Registered Teacher Criteria and E-Learning. What evidence might look like? A selection of ideas and examples of how e-learning practice can support the registered teacher criteria.

GUIDING QUESTION: How do I / can I embrace e-learning to establish and develop working relationships with my ā konga, their wh ā nau and my colleagues to support the learning of those I teach? ( ā konga is inclusive of all learners in the full range of settings) Professional Relationships and Professional Values Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ā konga. classroom blogs and wikis Enabling wh ā nau to keep in touch with the class programme and to encourage interaction between home and school. participating in online networks Being an active member of the wider educational community through online networks. e-portfolios Supporting parent/whanau to access their child's e-portfolio and become actively involved in what they are learning and what they need to do next video conferencing Valuing the expertise in the wider school community by inviting participation in the classroom programme through the use of video conferencing. sharing information between stakeholders Using online tools to share information about a child with educators, special needs specialists and families so all feel involved and valued. tools for dialogue and reflection Using digital tools that allow colleagues, students and the wider school community to have a voice in decision making, discussions and reflections. individualised student feedback Using digital tools to give students feedback about their learning and behaviour and inviting them to respond. regular contact using tools that families use Contacting families ‘just-in-time’ and ‘just because’. “I two parents per week to report a highlight of their son/daughters learning”. Encourage parents to provide just-in-time information.

GUIDING QUESTION: How do I / can I use e-learning to actively promote the well-being of all ā konga for whom I am responsible? Professional Relationships and Professional Values Criteria 2: Demonstrate commitment to promoting the well-being of ā konga knowing the learner Providing opportunities for students to share their home life with the class. utilising online resources Exploring resources related to well being online. access to ICT for all Providing access for students who do not have computers at home eg Computers In Home In school, provide computer access in library before and after-school catering for all learners Providing a variety of ways for students to engage in new learning and demonstrate their understanding using digital tools in order to match their learning style. being safe online Ensuring that students and their families know how to keep safe online. developing digital citizens Helping students to understand the impact of their actions online and their role as a digital citizens. ergonomics Encouraging good posture when students are using ICT equipment and ensuing that equipment has been set up with this in mind. valuing student work Using digital tools to allow student’s work to be viewed and valued multiple times by authentic audiences.

GUIDING QUESTION: How do I / can I utilise e-learning to demonstrate respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand? Professional Relationships and Professional Values Criteria 3:Demonstrate commitment to bicultural partnership in Aotearoa / New Zealand. accessing online support and resources Utilising online networks and online resources to actively seek support in how to show respect for the bicultural nature of New Zealand online professional learning Participating in online learning as an educator to increase your own knowledge of M ā ori language and culture. typing M ā ori words correctly Type M ā ori words using the correct macrons. Find out how to do this by clicking on ‘Examples.’ showing respect when posting in online spaces All online spaces are public forums and educators need to show respect for the bicultural nature of New Zealand in these spaces. seeking input from staff, students and wh ā nau Use digital tools to get feedback on how your teaching style and lessons recognise the bicultural nature of New Zealand. attending events Virtually attend cultural events through the use of digital tools that help to develop knowledge of M ā ori language and culture.

GUIDING QUESTION: How do I / can I utilise e-learning to further my professional learning and development? Professional Relationships and Professional Values Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice. subscribe to online content Seeking out online content that is useful to you as an educator and subscribing to it so you always get the latest updates. participate in learning communities Being active in a variety of online spaces with other educators in order to explore effective teaching and learning strategies and ideas. access PD materials online Accessing content such as videos, research articles, e- stories, suggested teaching strategies and learning snapshots online. start your own professional blog Exploring your own professional practice through blogging in order to engage in dialogue with a wider educational audience and to track your development. participate in online professional development Participating in online PD opportunities such as online conferences, webinars and workshops run via video conferencing. teaching as inquiry Consider e-learning when developing an inquiry and throughout all aspect of the teaching as inquiry process. How might ICT support me with this inquiry? create online resources Use digital tools to build resources for yourself and other educators around topics of interest to support effective teaching and learning. organising the web Using an online bookmarking or other website aggregation tools to be able to organise the content related to effective teaching and learning.

