Graduating Teacher Standards
Graduating Teacher Standards
These standards recognise that the Treaty of Waitangi extends equal status and rights to Mori and
Pkeh alike.
Graduates entering the profession will understand the critical role teachers play in enabling the
educational achievement of all learners.
Professional Knowledge
Standard One: Graduating Teachers know what to teach
Final selfEvidence
appraisal
Arts: A- A fabulous Portfolio, You are very talented in Visual Art
a. Have content After completing
courses and
A Gibson 2013:
knowledge
implementing
appropriate
knowledge from
to the
learners and them in
Mathematics,
learning
areas of their English, and the
Mathematics and Statistics: Bprogramme. arts I now know
how to teach these
areas using
English literacy: A
effective planning
and teaching. I
have taught lessons
in social studies,
science and Te reo
on my practicums
c. Have
knowledge of
the relevant
curriculum
documents of
Aotearoa
New
Zealand.
Having studied
courses like
learning and
teaching, I have
become confident
with the content
within the
curriculum
document the
Achievement
objectives and
learning intentions
guide what I teach
while the values,
vision, principles,
competencies,
affects my
pedagogy and
outworking of my
teaching. I am
confident in using
both the New
Zealand
Curriculum
document and
supporting
documents such as
the Reading and
writing standards
and mathematic
standards.
d. Have content During practicum
five I had two EAL
and
pedagogical students, this really
opened my eyes to
content
how as an educator
knowledge
we can help or
for
hinder their
supporting
English as an learning journey.
Through
Additional
intentionally taking
Language
care with my
(EAL)
language and
learners to
putting into
succeed in
practice different
the
techniques enabled
curriculum.
children to get the
most out of the
lessons taught. I
also see the
importance of
teaching and
Languages Rationale
Yr 3 Hazel:
2. Explore the learning Languages essence statement, achievement
objectives and resources with a particular focus on its foundational
conceptual issues and goals and a Biblical Christian foundation.
3. Develop further understanding of planning and teaching students for
whom English is an additional Language.
Grade: B+
embracing other
cultures, and look
forward to doing
this intentionally in
my own class.
Standard two: Graduating Teachers know about learners and how they learn.
Final self-appraisal
a. Have knowledge Through completing a
course in Human
of a range of
development in PIPI 1 I
relevant
have a clear
theories and
research about understanding of
Bronfenbrenner, Blooms
pedagogy,
and Gardners beliefs
human
around the development
development
of the human, through
and learning.
this I have learnt about
the different levels of
learning and growth that
an individual goes
through as they grow and
how these experiences
shape and mould their
world view. Through the
Learning and teaching
paper I further learnt
about these theories, this
has equipped me with the
ability to not only
understand my students
but to also support them
in their spiritual,
emotional, physical,
Evidence
LTCS5125 Learning and Teaching : NZ Curriculum
ASSESSMENT Task 1Examination- B
Key learning theories and their implications for learning
and teaching.
The reciprocal nature of learning and teaching.
Learning and teaching in scripture. Overall grade: B
PIPI 1 Human development- learning intention 3- A-
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.
Standard three: Graduating Teachers understand how contextual factors influence teaching and
learning.
Final self-appraisal
a. Have an understanding Having a thorough understanding and grasp on
the world I live in, affects who I am as an
of the complex
educator and who my students are. Having
influences that
taught at both urban and country schools on
personal, social, and
my teaching experiences, as well as taking
cultural factors may
papers such as TCDC- Teaching children of
have on teachers and
diverse cultures, and as participating in the
learners.
immersion experience has equipped me with a
vast understanding of the cultural, economic,
and social and personal differences that are at
play in the education system.
Recognising the rich and strong Maori culture
b. Have knowledge of
in New Zealand has enabled me to use Te Reo
tikanga and Te reo
Mori to work effectively to enrich my learning. Through having
participated and involved myself in a Marae
within the bicultural
stay as well as teaching the knowledge gained
contexts of Aotearoa
in this time with students has enabled me to
New Zealand.
really understand and share a passion for Te
Reo maori
Evidence
List of practicums experienced:
TCDC overall mark: B+
Immersion evidence:
Completed at Maungatapu
Rumaki
technological trends
for their influence on
teaching, learning and
curriculum content
within their chosen
sector in Aotearoa NZ
3. create a website
where you report on
an in-depth inquiry into
one socio-scientific
issue or sociotechnological trend as
a basis for personal
development as a
leader of ideas and a
web-based resource
for others. Grade: C+
web resource address:
http://ipads-aideducation.weebly.com/
Diversity: Participating in an
immersion experience where I
was engaged in a Rumaki
Classroom for three days.
Introduction to education
Aoetearoa NZ, Grade: C+
d.
Professional Practice
Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality
teaching and learning environment
Final self-appraisal
Evidence
Throughout my time in the
classroom I have improved
immensely at planning with the
end in mind, through setting a
vision and planning to work
towards this goal with the class,
whilst continually reflecting with
intention means that I am able to Tutor report-practicum 5
have informed planning that
maximises learning.
