graduating teaching standards

Graduating Teaching Standards

Roseanne PickeringOctober 2012

Standard One: Graduating Teachers knows what to teach

Indicator: Self Appraisal Evidence to Support Achievement

a. have content knowledge

appropriate to the learners and learning areas of their programme

By having knowledge of the ages and

stages and knowing the abilities of each

individual child, I am able to set

appropriate activities and

challenges around all areas of the class

room.

TCS6926 - Number, Numeracy and Science

across the early childhood curriculum

Task 2 - Grade B+“activities are age

appropriate and clearly shows your understanding

for developing child’s sense of wonder.” (S. Tunner, 2011)

Professional Knowledge



b. have pedagogical

content knowledge

appropriate to the learners and learning areas of their programme

I have designed, set and implemented age appropriate

activities, learning ways in which I am

able to improve resources and make

changes.

PIPI 7973 – Learning though Exploration Resource Report.

Grade B. “activity is appropriate

for the age you are working in and you

designed it to fit in with your centres programme

structure” (L. Stewart, 2012)




c. have knowledge of the

relevant curriculum

documents of Aotearoa New

Zealand

Through my studies and working in a early childhood centre I have

developed knowledge of Te

Whaariki, The New Zealand curriculum. I am able to use this knowledge to extend children’s learning and to developed a sense of belong for children and their

families.

TSC5913 - Learning & Teaching in the Early

Childhood Context – Grade B

TCS6926 - Number, Numeracy and Science

across the early childhood curriculum

“This is a great piece of work, you have integrated

Te Whaariki effectively.(S. Tunner, 2011)




d. have content and pedagogical

content knowledge for

supporting English as an

Additional Language (EAL)

learners to succeed in the

curriculum

I have worked with children where

English is a second language.

I was able to make flash cards, learn

songs and implement activities to support the child’s language

development.

Comment from Over two’s teacher.

“Rosie has work closely along side me to support three new children to the centre where English is their 2nd language. Rosie

has showed great enthusiasm as she has

learnt basic sayings and creating activities to help these children settle in” (Zara, Over two’s, 2012)


Standard Two: Graduating Teachers know about learners and how they learn


a. have knowledge of a

range of relevant

theories & research about

pedagogy, human

development & learning

Through my studies we have learnt about a

range of theories, dispositions and

schemas that have equipped my with the

knowledge about pedagogy and human

development. This knowledge assists me with my teaching and

learning in the classroom.

TCS5913 – Te Whaariki: Learning and

Teaching in the ECE context. Grade B

EPS 5912 – Lifespan Development

Paper - brain development essay . Grade B




b. have knowledge of a

range of relevant theories,

principles & purposes of

assessment & evaluation

Through participating in the

course Socio Cultural practice & Assessment I have

been equipped with understanding of

learning dispositions and the importance

of planning, assessment and

evaluation.

TCS6213 – Socio Cultural practice &

Assessment. Grade B




c. know how to develop

metacognitive strategies of

diverse learners

Through participating in the paper diversity and

inclusion I gained an understanding of children and their

diverse needs. I have equipped myself

with tools such as using pictures, song, dance, drama etc to include all children.

TSC55913 – Learning & Teaching

across the ECE Context.Grade B

TCS6926 – Number, Numeracy and Science across the early childhood curriculum.

Grade B




d. know how to select curriculum

content appropriate to

the learners and the learning

context

I am able to select resources and design

activities for development of all children. I enjoy

finding alternative ways to teach

children literacy and maths outside the

classroom. E.g. Drawing in the

sandpit, counting in the hammock.

Practicum Six – Task B - Learning stories

PIPI7937 – Being and Becoming:

Teacher as Explorer. Task 2 – Grade B

“Roseanne your activity is appropriate for the ager group you are working in and you designed it to fit

in with your centres proramme structure.” (Linda Stewart, 2012)


Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning


a. have an understanding of

the complex influences that personal, social

and cultural factors may have on teachers and

learners

As I developed my personal creed, I

have become aware of the influences on

my practices and most diffidently see

how social and cultural factors

impact children and their families and I

am aware of how we may have to

accommodate for these influences.

TCS5913 – Te Whaariki: Learning and

Teaching in the ECE context. Grade B

EPS 5912 – Lifespan Development

Paper - brain development essay . Grade B




b. have knowledge of tikanga and te reo Maori to

work effectively within the bi-

cultural contexts of Aotearoa New

Zealand

Through te reo lab classes and over night stay on the

Marae I have gained knowledge of Maori

customs and language. I am now equipped with the

knowledge I need to implement effective practices into the ECE classroom.

