Graduating Teaching Standards Roseanne Pickering October 2012 Professional

Graduating Teaching Standards Roseanne Pickering October 2012

Professional Knowledge Standard One: Graduating Teachers knows what to teach Indicator: a. have content knowledge appropriate to the learners and learning areas of their programme Self Appraisal Evidence to Support Achievement 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. TCS 6926 - 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 Standard One: Graduating Teachers knows what to teach Indicator: Self Appraisal Evidence to Support Achievement b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme PIPI 7973 – Learning though I have designed, set and Exploration Resource Report. implemented age Grade B. appropriate activities, “activity is appropriate for the learning ways in which I age you are working in and you am able to improve designed it to fit in with your resources and make centres programme structure” changes. (L. Stewart, 2012)

Professional Knowledge Standard One: Graduating Teachers knows what to teach Indicator: c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand Self Appraisal Evidence to Support Achievement Through my studies and TSC 5913 - Learning & working in a early Teaching in the Early childhood centre I have Childhood Context – Grade B developed knowledge of Te Whaariki, The New TCS 6926 - Number, Numeracy Zealand curriculum. I and Science across the early am able to use this childhood curriculum knowledge to extend “This is a great piece of work, children’s learning and you have integrated Te to developed a sense of Whaariki effectively. belong for children and (S. Tunner, 2011) their families.

Professional Knowledge Standard One: Graduating Teachers knows what to teach Indicator: Self Appraisal Evidence to Support Achievement d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum Comment from Over two’s teacher. I have worked with “Rosie has work closely along side me to support three new children where English children to the centre where is a second language. I was able to make flash English is their 2 nd language. cards, learn songs and Rosie has showed great implement activities to enthusiasm as she has learnt support the child’s basic sayings and creating language development. activities to help these children settle in” (Zara, Over two’s, 2012)

Professional Knowledge Standard Two: Graduating Teachers know about learners and how they learn Indicator: Self Appraisal Through my studies we have learnt about a range a. have knowledge of theories, dispositions and schemas that have of a range of equipped my with the relevant theories & research about knowledge about pedagogy and human pedagogy, human development. This development & learning knowledge assists me with my teaching and learning in the classroom. Evidence to Support Achievement TCS 5913 – Te Whaariki: Learning and Teaching in the ECE context. Grade B EPS 5912 – Lifespan Development Paper brain development essay. Grade B

Professional Knowledge Standard Two: Graduating Teachers know about learners and how they learn Indicator: b. have knowledge of a range of relevant theories, principles & purposes of assessment & evaluation Self Appraisal 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. Evidence to Support Achievement TCS 6213 – Socio Cultural practice & Assessment. Grade B

Professional Knowledge Standard Two: Graduating Teachers know about learners and how they learn Indicator: Self Appraisal Through participating in the paper diversity and inclusion I gained an understanding of c. know how to children and their develop diverse needs. I have metacognitive equipped myself with strategies of diverse tools such as using learners pictures, song, dance, drama etc to include all children. Evidence to Support Achievement TSC 55913 – Learning & Teaching across the ECE Context. Grade B TCS 6926 – Number, Numeracy and Science across the early childhood curriculum. Grade B

Professional Knowledge Standard Two: Graduating Teachers know about learners and how they learn Indicator: Self Appraisal Evidence to Support Achievement Practicum Six – I am able to select Task B - Learning stories resources and design activities for PIPI 7937 – development of all d. know how to Being and Becoming: Teacher select curriculum children. I enjoy finding as Explorer. Task 2 – Grade B content appropriate alternative ways to teach “Roseanne your activity is children literacy and to the learners and appropriate for the ager group maths outside the learning context you are working in and you classroom. E. g. Drawing designed it to fit in with your in the sandpit, counting centres proramme structure. ” in the hammock. (Linda Stewart, 2012)

Professional Knowledge Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator: Self Appraisal 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. Evidence to Support Achievement TCS 5913 – Te Whaariki: Learning and Teaching in the ECE context. Grade B EPS 5912 – Lifespan Development Paper brain development essay. Grade B

Professional Knowledge Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator: Self Appraisal Evidence to Support Achievement Through te reo lab classes and over night b. have knowledge stay on the Marae I have Practicum Five - “It was lovely gained knowledge of of tikanga and te reo to hear your use to Te Reo” Maori customs and Maori to work (Visiting Lecture, 2012) effectively within language. I am now equipped with the bi-cultural Rose, has developed a lovely knowledge I need to contexts of Aotearoa use to Te Reo though everyday New Zealand implement effective activity and song. (AT, 2012) practices into the ECE classroom.

Professional Knowledge Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator: c. have an understanding of education within the bi-cultural, multi-cultural, social, political, economic and historic contexts of Aotearoa New Zealand Self Appraisal Through studies I have gained an broad understanding of factors influencing the early childhood sector, I am practically aware of education within an bicultural and multicultural context. Evidence to Support Achievement EPS – 5913 Early Childhood Education in Aoteroa, New Zealand. Grade B

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating Self Appraisal 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. Evidence to Support Achievement TCS 6213 – Socio-Cultural Practice and Assessment. Grade B.

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: Self Appraisal Evidence to Support Achievement Practicum Six- Through noticing, “Rose was great and seeing children’s recognising and interest, adding them to the planning b. use and responding to children wall and extending these ideas with sequence a range of and centre interests I am pictures, activities and setting up learning areas. I know parents really able to write learning experiences to appreciates Rosie’s effort as she stories and on the influence and planning wall to promote followed these interests and wrote promote learner learning stories to show what fun learning achievement and learning took place. and extend learning (AT, 2012) opportunities.