Through using both
cumulative and unit plans I
have not only linked each
lesson and integrated them
well, but have also seen
student need and adapted
lessons both prior to teaching
and whilst teaching. lessons
not only connect with one
another but are also
integrated throughout the
curriculum and to the
individual.
AT feedback- Practicum 5
Ko OPhaelan te iwi
Ko George ko Brian ko Julius ko Joe ko Janice
ratou Ko Judith oku tupuna
Ko Andrew ko Dudley ratou Lee-ann oku matua
Ko Timothy rawua Benjamin oku tungane
Ko Patrice toku tuakana
Ko Olivia toku teina
No Waotu ahau
Ko te whare tauira O peterehema te kura
Ko Michaela Rose OPhaelan toku ingoa
No reira tenakoutou katoa
g. demonstrate
commitment to and
strategies for
promoting and
nurturing the
physical and
emotional safety of
learners.
Throughout all of my
practicums this has been a
prominent strength of mine. A
great way that I not only built
relationship in the short
amount of time but also
provided a nurturing
environment where children
felt safe and secure. This is
evident in the feedback from
individual parents, associate
teachers and students.
a. Systematically
and critically
engage with
evidence to
reflect on and
refine their
practice.
Final self-appraisal
Having further experience in Practicum
four and five I can see personal growth in
this area. Intentionally reflecting upon my
teaching practice has enabled me to
effectively grow and teach my students to
their individual needs. Therefore making
learning more meaningful to each student.
Through engaging and completing in my
own research report around questioning
Evidence
Prac 2:Tutor report: Michaela has Identified needs
and has planned to meet those needs, while
constructing creative lessons to keep students
engaged
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/caregive
rs and staff.
Final self-appraisal
Having had many
experiences throughout
my degree has meant that
not am I only
knowledgeable about
other cultures and diverse
learners but recognise
how these differences
affect the childs world
view and ultimately how
Evidence
Immersion- COMPLETE
Tutor Report: Practicum 4, Michaela seeks to
understand the individual and their situation.
c. Build effective
relationships with their
learners.
d. Promote a learning
a. Uphold the
New
Zealand
Teachers
Council
Code of
Ethics/Ng
Tikanga
Matatika.
Final selfEvidence
appraisal
My commitment
Practicum 2, Teacher Evaluation Report.
and respect for the
education system
that I am entering
has developed
throughout my time
in my degree. I have
always strived to
uphold the Code of
Ethics and have
Practicum 5, Reference from Aaron Joe
being professional
in every situation I
find myself in. I
have done so
through
Professional
relationships with
my learners,
engaging in
professional
development,
working alongside
staff and parents as
well as catering for
the needs of the
diverse learner.
Ithrough
intentionally going
through the Code of
ethics I understand
what is required and
have the personal
disposition to live
them out with
personal integrity.
Throughout PIPI 3
we looked at what it
b. Have
knowledge being a professional
meant. Through
and
understandi reading literature
around this subject
ng of the
Research report-
Practicum 4
Tutor report-
ethical,
professiona
l and legal
responsibili
ties of
teachers.
c. Work cooperatively
with those
who share
responsibili
ty for the
learning
and
wellbeing
of learners.
and professional
discussion with
peers I realised the
responsibilities and
possible dilemmas.
I learnt about how
we can intentionally
improve our
practice and
through we we are
showing
commitment to our
learners through
looking out for their
well-being. Also I
learnt the
importance of
working with
colleagues within
your
Throughout both
practicum two and
five it was
commented that I
was willing to ask
for help and take on
board advice from
those around me. In
Practicum four it
was noted that a
Rachelle Hulbert-
major strength of
mine was my teachability and attitude
that took on
feedback with an
open mind and heart
to improve.
Working with
associate teachers
has shown me just
how valuable other
staff members and
educational team
members are.
d. Are able to Throughout my
Journey as a student
articulate
teacher I have been
and justify
able to develop a
an
personal
emerging
professional
personal,
professiona passionate creed
that captures the
l
philosophy essence of who I am
of teaching as an educator.
Through numerous
and
reworks and
learning.
refining my
passionate creed I
have captured
several points that I
Passionate Creed:
Make a safe learning community,
where individuals can discover and explore their giftings and
passions.
Enabling creative engagement with hands on learning, that
has application
and relevance in their lives, while personally being a gracious,
holistic teacher
Communitycommunity is one thing that I really valued about this practicum, while
I didnt
notice the whole school community I really felt a part of the room
their family
feel passionately
about.
My metaphor and
philosophy of
education have also
been intentionally
reflected and built
upon over the past
three years.
and enjoyed spending time getting to know each individual that made
up our
class.
Application and relevanceI think that learning that has little or no relevance to a childs life has
little or no meaning to be taught. Learning who a child is through
being
relational and taking the time to find out what they are passionate
about means
that you can include their interests in your learning making it more
engaging,
while you as the teacher must scaffold them and lead them in the way
you want
them to go, there is a difference between a child doing their work and
owning
their work. I want children to be proud of their work, to have
opportunities to
bring who they are to the table and for them to realise that being
different is
great because we all have our strengths and weaknesses that we bring
to the
table.
GraciousI have been noted to be a gracious teacher, and I think that the three
qualities
that I have heard over and over again are valuable qualities for any