Practicum Five - “It was lovely to hear your use to Te Reo” (Visiting Lecture,

2012)

Rose, has developed a lovely use to Te Reo

though everyday activity and song. (AT, 2012)




c. have an understanding of education within the bi-cultural, multi-cultural,

social, political, economic and

historic contexts of Aotearoa New

Zealand

Through studies I have gained an

broad understanding of factors influencing the early childhood

sector, I am practically aware of education within an

bi-cultural and multi-cultural context.

EPS – 5913 Early Childhood Education in Aoteroa, New Zealand.

Grade B


Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment


a. draw upon content

knowledge and pedagogical

content knowledge when

planning, teaching and

evaluating

Through studies I have gained

knowledge of how vital planning,

assessment and evaluation is within the ECE setting. I

enjoy following through on the what

next and incorporating

continuity, community and

competence into my practice.

TCS6213 –Socio-Cultural Practice

and Assessment.Grade B.

Professional Practice



b. use and sequence a

range of learning

experiences to influence and

promote learner achievement

Through noticing, recognising and responding to

children and centre interests I am able to write learning stories and on the planning

wall to promote learning achievement and extend learning

opportunities.

Practicum Six- “Rose was great and seeing

children’s interest, adding them to the planning wall and

extending these ideas with pictures, activities and setting up areas. I know parents really appreciates Rosie’s effort as she

followed these interests and wrote learning stories to show

what fun and learning took place.

(AT, 2012)




c. demonstrate high expectations

of all learners, focus on learning

and recognise and value diversity

All children and their family are unique

individuals who have a right to learn and be recognised with

value and diversity. I am aware each child has their own needs and I need to cater for all styles while

providing each with a sense of belonging.

EPS6925 – Diversity & Inclusion:

Teaching the unique child.Grade B.

“Roseanne you have showed an understanding of how you cater for those with diverse needs.” (L,

Stewart, 2012)




d. demonstrate proficiency in

oral and written language (Maori and/or English), in numeracy and in ICT relevant to their professional

role

I provide clear oral communication, written language and numeracy,

when planning a safe high quality teaching

and learning environment.

I can use ICT to display learning, knowledge

and communicate with parents and staff.

PIPI7913 – Being and Becoming:

Teacher as ProfessionalGrade: to be completed.

Practicum six:“Rose uses clear dialog and written language to communicate well

with staff and parents”(AT, 2012)




e. use te reo Maori me nga tikanga-a-iwi

appropriately in their practice

I often use Te Reo sayings though-out

the day, singing songs and actions during matt times and do a karakai

before meal times. I would like to

continue to develop my te reo

comprehension.

Practicum Five - “It was lovely to hear your

use to Te Reo” (Visiting Lecture, 2012)

Rose, has developed a lovely use to Te Reo

though everyday activity and song. (AT, 2012)




f. demonstrate commitment to and strategies for promoting and nurturing

the physical and emotional safety

of learners

I am aware of polices and practice to

provide an environment that is nurturing and calm

for all children. I follow through on

cheek lists within the centre to keep the

physical environment safe

and clean so activities and

learning can take place.

EPS7935 – Principles Polices &

Practices in the Christian ECE Context.

Grade B+

PIPI 6924 –Being and Becoming: Teacher as Nurture.

Grade A


Standard Five: Graduating Teachers use evidence to promote

learningIndicator: Self Appraisal Evidence to Support

Achievement

a. systematically and critically engage with evidence to

reflect on and refine their

practice

Its important to constantly reflect

and refine my practise through

self-appraisal, personal

development, practical experience and discussion with

colluegs. It is important to be open to critical feedback from management

and other staff meetings.

Practicum five: “Rose asked great questions

and shared her teaching experiences – enlightened my own teaching practice while

reflecting on her own” (AT, 2012)

Practicum six: “Rosie has a great strength to reflect on her own practice.

This is a strength that is often seen in a experienced

registered teacher, it is great to have Rose on our staffing

team” (AT, 2012)




Achievement

b. gather, analyse and use

assessment information to

improve learning and inform planning

I am able to notice, recognise and

respond to children’s interests;

I feel confident in observing and

fostering opportunities to

extend children’s learning and development.

TCS6213 –Socio Cultural practice &

AssessmentGrade: B

Practicum 4 – “Rosie was able to observe child then develop and set

up activities to extend children’s interest and

development.(AT, 2011)




Achievement

c. know how to communicate assessment information

appropriately to learners, their

parents/caregivers and staff

I take part in planning and

assessment within my centre, children’s interests are add to the planning wall; followed by staff discussion and

learning stories. Its important we share the learning stories with children and

their families.

