graduating teaching standards
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Graduating Teaching Standards. Roseanne Pickering October 2012. Professional Knowledge. Standard One: Graduating Teachers knows what to teach. Professional Knowledge. Standard One: Graduating Teachers knows what to teach. Professional Knowledge. - PowerPoint PPT PresentationTRANSCRIPT
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
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
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)
Professional Knowledge
Standard One: Graduating Teachers knows what to teach
Indicator: Self Appraisal Evidence to Support Achievement
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)
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
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)
Professional Knowledge
Standard Two: Graduating Teachers know about learners and how they learn
Indicator: Self Appraisal Evidence to Support Achievement
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
Professional Knowledge
Standard Two: Graduating Teachers know about learners and how they learn
Indicator: Self Appraisal Evidence to Support Achievement
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
Professional Knowledge
Standard Two: Graduating Teachers know about learners and how they learn
Indicator: Self Appraisal Evidence to Support Achievement
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
Professional Knowledge
Standard Two: Graduating Teachers know about learners and how they learn
Indicator: Self Appraisal Evidence to Support Achievement
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)
Professional Knowledge
Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning
Indicator: Self Appraisal Evidence to Support Achievement
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
Professional Knowledge
Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning
Indicator: Self Appraisal Evidence to Support Achievement
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)
Professional Knowledge
Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning
Indicator: Self Appraisal Evidence to Support Achievement
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
Professional Knowledge
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
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
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
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)
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
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)
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
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)
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
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)
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
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
Professional Practice
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)
Professional Practice
Standard Five: Graduating Teachers use evidence to promote
learningIndicator: Self Appraisal Evidence to Support
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)
Professional Practice
Standard Five: Graduating Teachers use evidence to promote
learningIndicator: Self Appraisal Evidence to Support
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)
Professional Practice
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
Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning
communitiesIndicator: Self Appraisal Evidence to Support
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)
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning
communitiesIndicator: Self Appraisal Evidence to Support
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)
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning
communitiesIndicator: Self Appraisal Evidence to Support
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)
Professional Values & Relationships
Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning
communitiesIndicator: Self Appraisal Evidence to Support
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)
Professional Values & Relationships
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
Professional Values & Relationships
Standard Seven: Graduating Teachers are
committed members of the professionIndicator: Self Appraisal Evidence to Support
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.
Professional Values & Relationships
Standard Seven: Graduating Teachers are
committed members of the professionIndicator: Self Appraisal Evidence to Support
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)
Professional Values & Relationships
Standard Seven: Graduating Teachers are
committed members of the professionIndicator: Self Appraisal Evidence to Support
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.
Professional Values & Relationships