5 & 6
5. Graduating Teachers use evidence to promote learning
a. systematically and critically engage with evidence to reflect on and refine their practice
Initial appraisal:
During my first two years at BTI by reflection skills have developed greatly, and I can now going into my third year I reflect deeply and meaningfully.
On practicums I have used reflection to show growth and the areas that I am lacking knowledge in.
As a teacher this is something I will continue to do, to better my practice.
a. systematically and critically engage with evidence to reflect on and refine their practice
Initial appraisal:
During my first two years at BTI by reflection skills have developed greatly, and I can now going into my third year I reflect deeply and meaningfully.
On practicums I have used reflection to show growth and the areas that I am lacking knowledge in.
As a teacher this is something I will continue to do, to better my practice.
Evidence
Assignment description from: PIPI 7321: Being & Becoming: Teacher as Professional course outline-2015.
ASSESSMENT TASK 2: Professional Inquiry Research Project
This assessment task requires you to conduct, report and reflect on one professional inquiry related to your ‘talk’ in the classroom. Data for this professional inquiry will be an audiotape of one hour of your own teacher talk (i.e. yourself teaching). This data will then be analysed, and a related literature review undertaken before setting goals for professional development in Practicum Five. Reflection on your growth during Practicum Five will celebrate this and lead to setting ongoing goals as a beginning teacher.
Section from marking rubric:
Recent practicum experience reflection: Recent practicum reflection is descriptive and clearly focused on professional development goals. Reflective comment includes consideration of strengths and weaknesses as well as possible alternative choices to enrich experience.
Grade received: A-
Comment from Marion Sanders: Practicum 4 on personal reflections- " Ella recognises both the strengths and weaknesses of her teaching personality. As she has opportunity to develop these further she will build a stronger sense of security as a teacher. She especially acknowledges the value of reflecting on feedback".
ASSESSMENT TASK 2: Professional Inquiry Research Project
This assessment task requires you to conduct, report and reflect on one professional inquiry related to your ‘talk’ in the classroom. Data for this professional inquiry will be an audiotape of one hour of your own teacher talk (i.e. yourself teaching). This data will then be analysed, and a related literature review undertaken before setting goals for professional development in Practicum Five. Reflection on your growth during Practicum Five will celebrate this and lead to setting ongoing goals as a beginning teacher.
Section from marking rubric:
Recent practicum experience reflection: Recent practicum reflection is descriptive and clearly focused on professional development goals. Reflective comment includes consideration of strengths and weaknesses as well as possible alternative choices to enrich experience.
Grade received: A-
Comment from Marion Sanders: Practicum 4 on personal reflections- " Ella recognises both the strengths and weaknesses of her teaching personality. As she has opportunity to develop these further she will build a stronger sense of security as a teacher. She especially acknowledges the value of reflecting on feedback".
b. gather, analyse and use assessment information to improve learning and inform planning
Initial appraisal: Confident
I feel very confident in this area. I have had numerous opportunities while on practicums to reflect daily on lesson plans. I have used assessment I gained from students learning to alter my planning.
On practicum 3 I worked with 2 students on their literacy, where the main focus was how I planned in light of my assessment. For this practicum I received a very-good.
On practicum 4 I used individual records of students growth during each lesson (if they met the learning intentions and success criteria), and used that to alter my planning.
I feel very confident in this area.
Initial appraisal: Confident
I feel very confident in this area. I have had numerous opportunities while on practicums to reflect daily on lesson plans. I have used assessment I gained from students learning to alter my planning.
On practicum 3 I worked with 2 students on their literacy, where the main focus was how I planned in light of my assessment. For this practicum I received a very-good.
On practicum 4 I used individual records of students growth during each lesson (if they met the learning intentions and success criteria), and used that to alter my planning.
I feel very confident in this area.
Evidence
c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff
Initial appraisal:
I feel very confident in communication assessment information- both verbal and written feedback to learners and to staff. On practicum 3 I had the opportunity to communicate with the parents of my 2 students via letter and communication book (see evidence task 4: Whanau relationships). Both parents didn't comment in the communication book, but did read my entries. I am still working on communicating this information with parents/caregivers. I'm sure I will have the opportunity to work on this is future practicums.
