My Profession Growth Cycle - Link to my CoL

My Professional Growth Cycle was closely aligned with my Community of Learning (CoL) focus. This connection helped drive my commitment to authentic learning, supporting students in becoming engaged, culturally connected, and self-motivated learners., I focused on evolving my teaching to prioritise authentic learning for my Room 4 students at Glen Taylor School. Reflecting on my classroom experience, I noticed several challenges: a lack of interest in reading and writing, limited device access, and the student’s need for a culturally connected curriculum. I wondered whether my students felt engaged, connected to their learning, and represented in the classroom.

To foster authentic engagement, I experimented with culturally relevant materials, digital integration, and project-based learning that gave students more choice and voice. Student feedback guided the themes and activities, helping me design a multi-modal literacy site where students could "Learn, Create, Share" through their unique interests. I restructured the reading program, introduced hands-on, interactive learning apps, and created flexible "must-do/can-do" activities to support both guided and independent learning.


Observing classrooms like Blockhouse Bay helped me implement mixed-ability workshops and focus on student agency, ensuring learning felt both meaningful and accessible. Student voice was key, with learners expressing a desire to explore topics like science, art, and cultural heritage.


Building confidence through sharing and supporting learners who needed extra assistance were critical steps. I used colorful semantics, daily reading for fluency, and even loaned devices to ensure every student could fully participate. Reflecting on my approach, I aim to keep deepening cultural connections and refining authentic learning activities that align with the New Zealand Histories curriculum and foster intrinsic motivation.


Professional Growth Cycle

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