GUIDING QUESTION: How do I/ can I use e-learning to support my colleagues to strengthen teaching and learning in my setting? Professional Knowledge in Practice Criteria 5 :Show leadership that contributes to effective teaching and learning. capturing feedback Using digital tools to capture feedback from colleagues in order to develop and fine tune effective teaching and learning strategies. providing access to information on effective practice Encouraging colleagues to access information on effective e-learning from beyond the school. keep e-learning visible Incorporating e-learning into school wide events and class assembly presentations to keep the focus on how e-learning can positively impact on student outcomes. model a blended approach to professional learning Incorporating the use of digital tools into staff meetings, professional development workshops and teacher administrative tasks. school-wide planning for e-learning Developing a strategic plan and putting policies in place that support the use of e- learning in classrooms. sharing best practice from within the school Setting up systems using digital tools in order to share best practice within and beyond the school. becoming a leader of e- learning in the school Supporting colleagues to effectively integrate e- learning into their classroom programmes. managing equipment effectively Setting up systems for the sharing and management of equipment to support e- learning in the school.

GUIDING QUESTION: In what way do I consider how e-learning can support and extend what I am trying to achieve when planning programmes of work for groups and individuals ? Professional Knowledge in Practice Criteria 6: Conceptualise, plan and implement an appropriate learning programme prior knowledge Using e-learning to ascertain prior knowledge and to tap into what engages and reflects your learners. examples in practice Looking at examples of how other teachers have successfully integrated e- learning into their programmes in order to get ideas. planning templates and learning models Developing school-wide, syndicate or department templates and learning models that encourage the integration of e-learning. rich digital resources Aggregating and utilsing online digital resources and websites that support the curriculum subject area objectives through e-learning. collaborative planning Using tools such as Google Docs to enable teachers to work collaboratively any time and any place. crowd sourcing – gathering ideas from the network Tapping into the online educational community in order to generate ideas to include in planning. creating learning paths Locating useful resources within Digistore to support your unit of study and creating learning paths for your students to use. student voice and understanding Using digital tools to gather reflections and assessment information from students to inform ongoing planning.

GUIDING QUESTION: How do I promote a collaborative, inclusive and supportive learning environment that embraces e-learning? Professional Knowledge in Practice Criteria 7: Promote a collaborative, inclusive and supportive learning environment. sharing and responding Providing multiple and varied opportunities for student to share and respond to others work. reflecting the social and cultural context Using e-learning resources that take account of individual, cultural, and social differences. working collaboratively Utilising digital tools to allow students to collaborate both within and beyond the classroom. engagement and motivation Utilising digital tools incorporating multi-media to engage and motivate students. peer support Students supporting each other in their learning through the use of digital tools. developing digital citizens Helping students to understand the impact of their actions online and their role as a digital citizens. building relationships Utilising digital tools to help build positive relationships both within and beyond the classroom. catering for special needs Using digital tools to personalise and adapt learning for special needs students.

GUIDING QUESTION: How does my e-learning practice reflect that I understand the main influences of how my ā konga learn? Professional Knowledge in Practice Criteria 8: Demonstrate in practice their knowledge and understanding of how ā konga learn creating multiple learning opportunities Providing opportunities and support using e-learning for ā konga to engage with, practise and apply new learning to different contexts. assisting critical thinking Assisting ā konga to think critically about information and ideas using digital tools to reflect on their learning. facilitating responsibility for learning Encouraging ā konga to take responsibility for their own learning using digital tools. enhancing the relevance of learning Utilising digital tools to help students understand the relevance of new learning, to stimulate the curiosity of the students, and to involve students in decision making related to their learning. enhancing opportunities to learn Offering students virtual experiences and tools that save them time and cater for their individual needs allowing them to take their learning further. making connections to prior learning Helping students to make connections to prior learning and experiences and current learning activities. making learning connections Helping students make connections across learning areas, to home practices, and to the wider world by enabling them to enter and explore new digital learning environments, overcoming barriers of distance and time. facilitating shared learning Enabling students to join or create communities of learners that extend well beyond the classroom using digital tools.