Final appraisal:
I had the opportunity to sit in on parent teacher interviews on practicum 4. This helped me see how teachers communicate with parents and I was able to make some comments about students to their parents. I now feel confident doing this.
Initial appraisal:
I feel very confident in communication assessment information- both verbal and written feedback to learners and to staff. On practicum 3 I had the opportunity to communicate with the parents of my 2 students via letter and communication book (see evidence task 4: Whanau relationships). Both parents didn't comment in the communication book, but did read my entries. I am still working on communicating this information with parents/caregivers. I'm sure I will have the opportunity to work on this is future practicums.
Final appraisal:
I had the opportunity to sit in on parent teacher interviews on practicum 4. This helped me see how teachers communicate with parents and I was able to make some comments about students to their parents. I now feel confident doing this.
Evidence
Comment from Adele Huka: Practicum 4 (Maungatapu primary) "It was evident that Ella built strong relationships with students during the parent teacher interviews in week 8".
6. 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
Initial appraisal:
During the writing of this eportfolio we looked into 'Meigans component theory'. This theory helped me become aware of the numerous values and beliefs students have and what an impact they have on their learning. This theory was the building blocks for my philosophy of education and contributed to my CV. The difference between the beliefs in students on practicum 2 at Bethlehem college and practicum 4 at Maungatapu primary were huge and made a difference in the way I taught, which impacts the learner.
Final appraisal:
Throughout my time at BTI I have worked with different students on numerous projects and have seen the impact working with students with different beliefs can have on the learning. My main learning was to be gracious and listen to all opinions while standing head fast in my own faith. I feel like I now have a clear understanding of how values and beliefs impact learners and their learning.
a. recognise how differing values and beliefs may impact on learners and their learning
Initial appraisal:
During the writing of this eportfolio we looked into 'Meigans component theory'. This theory helped me become aware of the numerous values and beliefs students have and what an impact they have on their learning. This theory was the building blocks for my philosophy of education and contributed to my CV. The difference between the beliefs in students on practicum 2 at Bethlehem college and practicum 4 at Maungatapu primary were huge and made a difference in the way I taught, which impacts the learner.
Final appraisal:
Throughout my time at BTI I have worked with different students on numerous projects and have seen the impact working with students with different beliefs can have on the learning. My main learning was to be gracious and listen to all opinions while standing head fast in my own faith. I feel like I now have a clear understanding of how values and beliefs impact learners and their learning.
Evidence
Enriching the Curriculum course outline LTCS 7322, 2015. Part of assignment 2 involved working in a group of three integrating our individual unit plans into a combined unit plan which encompassed the best of all three. This involved working with others who had different beliefs and values and still maintaining a respectful learning relationship.
Enriching the Curriculum course outline LTSC 7322, 2015 assignment 1. This involved working in groups to discuss various literature, listening to the point of view of others and learning how different worldviews affect learning and learners. This was a task that taught me to have patience and be gracious with those who have other opinions, because we can learn something from everyone.
Course reading from PIPI 7321, 2015
Meighan, R., (1986). Ideologies of education. In, A sociology of educating, (pp. 179-192), Saint Louis, MO: Holt, Rinehart &
Winston.
Learning intentions from Teaching Children from Diverse Cultures course outline LTCS 7303S, 2015
Meighan, R., (1986). Ideologies of education. In, A sociology of educating, (pp. 179-192), Saint Louis, MO: Holt, Rinehart &
Winston.
Learning intentions from Teaching Children from Diverse Cultures course outline LTCS 7303S, 2015
b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities
Initial appraisal:
I have the skills to work well in a team, listening to other peoples opinions and ideas and contributing my own. On practicum 2 I worked well in my year 6 team.
I am still lacking some knowledge on working effectively with parents/caregivers.
Final appraisal:
On practicum 5, I had the opportunity to go on school camp. This was a chance for me to work collaboratively with parents to benefit the learners.
Initial appraisal:
I have the skills to work well in a team, listening to other peoples opinions and ideas and contributing my own. On practicum 2 I worked well in my year 6 team.
I am still lacking some knowledge on working effectively with parents/caregivers.
Final appraisal:
On practicum 5, I had the opportunity to go on school camp. This was a chance for me to work collaboratively with parents to benefit the learners.
