To become a provisionally registered teacher in New Zealand, I have to gain evidence and write reflections that demonstrates that I meet the Graduating Teacher Standards.
STANDARD 1: GRADUATING TEACHERS KNOW WHAT TO TEACH.
I have content knowledge appropriate to the learners and to my learning areas.
- I have a Bachelor of Arts from the University of Auckland in Film, TV and Media Studies, and English.
- My own movie blog demonstrates my knowledge of film culture, film history, and the skills necessary to evaluate films.
- My first short film called Hey Beautiful demonstrates my knowledge of screenwriting, directing and film production.
- My blog posts on the Social Media NZ blog demonstrates my knowledge on the impact of social media on the media-entertainment industry.
- My webshow, The Social Life, which I co-produced, demonstrates my knowledge of the impact of social media in New Zealand.
I have pedagogical content knowledge appropriate to the learners and learning areas of my programme.
- My understanding of pedagogy.
- I make my teaching relevant to a multi-cultural environment by incorporating a pedagogy that is culturally responsive.
- I believe scaffolding is good pedagogy. This formal writing resource “AFOREST” is a good example of how I scaffold learners.
- I often refer to The Pedagogy Wheel when I design tasks for digital environments.
I have knowledge of the relevant curriculum documents of Aotearoa New Zealand.
- I have knowledge of the relevant curriculum documents, The New Zealand Curriculum,NAGs, NEGs, NZQA, Nga Tikanga Matatika and Tataiako.
- Here are some specific examples of how I incorporate the key competencies from the New Zealand curriculum documents into my lessons.
- I know how to select achievement objectives from the New Zealand curriculum document relevant and appropriate for the year level and the lesson. See lesson plan, highlighted in yellow.
I have content and pedagogical knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum.
STANDARD 2: GRADUATING TEACHERS KNOW ABOUT LEARNERS AND HOW THEY LEARN.
I have knowledge of a range of relevant theories and research about pedagogy, human development and learning.
- In this essay, I discuss a range of relevant theories and research about pedagogy, and their impact on my understanding of what it means to be an effective teacher.
- In my unit plan, I meet the needs of a range of learning styles.
- I have attended every BYOD conference at Orewa College. In this folder, I have collected all the resources on effective pedagogy in a digital environment.
I have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation.
- In this essay, I explain the principles and purposes of assessment. I also justify my purpose for using prior knowledge evaluations, formative assessment, and summative assessment.
I know how to develop metacognitive strategies of diverse learners.
STANDARD 3: GRADUATING TEACHERS UNDERSTAND HOW CONTEXTUAL FACTORS INFLUENCE TEACHING AND LEARNING.
I have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners.
- In this essay, I discuss how the issue of boys’ underachievement has a complex influence on teachers and learners. I conclude that we must not lose sight of the fact that there’s a greater disparity in achievement between students of different socio-economic backgrounds and ethnicities, than between boys and girls.
I have knowledge of tikanga and te reo Maori to work effectively within the bicultural contexts of Aotearoa New Zealand.
- I broadened my knowledge of tikanga and te reo Maori when my colleagues joined me on a visit to Awataha Marae on Auckland’s North Shore. At Awataha, we participated in a powhiri, waiata and haka. I enjoyed learning about Maori art, culture, tradition, protocol and spirituality. I even got the opportunity to delivermy mihi to colleagues.
- 100 Maori Words Every New Zealander Should Know is a website I refer to often to improve my knowledge of the meanings of Maori words, and the pronunciation of those words.
- I love this incredible speech by Mt Roskill Grammar student and prefect; Joshua Iosefo, which enlightened me of the multicultural contexts of Aotearoa New Zealand.
I have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.
STANDARD 4: GRADUATING TEACHERS USE PROFESSIONAL KNOWLEDGE TO PLAN FOR A SAFE, HIGH QUALITY TEACHING AND LEARNING ENVIRONMENT.
I draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.
- When I plan and create students centered learning activities, I use this matrix (combining Bloom and Gardner’s pedagogies) to support and engage high level thinking skills and multiple intelligences.
- I am developing my pedagogical content knowledge, specifically Project Based Learning, to plan new units.
I use and sequence a range of learning experiences to influence and promote learner achievement.
- My passion for technology is a major tool in achieving my ambition to cultivate life long love of learning. In this lesson, I incorporate old and new technology to create a dynamic learning experience. Following the lesson, I wrote thisreflection to understand how I could better influence and promote learner achievement.
- In this reflection, I identify what I did to strike a careful balance between teacher directed and student directed learning to promote achievement.
I demonstrate high expectations of all learners, focus on learning and recognise diversity.
- In my unit plan, the focus is on learning to think critically of the messages Disney to sends to young children. I recognize diversity by creating learning experiences that acknowledge a range of abilities, learning styles, pedagogies, levels of thinking, cultures and literacy.
I demonstrate proficiency in oral and written language (Maori or English), in numeracy and in ICT relevant to my professional role.
- In these images, I am using Powerpoint to communicate to leaners. I have experience using Smartboards also.
- In my unit plan, I discuss my own rationale for the use of ICT in the classroom.
- My presentation to teachers from the Suratthani Rajabhat University in Thailand required me to justify how I use technology in the classroom to create engaging learning experiences advance the cognitive abilities of students.
- My presentation to my fellow student teachers required me to articulate and justify the use of social media in the classroom.
- In this folder, I have collected resources on how to be an effective teacher in a digital environment.
- I created this website to demonstrate my proficiency using ICT. Every image you see here I created also using my iPhone and/or Instagram.
- This Prezi shows that I am proficient using ICT to illustrate points and communicate dense information visually to my students.