GUIDING QUESTION: How does e-learning support me to respond effectively to the diverse and cultural experiences of the varied strengths, interests and needs of individuals and groups of ā konga? Professional Knowledge in Practice Criteria 9: Respond effectively to the diverse and cultural experiences and the varied strengths, interests and needs of individuals and groups of ā konga personalising learning Utilising digital tools to provide appropriate learning experiences for individual students and groups of students. analysing student data Use digital assessment tools in order to better understand the needs of learners and to be able to analyse by ethnicity. facilitating shared learning Enabling students to join or create communities of learners that extend well beyond the classroom using digital tools. contexts for learning Accessing and generating contexts for learning that reflect and affirm identity, language and culture of your learners incorporating the use of digital tools. gifted and talented learners Using digital tools to personalise and adapt learning for gifted and talented learners. accessibility Considering accessibility issues when putting materials online. catering for special needs Using digital tools to personalise and adapt learning for special needs students. learning about the school community Using digital tools to find out about the different groups within the school community and how to engage with them in order to improve outcomes for students.

GUIDING QUESTION: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? Professional Knowledge in Practice Criteria 10: Work effectively within the bicultural context of Aotearoa NZ. applying Ka Hikitia teaching approaches Use teaching approaches for e-learning as outlined in Ka Hikitia to help maximise the potential of M ā ori students such as co- construction, collaboration and tailoring instruction to the learner. facilitating peer tutoring Students using video conferencing or other digital tools to tutor others in the use of te reo and tikanga. using digital tools Facilitating teaching and learning experiences using digital tools that enable expression of M ā ori identity and culture. using digital media Integrating media into the classroom programme that reflects the identity and culture of M ā ori. accessing online support and resources Utilising online networks to support all students to acquire knowledge of te reo and tikanga. capturing student voice Using digital tools to capture the educational aspirations of M ā ori learners. seeking feedback on practice Using digital tools to share with a mentor work being done in the classroom and to then seek feedback. providing virtual learning experiences Using digital tools to provide virtual learning experiences for students to help them acquire knowledge of M ā ori language and culture.

GUIDING QUESTION: How can e-learning support me to gather and use assessment information in ways that advance the learning of my ā konga? Professional Relationships and Professional Values Criteria 11: Analyse and appropriately use assessment and information, which has been gathered formally and informally. Student self and peer assessment Using digital tools to help students self and peer assess as part of the classroom programme. e-asTTle Using the online numeracy and literacy testing in order to identify areas of need to be addressed in your classroom programme. build reflection into e-learning tasks Expecting students to reflect on their own learning as part of an e- learning task. digital tools to support assessment for learning practices Utilising digital tools to capture learning in a variety of forms and formats in order to demonstrate the capabilities of the learner. student voice Using digital tools to seek feedback from students about their experiences as learners in the classroom in order to improve teaching and learning. SMS and LMS Using student and learning management systems to gather and analyse student assessment information and to see class and school trends. making assessment manageable Using digital tools to reduce marking workload and to provide any where any time access to student work and assessment information. involving the wh ā nau Using digital tools to seek information and feedback from parents and caregivers in order to inform the development of programmes to support the learners.

GUIDING QUESTION: How do I advance the learning of my akonga through critical inquiry with my professional learning? Professional Knowledge in Practice Criteria 12: Use critical inquiry and problem-solving effectively in their professional practice. seek feedback Reflecting on your own teaching practice in online spaces and invite other educationalists to enter into a dlialogue with you in order to refine your approaches and processes. be open to new learning Realising that you are also a learner and being open to up-skilling in the area of e- learning in order to improve your current practice. working with mentors Using digital tools to work and communicate with mentors in order to examine and refine your current practice and improve outcomes for students. read online teaching stories Reading stories of teacher practice online and using this to examine your own teaching practice. Investigating the impact of e-learning Looking at how an aspect of e-learning can make a positive impact on an identified area of need in the classroom. read the research Seeking out the latest research available online about best practice in order to continue to grow and develop as an educator. troubleshooting with e- learning Developing resilience when dealing with problems that arise when using ICT equipment and digital tools and learning effective problem solving strategies. managing e-learning Investigating how to manage an e-learning programme in your classroom to achieve the best outcomes. How will students access equipment in an equitable way and how will you know that time spent on e-learning is productive?