SOLO self-assessment rubrics~~	+	Fully registered teachers

−	[[File:]]	+	1. establish and maintain effective professional relationships focused on the learning and well-being of all akonga
		+	[[File:SOLO_rtc_1 rubric.pdf‎]]
		+
		+	2. demonstrate commitment to promoting the well-being of all akonga
		+	[[File:SOLO_rtc_2_rubric.pdf‎]]
		+
		+	3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
		+	[[File:SOLO_rtc_3_rubric.pdf‎]]
		+
		+	4. demonstrate commitment to ongoing professional learning and development of personal professional practice
		+	[[File:SOLO_rtc_4_rubric.pdf‎]]
		+
		+	5. show leadership that contributes to effective teaching and learning
		+	[[File:SOLO_rtc_5_rubric.pdf‎]]
		+
		+	'''PROFESSIONAL KNOWLEDGE IN PRACTICE'''
		+	''Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga''
		+
		+	Fully registered teachers
		+
		+	6.conceptualise, plan and implement an appropriate learning programme
		+	[[File:SOLO_rtc_6_rubric.pdf‎]]
		+
		+	7. promote a collaborative, inclusive and supportive learning environment
		+	[[File:SOLO_rtc_7_rubric.pdf‎]]
		+
		+	8.demonstrate in practice their knowledge and understanding of how akonga learn
		+	[[File:SOLO_rtc_8_rubric.pdf‎]]
		+
		+	9. respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga
		+	[[File:SOLO_rtc_9_rubric.pdf‎]]
		+
		+	10. work effectively within the bicultural context of Aotearoa New Zealand
		+	[[File:SOLO_rtc_10_rubric.pdf‎]]
		+
		+	11. analyse and appropriately use assessment information, which has been gathered formally and informally
		+	[[File:SOLO_rtc_11_rubric.pdf‎]]
		+
		+	12. use critical inquiry and problem solving effectively in their professional practice
		+	[[File:SOLO_rtc_12_rubric.pdf‎]]

PamHook at 22:20, 11 July 2012

2012-07-11T22:20:34Z

← Older revision		Revision as of 22:20, 11 July 2012
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	SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers.		SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers.
		+
		+	[[File:RTC Rubric (424 x 600).jpg]]

	Why is this important?		Why is this important?

PamHook: Created page with "== SOLO Registered Teacher Criteria Rubrics == SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers. Why is this important? ..."

2012-07-11T06:24:28Z

Created page with "== SOLO Registered Teacher Criteria Rubrics == SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers. Why is this important? ..."

New page

== SOLO Registered Teacher Criteria Rubrics ==

SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers.

Why is this important?

Examples of SOLO self-assessment rubrics

[[File:]]

{{HookEDwiki navbar}}

← Older revision		Revision as of 01:21, 12 July 2012
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	'''Why is this important?'''		'''Why is this important?'''

		+	''Conversations about the quality of performance are difficult because they have the potential to threaten relationships by triggering discomfort and defensiveness. In the face of such threats, leaders often experience a dilemma between pursuit of their change agenda and protection of their relationships. Leaders may want to address what they see as a performance issue yet believe they can not do so without running an unacceptable risk of increased stress and conflict. In other words, they feel that they can not address the performance issues and maintain relationships with the staff member. They feel caught between the two. ''
	Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.		Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.
−

	'''Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.'''		'''Examples of SOLO self-assessment rubrics for opening "open to learning" conversation around the Registered Teacher Criteria.'''
−

	PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES		PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES
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	''Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.''		''Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.''

−	Fully registered teachers	+	1. Fully registered teachers establish and maintain effective professional relationships focused on the learning and well-being of all akonga
−		+
−	1. establish and maintain effective professional relationships focused on the learning and well-being of all akonga	+

	[[File:SOLO_rtc_1 rubric.pdf‎]]		[[File:SOLO_rtc_1 rubric.pdf‎]]

−	2. demonstrate commitment to promoting the well-being of all akonga	+	2. Fully registered teachers demonstrate commitment to promoting the well-being of all akonga

	[[File:SOLO_rtc_2_rubric.pdf‎]]		[[File:SOLO_rtc_2_rubric.pdf‎]]

−	3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand	+	3. Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa New Zealand

	[[File:SOLO_rtc_3_rubric.pdf‎]]		[[File:SOLO_rtc_3_rubric.pdf‎]]

−	4. demonstrate commitment to ongoing professional learning and development of personal professional practice	+	4. Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice

	[[File:SOLO_rtc_4_rubric.pdf‎]]		[[File:SOLO_rtc_4_rubric.pdf‎]]

−	5. show leadership that contributes to effective teaching and learning	+	5. Fully registered teachers show leadership that contributes to effective teaching and learning

	[[File:SOLO_rtc_5_rubric.pdf‎]]		[[File:SOLO_rtc_5_rubric.pdf‎]]
−
−


Line 46:		Line 41:
	''Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga''		''Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga''

−	Fully registered teachers	+	6.Fully registered teachers conceptualise, plan and implement an appropriate learning programme
−		+
−	6.conceptualise, plan and implement an appropriate learning programme	+

	[[File:SOLO_rtc_6_rubric.pdf‎]]		[[File:SOLO_rtc_6_rubric.pdf‎]]

−	7. promote a collaborative, inclusive and supportive learning environment	+	7. Fully registered teachers promote a collaborative, inclusive and supportive learning environment

	[[File:SOLO_rtc_7_rubric.pdf‎]]		[[File:SOLO_rtc_7_rubric.pdf‎]]

−	8.demonstrate in practice their knowledge and understanding of how akonga learn	+	8.Fully registered teachers demonstrate in practice their knowledge and understanding of how akonga learn