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity Self Appraisal 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. Evidence to Support Achievement EPS 6925 – 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)

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: d. demonstrate proficiency in oral and written language (Maori and/or English), in numeracy and in ICT relevant to their professional role Self Appraisal 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. Evidence to Support Achievement PIPI 7913 – Being and Becoming: Teacher as Professional Grade: to be completed. Practicum six: “Rose uses clear dialog and written language to communicate well with staff and parents” (AT, 2012)

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: Self Appraisal Evidence to Support Achievement Practicum Five I often use Te Reo “It was lovely to hear your use sayings though-out the to Te Reo” day, singing songs and e. use te reo Maori (Visiting Lecture, 2012) actions during matt me nga tikanga-atimes and do a karakai Rose, has developed a lovely iwi appropriately in before meal times. I their practice use to Te Reo though everyday would like to continue to activity and song. develop my te reo (AT, 2012) comprehension.

Professional Practice Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator: Self Appraisal 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. Evidence to Support Achievement EPS 7935 – Principles Polices & Practices in the Christian ECE Context. Grade B+ PIPI 6924 – Being and Becoming: Teacher as Nurture. Grade A

Professional Practice Standard Five: Graduating Teachers use evidence to promote learning Indicator: Self Appraisal Its important to constantly reflect and refine my practise through self-appraisal, a. systematically and critically engage personal development, practical experience and with evidence to reflect on and refine discussion with colluegs. It is important to be their practice open to critical feedback from management and other staff meetings. Evidence to Support Achievement 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)

Professional Practice Standard Five: Graduating Teachers use evidence to promote learning Indicator: b. gather, analyse and use assessment information to improve learning and inform planning Self Appraisal 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. Evidence to Support Achievement TCS 6213 – Socio Cultural practice & Assessment Grade: B Practicum 4 – “Rosie was able to observe child then develop and set up activities to extend children’s interest and development. (AT, 2011)

Professional Practice Standard Five: Graduating Teachers use evidence to promote learning Indicator: c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff Self Appraisal 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. Evidence to Support Achievement 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)

Professional Values & Relationships Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator: a. recognise how different values & beliefs may impact on learners & their learning Self Appraisal Evidence to Support Achievement I recognise all families EPS 6922 – have many aspects they Family & Community being to the community of a centre. I know I Practicum Six – need to resects all Rose has made a real effort to beliefs and these may get to know parents and their impact some children’s families over this past experiences at the practicum. This has helped her centre. I feel as though it cater for one child particularly is important we respect in a better way” and work with each (AT, 2012) families diversity.

Professional Values & Relationships Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator: b. have the knowledge & dispositions to work effectively with colleagues, parents/caregivers, family/whanau & communities Self Appraisal 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. Evidence to Support Achievement PIPI 6921 – 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 here. ” (AT, 2011)

Professional Values & Relationships Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator: c. build effective relationships with their learners Self Appraisal 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. Evidence to Support Achievement Practicum Two “You have developed great relationships with children, showing them your loving nature and providing for their needs” (AT, 2010)

Professional Values & Relationships Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator: d. promote a learning culture which engages diverse learners effectively Self Appraisal Evidence to Support Achievement Participating in EPS 6925 – Diversity & Inclusion, I have Diversity & Inclusion: developed understand Teaching the unique child. knowledge on how to work Grade: B with children with diverse needs. Practicum six I have learnt to create an “Rose has gained confidence environment and activities to in setting up activities that are include all children. I know it attractive and challenging for is important to make all children” children feel as though they (AT 2012) belong and are included.

Professional Values & Relationships Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator: Self Appraisal Through lectures passion for Maori, I have learnt basic language and custom, I have developed an enjoyment for e. demonstrate learning and teaching Te Reo respect for te reo Maori me nga within my ECE centre and the stay at the Marae highlighted tikanga-a-iwi in the importance of the Maori their practice culture and the respect I should have for their believes and customs. Evidence to Support Achievement 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)

Professional Values & Relationships Standard Seven: Graduating Teachers are committed members of the profession Indicator: Self Appraisal With knowledge of the a. uphold the NZ NZ Teachers Council Code of Ethics I am able Code of Ethics/Nga to make Tikanga matatika decisions within my http: //www. teacher practice with autonomy, scouncil. govt. nz/eth justice, responsible care ics/ and truth. Evidence to Support Achievement See “Code of Ethics" posted on 'My Portfolio“ PIPI 7931 – Being & Becoming: Teacher as Professional Paper still to complete

Professional Values & Relationships Standard Seven: Graduating Teachers are committed members of the profession Indicator: Self Appraisal I have began to develop b. have knowledge & an understand of ethical understanding of and legal responsibility of educators as I have the ethical, participated in the PIPI professional & legal 7931 course and other responsibilities of teachers papers over the past three years. Evidence to Support Achievement PIPI 7931 – Being & Becoming: Teacher as Professional Paper still to complete See “Code of Ethics” on e. Portfolio.

Professional Values & Relationships Standard Seven: Graduating Teachers are committed members of the profession Indicator: c. work cooperatively with those who share responsibility for the learning & wellbeing of learners Self Appraisal 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 Evidence to Support Achievement 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)

Professional Values & Relationships Standard Seven: Graduating Teachers are committed members of the profession Indicator: Self Appraisal 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. Evidence to Support Achievement Personal Early Childhood Educators Creed still to be marked.