Practicum Six- “Rose was great and seeing children’s interest, adding

them to the planning wall and extending these ideas with

pictures, activities and setting up areas. I know parents really appreciates Rosie’s

effort as she followed these interests and wrote learning stories to show what fun and

learning took place.(AT, 2012)


Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning

communitiesIndicator: Self Appraisal Evidence to Support

Achievement

a. recognise how different values & beliefs may

impact on learners & their

learning

I recognise all families have many

aspects they being to the community of a

centre. I know I need to resects all beliefs

and these may impact some

children’s experiences at the

centre. I feel as though it is

important we respect and work with each families

diversity.

EPS6922 – Family & Community

Practicum Six –Rose has made a real effort to get to know

parents and their families over this past practicum. This has helped her cater for one child particularly

in a better way”(AT, 2012)

Professional Values & Relationships



Achievement

b. have the knowledge &

dispositions to work effectively with colleagues,

parents/caregivers, family/whanau & communities

Being a valued member of a team in

very important to me. I feel as though I am equipped with skills and knowledge to

respect, include and share with colleagues, families and within the community as I work with and along side

them.

PIPI6921 – Being and Becoming: Teacher as Servant

Leader – Assignment two – Effective Communication.

Practicum four –“Rosie was at all times

collaborative and cooperative and willing to help where ever

she can.” “Parents felt they could

approach Rosie about their child and commented how great

it was to have her here.”(AT, 2011)




Achievement

c. build effective relationships

with their learners

I develop respectful, reciprocal

relationships with all learning's through showing interest in

all areas of their lives. I show

kindness, love and gentleness to all

children and their families.

Practicum Two -“You have developed great

relationships with children, showing them your loving nature and

providing for their needs”(AT, 2010)




Achievement

d. promote a learning

culture which engages diverse learners

effectively

Participating in EPS 6925 - Diversity & Inclusion, I have

developed understand and knowledge on how to work with children with

diverse needs. I have learnt to create an

environment and activities to include all children. I know it is important to make all

children feel as though they belong and are

included.

EPS6925 – Diversity & Inclusion: Teaching the unique

child. Grade: B

Practicum six - “Rose has gained

confidence in setting up activities that are

attractive and challenging for all children”

(AT 2012)




Achievement

e. demonstrate respect for te reo Maori me nga tikanga-a-

iwi in their practice

Through lectures passion for Maori, I have learnt

basic language and custom, I have developed an

enjoyment for learning and teaching Te Reo within my ECE centre and the stay at the Marae highlighted the importance of the Maori culture and the respect I

should have for their believes and customs.

Practicum Five - “It was lovely to hear your use to Te Reo”

(Visiting Lecture, 2012)

“Rose, has developed a lovely use to Te Reo

though everyday activity and song.”

(AT, 2012)


Standard Seven: Graduating Teachers are

committed members of the professionIndicator: Self Appraisal Evidence to Support

Achievement

a. uphold the NZ Teachers Council

Code of Ethics/Nga

Tikanga matatika http://www.teacherscouncil.govt.n

z/ethics/

With knowledge of the NZ Teachers Council Code of

Ethics I am able to make to make

decisions within my practice with

autonomy, justice, responsible care and

truth.

See “Code of Ethics" posted on 'My Portfolio“

PIPI 7931 – Being & Becoming:

Teacher as ProfessionalPaper still to complete




Achievement

b. have knowledge &

understanding of the ethical,

professional & legal

responsibilities of teachers

I have began to develop an

understand of ethical and legal

responsibility of educators as I have participated in the

PIPI 7931 course and other papers over the

past three years.

PIPI 7931 – Being & Becoming:

Teacher as ProfessionalPaper still to complete

See “Code of Ethics” on ePortfolio.




Achievement

c. work co-operatively with those who share responsibility for the learning & well-being of

learners

I work well in a team, I enjoy being apart of

planning and assessment and am

becoming more confident at

communicating my ideas and asking

questions

Practicum five – I have really enjoyed working with Rose, we have had some

amazing discussion, it is so neat to see Rose growing in

confidence and in her practice. (Tracy, AT 2012) Practicum six –

“Rose has been an excellent team member, she is great at

taking responsibility with in the under two’s room” (Steph, AT

2102)




Achievement

d. are able to articulate &

justify an emerging personal,

professional philosophy of teaching &

learning

My personal Early Childhood Educators Creed is an on going process in which I

can articulate what I believe against literature and

practice.

Personal Early Childhood Educators Creed still to be

marked.


graduating teaching standards

Documents

support achievement

self appraisal evidence

learning areas

knowledge of te whaariki

age appropriate activities

tsc5913 learning teaching

professional knowledgestandard

new children