	[[File:SOLO_rtc_8_rubric.pdf‎]]		[[File:SOLO_rtc_8_rubric.pdf‎]]

−	9. respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga	+	9. Fully registered teachers respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga

	[[File:SOLO_rtc_9_rubric.pdf‎]]		[[File:SOLO_rtc_9_rubric.pdf‎]]

−	10. work effectively within the bicultural context of Aotearoa New Zealand	+	10. Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand

	[[File:SOLO_rtc_10_rubric.pdf‎]]		[[File:SOLO_rtc_10_rubric.pdf‎]]

−	11. analyse and appropriately use assessment information, which has been gathered formally and informally	+	11. Fully registered teachers analyse and appropriately use assessment information, which has been gathered formally and informally

	[[File:SOLO_rtc_11_rubric.pdf‎]]		[[File:SOLO_rtc_11_rubric.pdf‎]]

−	12. use critical inquiry and problem solving effectively in their professional practice	+	12. Fully registered teachers use critical inquiry and problem solving effectively in their professional practice

	[[File:SOLO_rtc_12_rubric.pdf‎]]		[[File:SOLO_rtc_12_rubric.pdf‎]]

← Older revision		Revision as of 23:32, 11 July 2012
Line 1:		Line 1:
	== SOLO Registered Teacher Criteria Rubrics ==		== SOLO Registered Teacher Criteria Rubrics ==

−	SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between teachers.	+	SOLO functioning knowledge rubrics can be used to open "open to learning" conversations between educators, teachers, and senior leadership teams.

−	[[File:RTC Rubric (424 x 600).jpg]]	+	[[File:RTC Rubric (424 x 600).jpg]]

−	Why is this important?	+	'''Why is this important?'''
		+
		+	Robinson, V. (2009). [http://www.educationalleaders.govt.nz/Leadership-development/Leadership-programmes/First-time-principals-modules/Module-3-Building-trust \| Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations.] First-time Principals Programme. The University of Auckland.

−	Examples of SOLO self-assessment rubrics for conversation around the Registered Teacher Criteria.	+	'''Examples of SOLO self-assessment rubrics for conversation around the Registered Teacher Criteria.'''
		+
		+	PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES

−	~~'''PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES'''~~
	''Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.''		''Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.''

Line 15:		Line 18:

	1. establish and maintain effective professional relationships focused on the learning and well-being of all akonga		1. establish and maintain effective professional relationships focused on the learning and well-being of all akonga
		+
	[[File:SOLO_rtc_1 rubric.pdf‎]]		[[File:SOLO_rtc_1 rubric.pdf‎]]

	2. demonstrate commitment to promoting the well-being of all akonga		2. demonstrate commitment to promoting the well-being of all akonga
		+
	[[File:SOLO_rtc_2_rubric.pdf‎]]		[[File:SOLO_rtc_2_rubric.pdf‎]]

	3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand		3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand
		+
	[[File:SOLO_rtc_3_rubric.pdf‎]]		[[File:SOLO_rtc_3_rubric.pdf‎]]

	4. demonstrate commitment to ongoing professional learning and development of personal professional practice		4. demonstrate commitment to ongoing professional learning and development of personal professional practice
		+
	[[File:SOLO_rtc_4_rubric.pdf‎]]		[[File:SOLO_rtc_4_rubric.pdf‎]]

	5. show leadership that contributes to effective teaching and learning		5. show leadership that contributes to effective teaching and learning
		+
	[[File:SOLO_rtc_5_rubric.pdf‎]]		[[File:SOLO_rtc_5_rubric.pdf‎]]

−	~~'''~~PROFESSIONAL KNOWLEDGE IN PRACTICE~~'''~~	+	PROFESSIONAL KNOWLEDGE IN PRACTICE
		+
	''Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga''		''Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga''

Line 35:		Line 44:

	6.conceptualise, plan and implement an appropriate learning programme		6.conceptualise, plan and implement an appropriate learning programme
		+
	[[File:SOLO_rtc_6_rubric.pdf‎]]		[[File:SOLO_rtc_6_rubric.pdf‎]]

	7. promote a collaborative, inclusive and supportive learning environment		7. promote a collaborative, inclusive and supportive learning environment
		+
	[[File:SOLO_rtc_7_rubric.pdf‎]]		[[File:SOLO_rtc_7_rubric.pdf‎]]

	8.demonstrate in practice their knowledge and understanding of how akonga learn		8.demonstrate in practice their knowledge and understanding of how akonga learn
		+
	[[File:SOLO_rtc_8_rubric.pdf‎]]		[[File:SOLO_rtc_8_rubric.pdf‎]]

	9. respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga		9. respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga
		+
	[[File:SOLO_rtc_9_rubric.pdf‎]]		[[File:SOLO_rtc_9_rubric.pdf‎]]

	10. work effectively within the bicultural context of Aotearoa New Zealand		10. work effectively within the bicultural context of Aotearoa New Zealand
		+
	[[File:SOLO_rtc_10_rubric.pdf‎]]		[[File:SOLO_rtc_10_rubric.pdf‎]]

	11. analyse and appropriately use assessment information, which has been gathered formally and informally		11. analyse and appropriately use assessment information, which has been gathered formally and informally
		+
	[[File:SOLO_rtc_11_rubric.pdf‎]]		[[File:SOLO_rtc_11_rubric.pdf‎]]

	12. use critical inquiry and problem solving effectively in their professional practice		12. use critical inquiry and problem solving effectively in their professional practice
		+
	[[File:SOLO_rtc_12_rubric.pdf‎]]		[[File:SOLO_rtc_12_rubric.pdf‎]]