Royal Oak Intermediate School Classroom Environment / Akomanga Taiao Feedback / Feed Forward Report

• Audit Title

• Document No.

• Client / Site

• Conducted on

  Date

• Prepared by

• Location
  Address

• Personnel

A well organised room sets the tone for teaching and learning and reflects the teacher's organisation and teaching style. Furthermore, when observing a classroom environment it would be remiss to not make direct links back to the Interim Professional Standards (against which teachers' performance is measured) and also to the New Zealand Teachers' Council's Registered Teacher Criteria (against which teachers are measured to retain their three-year practicing certificate).

GENERAL SAFETY

• Access to both doors is obstruction free

  Yes

  No

  N/A

• Student desks are laid out in a manner that allows for the free flow of traffic

  Yes

  No

  N/A

• Electrical cabling is kept in such a manner that it does not present a potential hazard to students/staff

  Yes

  No

  N/A

• Students have space to store their belongings

  Yes

  No

  N/A

• Teacher's resources are stored in a tidy manner eliminating clutter.

  Yes

  No

  N/A

• Teacher's desk or workspace is tidy and clutter free.

  Yes

  No

  N/A

• Art, Science and any other toxic or sharp resources are stored out of reach and or sight

  Yes

  No

  N/A

• Rugs are fastened to the floor so that potential tripping is eliminated.

  Yes

  No

  N/A

• The wall to wall carpeting is hazard free?

  Yes

  No

  N/A

• If there are any other tripping hazards, answer "no" so that a comment can be written.

  Yes

  No

  N/A

• There is enough ventilation (even in winter).

  Yes

  No

  N/A

• Is enough natural lighting?

  Yes

  No

  N/A

AKONGA ((STUDENT) WORK SPACES:

• Are ākonga / learners desks clear of graffiti or other drawing/writing?

  Yes

  No

  N/A

• Are tote trays stowed away neat and tidily?

  Yes

  No

  N/A

• Is there adequate space between chairs so that if both ākonga / learners need to get up simultaneously they can?

  Yes

  No

  N/A

WALL DISPLAYS:

• Taking a cursory glance around the room, do the displays look neat, tidy and fresh?

  Yes

  No

  N/A

• Is there evidence of ākonga / learners work on display?

  Yes

  No

  N/A

• Is the ratio between ākonga / learners generated work/displays and teacher generated in favour of akonga?

  Yes

  No

  N/A

• Do displays reflect the current topic? (Or in the case of the start of term the work done towards the end of the previous term.)

  Yes

  No

  N/A

• Is the environment text rich, and displayed so that ākonga / learners can read it effectively?

  Yes

  No

  N/A

• Is there art work on display to add colour and vibrancy?

  Yes

  No

  N/A

• Is a class treaty / code of conduct / set of expectations on display?

  Yes

  No

  N/A

• Is there evidence of a akonga motivation system, e.g. House chart with points, etc?

  Yes

  No

  N/A

• Are emergency evacuation explanations or procedures on display?

  Yes

  No

  N/A

• Are wall displays well organised?

  Yes

  No

  N/A

• Is there a section for reading, and if so is there evidence of ākonga / learners voice?

  Yes

  No

  N/A

• Is there a section for writing, and if so is there evidence of ākonga / learners voice?

  Yes

  No

  N/A

• Is there a section for Mathematics & Statistics, and so is there evidence of ākonga / learners voice?

  Yes

  No

  N/A

• Is there a section relating to the integrated topic, and if so is there evidence of ākonga / learners voice?

  Yes

  No

  N/A

• Is there evidence of displays relating to student achievement? (Reference to national standards)

  Yes

  No

  N/A

• Is the a chart or other form of reading tumble on display that akonga are able to refer to?

  Yes

  No

  N/A

• Is the a chart or other form of writing tumble on display that ākonga / learners are able to refer to?

  Yes

  No

  N/A

• Is the a chart or other form of mathematics tumble on display that ākonga / learners are able to refer to?

  Yes

  No

  N/A

OTHER OBSERVATIONS AND /OR COMMENTS:

• Are there any other affirmations or feed forward comments?

  Yes

  No

  N/A

REFERENCE TO THE NEW ZEALAND REGISTERED TEACHER CRITERIA:

• CRITERIA 2 Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga. INDICATOR/S: i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements

  Yes

  No

  N/A

• CRITERIA 3 Demonstrate commitment to bicultural partnership in Aotearoa New Zealand INDICATOR/S: i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

  Yes

  No

  N/A

• CRITERIA 7 Promote a collaborative, inclusive and supportive learning environment INDICATOR/S: i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga

  Safe

  At Risk

  N/A

REFERENCE TO THE INTERIM PROFESSIONAL STANDARDS: CLASSROOM MANAGEMENT: • student behaviour • physical environment • respect and understanding

• Beginning Teachers: <br>• apply understanding of positive behaviour management<br>• create and maintain a safe environment that is conducive to learning<br>• model interactions in ways that are known to be associated with developing respect and understanding<br>

  Yes

  No

  N/A

• Experienced Teachers: (in addition to meeting the beginning and fully registered indicators, experienced teachers must also:) <br>• demonstrate a high level of commitment to student welfare and learning<br>• effectively manage challenging learning environments

  Yes

  No

  N/A

• Experienced Teachers: (in addition to meeting the beginning and fully registered indicators, experienced teachers must also:) <br>• demonstrate a high level of commitment to student welfare and learning<br>• effectively manage challenging learning environments

  Yes

  No

  N/A