Evidencing the graduating teacher standards.
Professional Knowledge:standard one: Graduating Teachers know what to teach a. have content knowledge appropriate to the learners and learning areas of their programme b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum See Graduating Teacher Standard 4 and Graduating Teacher Standard 5
standard two:
Graduating Teachers know about learners and how they learn a. have knowledge of a range of relevant theories and research about pedagogy, human development and learning b. have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation c. know how to develop metacognitive strategies of diverse learners d. know how to select curriculum content appropriate to the learners and the learning context By enabling students to use either text or pictures to complete this rubric, students were able to communicate in the mode that was most appropriate for their learning level. Using this rubric enabled me to include student voice in the assessment process as well as to build on improving students metacognitive processes by encouraging students to reflect on how their learning had developed.
This meets the Graduating Teacher Standards [GTS] 2(c) through the use of metacognitive strategies by providing a range of ways students can reflect on, and identify, their learning. Students being participants in self assessment also give the opportunity for students to voice their perspective on their learning. Including student voice is recognised as a key element in inclusive practice, and increased agency of learners, leading to higher engagement and increased achievement (Clarke, 2014; Ministry of Education, 2003; Ministry of Education, 2007; Ministry of Education, 2011). As a beginning teacher I will continue to use, and adapt, assessment tools to enable students to show their learning in a range of ways. This will also be reflected in the learning opportunities I provide through the use of strategies such as the Universal Design for Learning (Gargiulo & Metcalf, 2013). 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 b. have knowledge of tikanga and the reo Māori to work effectively within the bicultural contexts of Aotearoa New Zealand c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand Within this lesson plan I aimed to provide an opportunity for students to share their culture with the rest of our class community. Using Te Reo Māori as our platform students shared information about their sense of belonging, place of origin and their tūrangawaewae (standing place).
This meets the GTS 3(a) through the inclusion of students culture within the classroom, and through reflecting on how it differs, or is the same, as others. It recognises the importance of maintaining their own identity has but also aides in gaining a deeper perspective of the diversity and culture of others, and how these beliefs and values influence their everyday life. This shows students manaakitanga and helps to build whanangatanga within the classroom. (Macfarlane, 2004; MoE, 2007. p14; MoE, 2011). My future practice will continue to provide opportunities for students to grow in their sense of who they are and what they believe in, and to reflect on what this means for them in the wider world. These factors are required to develop students who reflect the Principles, Values and Key Competencies of The New Zealand Curriculum (MoE, 2007). |
Professional practice: 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 b. use and sequence a range of learning experiences to influence and promote learner achievement c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity d. demonstrate proficiency in oral and written language (Māori and/orEnglish),in numeracy and in ICT relevant to their professional role e. use te reo Māori me ngā tikanga-ā-iwi appropriately in their practice f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners When planning this unit plan I wanted to ensure that all students had the ability to access and learn from our experiments.
Research tells us that students learn in many different ways (Duckett & Tatarkowsk , n.d. ; Gardner, 1983 ). In order for me to provide learning opportunities that all students can relate to, and gain success in, I needed to consider who is in my class and how I can cater for their diversity. This can only be achieved as a result of getting to know the students, and how best to help them reach their potential. This lesson required me to provide opportunities that were visual, written and involved "doing" in a range of group and individual tasks while remaining focused on the achievement objectives. Evident in this plan are: GTS 1(a) - suitable tasks were selected for learners, remaining focused on the achievement objectives, within a range of experiences to meet learners differing needs. GTS 4 (c) - the provision of a range of learning experiences aimed at ensuring all students had maximum opportunities for gaining success. My future planning must continue to explore the use of strategies which enable students to have equal access to success based on their diverse needs. Using strategies such as the Universal Design for Learning (Gargiulo & Metcalf, 2013) will assist me in planning a learning environment where students are self directed and active participants in creating their own success. In doing so, I aim to provide a classroom culture where students are motivated to take risks with their learning, where success is cool and I have high expectations for every individual, regardless of barriers. standard five:
Graduating Teachers use evidence to promote learning a. systematically and critically engage with evidence to reflect on and refine their practice b. gather,analyse and use assessment information to improve learning and inform planning c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff This assessment book meets the GTS 5 (b) through the gathering and analysis of information to inform my teaching and planning. It evidences where students have gained success, and identifies when progress has been made. The initial lesson, and formative assessment, were used to determine gaps in students knowledge to inform my planning and make the next steps for teaching. By recording this information I will be able to use this for future reporting, and to refer to when making decisions about appropriate content and the appropriate level of teaching required across the curriculum, also reflecting GTS 1 (a).