Evidence
Comment from Carol Simms-Cook: Practicum 2 (Bethlehem College) "Ella is confident and mature in her dealings with both parents and teachers".
c. build effective relationships with their learners
Initial appraisal: Confident
I look at relationships as the most important part of teaching. It is the backbone of all teaching. Forming effective relationships with my students is something I pride myself on and I have proven numerous times on practicums that I am capable of doing so.
I feel very confident with this GTS and its the part of teaching I enjoy most.
Initial appraisal: Confident
I look at relationships as the most important part of teaching. It is the backbone of all teaching. Forming effective relationships with my students is something I pride myself on and I have proven numerous times on practicums that I am capable of doing so.
I feel very confident with this GTS and its the part of teaching I enjoy most.
Evidence
Comment from Adele Huka: Practicum 4 (Maungatapu primary) "Ella quickly established an amazing relationship with the children from day one".
Comment from Carol Simms-Cook: Practicum 2 (Bethlehem College) "Ella is confident and establishes strong, positive relationships with students".
Comment from Carol Simms-Cook: Practicum 2 (Bethlehem College) "Ella is confident and establishes strong, positive relationships with students".
d. promote a learning culture that engages diverse learners effectively
Initial appraisal:
Over my time at BTI, I have learnt to differentiate my lessons for diverse learners. I need to be aware of how I can create activities and learning tasks to suit all learners. This is something I will continue to work on in my future practicums.
Final appraisal:
From practicum 4 and 5, I now feel confident to plan and engage diverse learners in my lessons.
Initial appraisal:
Over my time at BTI, I have learnt to differentiate my lessons for diverse learners. I need to be aware of how I can create activities and learning tasks to suit all learners. This is something I will continue to work on in my future practicums.
Final appraisal:
From practicum 4 and 5, I now feel confident to plan and engage diverse learners in my lessons.
Evidence
e. demonstrate respect for te reo Māori me ngā tikanga-ā-iwi in their practice
Initial appraisal:
At the outset of my degree I didn't understand the Maori culture, which lead to a lack of respect. Since my time at BTI I have come to appreciate Tikanga practices and see the importance of integrating them into my teaching. My immersion experience at Rosebank Primary in Auckland helped open my eyes to the importance of teaching bi-culturally.
Final appraisal:
On practicum 4 at Maungatapu primary, I had to opportunity to go on a Marae stay and practice integrating Maori into the classroom as well as teaching art based around the Marae stay. This was a fantastic opportunity for me and grew my respect for te reo Maori practice.
Initial appraisal:
At the outset of my degree I didn't understand the Maori culture, which lead to a lack of respect. Since my time at BTI I have come to appreciate Tikanga practices and see the importance of integrating them into my teaching. My immersion experience at Rosebank Primary in Auckland helped open my eyes to the importance of teaching bi-culturally.
Final appraisal:
On practicum 4 at Maungatapu primary, I had to opportunity to go on a Marae stay and practice integrating Maori into the classroom as well as teaching art based around the Marae stay. This was a fantastic opportunity for me and grew my respect for te reo Maori practice.
Evidence
Learning intention 3 from PIPI 6222 Being and becoming: Teacher as leader- 2014
3. Experience a noho marae in order to more authentically engage with an understanding of Te Ao and tikanga Māori – including an intentional focus on Āta and Ātea principles and protocols.
Excerpt from PIPI 6222 Being and becoming: Teacher as leader course outline-2014
Entry 4: Noho Marae Experience
Write a 1000 word (approx) personal reflection on the noho experience. Include the
influence of significant Maori leaders discussed, general marae protocols and your understanding of and potential application of āta principles and marae ātea. Terms of this entry include your presentation of Mihimihi and approved whakatauki during the Noho Marae experience.
Grade received: A-
3. Experience a noho marae in order to more authentically engage with an understanding of Te Ao and tikanga Māori – including an intentional focus on Āta and Ātea principles and protocols.
Excerpt from PIPI 6222 Being and becoming: Teacher as leader course outline-2014
Entry 4: Noho Marae Experience
Write a 1000 word (approx) personal reflection on the noho experience. Include the
influence of significant Maori leaders discussed, general marae protocols and your understanding of and potential application of āta principles and marae ātea. Terms of this entry include your presentation of Mihimihi and approved whakatauki during the Noho Marae experience.
Grade received: A-
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