I use te reo Maori me nga tikanga-a-iwi appropriately in my practice.
- In this folder, you will find lesson plans and resources I created and used to teach my unit on Disney, a historically Pakeha topic, which I made relevant for Maori learners by asking them to draw links between tikanga Maori and Disney films. Their perspective dictated the direction of the lesson.
- I would formally introduce myself to a new class by reciting my mihi, and invite them to do the same.
- Promoting Maori in the Classroom is a website I refer to for recommendations of how I can use te reo Maori appropriately in my practice.
I demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.
- I attended a professional development seminar where this resource helped me understand how I can care for learners with a serious medical condition — i.e. diabetes, anaphylaxis or epilepsy
- I refer to this resource created and distributed by Rainbow Youth to create environments in which everyone feels safe, respected and valued, and where bullying about sexuality and gender diversity is not accepted.
STANDARD 5: GRADUATING TEACHERS USE EVIDENCE TO PROMOTE LEARNING.
I systematically and critically engage with evidence to reflect on and refine my practice.
- I am currently completing a research project on how BYOD or the use of 1:1 devices in the classroom can, if implemented correctly, can transform pedagogy and advance student’s cognitive abilities.
- I believe this writing best demonstrates my ability to reflect on and refine my practice.
- This folder contains all the reports and feedback from my teaching colleagues, which has helped me to reflect on and refine my practice.
I gather, analyse and use assessment information to improve learning and inform planning.
- I used this prior knowledge evaluation to find out about the student’s own experience of Disney so that I can draw meaningful links between new information and their own childhood.
- In this reflection, I discuss how a marking and moderation process impacted on my practice.
- I have created these sample sheets for recording student progress, in a prior knowledge evaluation, and informative assessment.
I know how to communicate assessment information appropriately to learners, their parents/caregivers, and staff.
- I believe that this summative assessment task for my unit plan demonstrates my ability to communicate assessment information to learners.
- I believe that this assessment schedule for my unit plan demonstrates my ability to communicate assessment information to staff.
- When I introduce learners to a new topic or standard, I use Notability to draw attention and highlight pertinent assessment information, and how they can achieve excellence.
STANDARD 6: GRADUATING TEACHERS DEVELOP POSITIVE RELATIONSHIPS WITH LEARNERS AND THE MEMBERS OF THE LEARNING COMMUNITY.
I recognise how differing values and beliefs may impact on learners and their learning.
- In this reflection, I recognize how a difference in values and beliefs between myself and a student may have an impact on learners and learning.
- In this reflection, I recognize how a difference in beliefs threatened to damage a positive learning environment.
- In this reflection, I recognize how beliefs over how to best manage behaviour in the classroom impacted my own practice.
I have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, whanau/families, and communities.
- I use 21st century communication tools (text, email and social media) to establish productive relationships with those who care for the learner. I use the tools to involve them in the education of their children, but respect their privacy. In fact, I have advised parents on the functions of social media so they can improve their care of the learner.
- My attendance at Orewa College’s Media Studies Awards demonstrates my ability to celebrate student achievement alongside parents, caregivers, whanau and community.
I build effective relationships with my learners.
- My reflection on how I am developing my ability to build rapport with learners.
- When my Year 9 students at Pinehurst School threw me a surprise party on my last day of placement, I was overjoyed. In this blog post, you will see kind words of support for me and my teaching.
- As a result of my ability to build effective relationships with my learners, I received this testimonial from a student, who also had kind words of support for me and my teaching.
- The most extraordinary thing to happen to me on placement.
I promote a learning culture which engages diverse learners effectively.
- In my unit plan, I meet the learning needs of learners with a range of abilities.
- I use Apple’s iOS Accessibility features to meet the needs of learners with vision, hearing, physical or motor impairments in a digital environment.
I demonstrate respect for te reo Maori me nga tikanga-a-iwi in my practice.
- I have incorporated cultural competencies (including nga tikanga-a-iwi) into my unit plan with the help of the Tataiako: Cultural Competencies for Teachers of Maori Learners document.
- In this folder, you will see how I demonstrate respect for nga tikanga-a-iwi by encounraging students to reflect on how Maori values (including whanau and whanaungatanga) is presented in film.
STANDARD 7: GRADUATING TEACHERS ARE COMMITTED MEMBERS OF THE PROFESSION.
I uphold the Aotearoa New Zealand Teachers Council Code of Ethics / Nga Tikanga Mataika.
- My commitment to learners, whanau, society and the profession.
- I have demonstrated that I will uphold the Aotearoa New Zealand Teachers Council Code of Ethics by encouraging my colleagues to create a class treaty on the ethical and responsible use of social media in the classroom as per the New Zealand Teachers Council suggestions on the topic.
I have knowledge and understanding of the ethical, professional and legal responsibilities of teachers.
- I have knowledge of the following documents which stress the ethical, professional and legal responsibilities of teachers: Gifted and Talented Students, Te Kotahitanga, The Pasifika Education Strategy,The Ka Hikitia Maori Education Strategy and Tataiako.
I work cooperatively with those who share responsibility for the learning and wellbeing of learners.
- I have taught and facilitated professional development seminars and workshops at AUT University, Yoobee School of Design, South Seas Film & TV School, Orewa College and Study Auckland to advance an open and collaborative professional culture. I share my knowledge, digital resources and social networks to further the profession.
- After I delivered a professional development workshop to Orewa College on the value of blogging in education, my teaching colleague called me an “inspirational educator” on her teaching blog. I also received glowing feedback (via text message and email) on my ability to cooperate, share knowledge and resources with my teaching colleagues.
I am able to articulate and justify an emerging and professional philosophy of teaching and learning.
- My emerging and professional philosophy of teaching and learning.