The use of assessment to inform teaching and track progress of learning is identified (Clarke, 2003; Ministry of Education, 2007) as a key tool in ensuring best practice within the classroom setting to improve teaching and outcomes for students. In future I will continue to use it to reflect on learning, but also to provide evidence of my self reflection, as part of the Teaching as Inquiry model (MoE, 2007. pp35), to improve my teaching practice. |
professional values and relationships:standard six:
Graduating Teachers develop positive relationships with learners and the members of learning communities a. recognise how differing values and beliefs may impact on learners and their learning b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities c. build effective relationships with their learners d. promote a learning culture that engages diverse learners effectively e. demonstrate respect for te reo Māori me ngā tikanga-ā-iwi in their practice The following is my letter of application to Canterbury University. It clearly identifies my passion to accept and recognise diversity within the classroom setting, and a desire to use this passion to improve the outcomes of my students, meeting GTS 6 (a,b,c,d).
Macfarlane (2004) and Tātaiako (2011) refer to the importance of not just identifying diversity but how it should co-exist in harmony within the classroom setting. This is a key factor in creating and inclusive classroom environment, helping to create the pūmanawatanga (Macfarlane, 2004) of the classroom and to build whanaungatanga (Macfarlane, 2004; MoE, 2011). Teacher attitude and beliefs are a major factor in students feeling accepted, having a safe place to grow and to explore their individuality. I must therefore continue to maintain a “Reflection is a catalyst for change” stance to create an inclusive classroom environment (Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M. & Rutherford, G. in Carrington and MacArthur, 2012. pp. 5). My desire is to continue this belief into my classroom practice through continuing to learn more about each learner, and their whānau, as they come into my classroom to ensure an inclusive environment for all learners. I will achieve this through the provision of opportunities for students and whānau to share their voice in both learning goals and our classroom culture. This may be achieve through student led hui or regular shared reflections.
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standard seven:
Graduating Teachers are committed members of the profession a. uphold the Education Council’s Code of Ethics/Ngā Tikanga Matatika b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers c. work co-operatively with those who share responsibility for the learning and well-being of learners d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning The above powerpoint presentation was created by myself and 5 other students. Our purpose was to explore how the relationship with our mentor teacher can help to establish our routines and practices at the beginning of the year, but also in an ongoing capacity. It referred to the Education Council of Aotearoa New Zealand (2015) and the guidelines set out to facilitate professional and productive relationships to support the transition into the classroom.
This document evidences GTS 7 (b) through an understanding of practice that is ethical, professional, and legally sound to create a safe, nurturing and responsive teaching and learning environment. It acknowledges the need for assistance of experienced colleagues to support my continued growth as a learner and to build effective classroom practice (McGee and Fraser, 2012; Educational Council of Aotearoa New Zealand [ECANZ], 2015). As a beginning teacher using the Teaching as Inquiry model (MoE, 2007), by engaging in reflective conversations with my mentor teacher, will ensure I continue to be committed to improving my practice. Referring back to this document in the future may assist me in ensuring I am being well supported as a provisionally registered teacher, in the journey to becoming a fully registered teacher. It provides direction for support and my rights and responsibilities within the mentor partnership.
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As a parent elected member of St Albans Primary School Board of Trustees for a second term, I believe I show a strong commitment to ensuring the success of the learning journey and well-being of my community. Through provision of NZSTA workshops I am able to gain additional perspective and deeper understanding of changes to the legislation, governance issues that impact teachers roles, the responsibilities within the school environments, and the impact of rights and responsibilities to the learners'. This demonstrates an understanding and commitment to GTS 7 (b).
