Being a teacher at ASHS

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Commitment to the vision

Teachers are leaders of learning in a diverse community who nurture, inspire and empower one another.

In our collaborative learning community we:

  • Believe in ourselves and have the courage to enact our vision
  • Are inclusive, mindful and optimistic about individuals and their learning
  • Are open-minded, willing to accept challenge and take risks
  • Are resilient learners who aspire to personal excellence
  • Build appreciative relationships that guide & support learning

In all that we do we are:

  • Respectful
  • Research-based
  • Responsive

Professional relationships and values

Teachers demonstrate commitment to our learning community through:

  • Respectful relationships that promote well being for all members of our community: students, staff, whanau, groups and agencies in the community. ASHS guidelines and systems for respectful relationships page is here. Processes for maintaining respect for the learning culture are here.
  • High expectations for all students
  • Commitment to bicultural partnership in Aoteoroa New Zealand
  • Leadership and support of students’ learning in tutorials, specialist subjects and impact projects
  • Ongoing, collaborative professional inquiries that enable more effective teaching and learning and improved outcomes for students
  • Connections to external expertise and research that advance professional knowledge

(Professional relationships and professional values, Registered Teacher Criteria,2010)

Professional knowledge in practice

In tutorials, specialist subjects and impact projects, teachers are expected to:

  • Plan appropriate programmes that acknowledge our young students’ maturity, prior learning and aspirations
  • Promote respectful and empowering learning relationships
  • Establish productive relationships with Maori students that promote successful learning
  • Research and build on individual students’ and groups of students’ learning strengths, interests and needs
  • Co-construct effective planning for tutorials, lessons and impact projects that are engaging and responsive to diverse learners
  • Monitor the effectiveness of teaching and learning through ongoing professional inquiry that includes student reflection, feedback, observation and assessment data
  • Demonstrate responsivity to these inquiries
  • Explore appropriate and relevant technologies and strategies to engage young people in their learning

(Professional knowledge in practice, Registered Teacher Criteria 2010)