Having been an active member of our master planning process I have been able to build my knowledge of new innovative learning environments and ILE pedagogy to assist me in my understanding of how these practices will look, feel, and sound in the classroom environment and the potential impacts on staff, students and whānau moving into them. Using research based pedagogy, such as Ministry of Education (n.d), and having access to NZSTA information, to reflect on and guide my practice, I will ensure I am providing students with strategies that are based on sound evidence but can be adapted to respond to the specific needs of my students. |
References:
Carrington, S., MacArthur, J., Kearney, A., Kimber, M., Mercer, L., Morton, M. & Rutherford, G. (2012). Towards an inclusive education for all. In Carrington, S. & MacArthur, J. (Eds.) Teaching in Inclusive School Communities. Queensland, Australia. John Wiley & Sons Australia.
Clarke, S., Timperley, H. & Hattie,J. (2003) Unlocking Formative Assessment. Auckland, New Zealand. Hodder Moa Beckett Publishers Ltd.
Clarke, S. (2014). Outstanding Formative Assessment: Culture and Practice. London, UK. Hodder Education.
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved
from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
Education Council of Aotearoa New Zealand (n.d.) Graduating Teacher Standards. As retrieved from https://educationcouncil.org.nz/sites/default/files/gts-poster.pdf
Education Council of Aotearoa New Zealand. (2015). Guidelines for induction and mentoring and mentor teachers: Retrieved from www.educationcouncil.org.nz.
Gargiulo, R.M. & Metcalf, D.J. (2013) Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, C.A. USA. Wadsworth Engage Learning.
Gardner, H. (1983) Frames of Mind adapted from various sources retrieved from http://www.learn.canterbury.ac.nz/
Macfarlane, A. (2004) Kia hiwa ra! Listen to Culture. Wellington, New Zealand. New Zealand Council for Educational Research.
McGee, C. & Fraser, D. (2012). The Professional Practice of Teaching (4thEds.) Victoria, Australia. Engage Learning Australia Pty Limited.
Ministry of Education (2003) Effective Literacy Practice in Years 1 to 4. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2007) The New Zealand Curriculum. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2011) Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand. Ministry of Education.
Ministry of Education (n.d) Innovative learning environments. As retrieved from http://ile.education.govt.nz
Clarke, S., Timperley, H. & Hattie,J. (2003) Unlocking Formative Assessment. Auckland, New Zealand. Hodder Moa Beckett Publishers Ltd.
Clarke, S. (2014). Outstanding Formative Assessment: Culture and Practice. London, UK. Hodder Education.
Duckett, I. & Tatarkowski, M. (n.d.) Learning styles and their application for effective learning as retrieved
from http://www.itslifejimbutnotasweknowit.org.uk/files/LearningStyles.pdf
Education Council of Aotearoa New Zealand (n.d.) Graduating Teacher Standards. As retrieved from https://educationcouncil.org.nz/sites/default/files/gts-poster.pdf
Education Council of Aotearoa New Zealand. (2015). Guidelines for induction and mentoring and mentor teachers: Retrieved from www.educationcouncil.org.nz.
Gargiulo, R.M. & Metcalf, D.J. (2013) Teaching in today's inclusive classrooms: A universal design for learning approach. Belmont, C.A. USA. Wadsworth Engage Learning.
Gardner, H. (1983) Frames of Mind adapted from various sources retrieved from http://www.learn.canterbury.ac.nz/
Macfarlane, A. (2004) Kia hiwa ra! Listen to Culture. Wellington, New Zealand. New Zealand Council for Educational Research.
McGee, C. & Fraser, D. (2012). The Professional Practice of Teaching (4thEds.) Victoria, Australia. Engage Learning Australia Pty Limited.
Ministry of Education (2003) Effective Literacy Practice in Years 1 to 4. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2007) The New Zealand Curriculum. Wellington, New Zealand. Learning Media Ltd.
Ministry of Education (2011) Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand. Ministry of Education.
Ministry of Education (n.d) Innovative learning environments. As retrieved from http://ile.education.govt.nz