Self-evaluation against the Graduating Teacher Standards

Using the Graduating Teacher Standards- 1, 2, and 4, I will self-evaluate myself against these
standards. The standards are set out by the Education Council New Zealand (ECNZ) and are in
place to ...protect the quality of teaching in New Zealand (ECNZ, n.d.). In order to become a
provisionally registered teacher, I must be able to provide evidence that I meet the standards for
a graduating teacher.
Professional Knowledge:
Standard one: Graduating teachers will know what to teach
a) Have content knowledge appropriate to the learners and learning areas of their programme.
As part of my studies with Bethlehem Tertiary Institute I have completed papers with a specific
focus on being able to plan, assess, and evaluate students performance and new learning
through using the New Zealand Curriculum, personal experiences, and other research,
resources, and techniques that will engage students in the learning and help the students move
through the learning progressions. Using this new knowledge and understanding of effective
and with deliberate acts of teaching, I have been able to see my own personal experience help
students become confident in their abilities and with a sense of freedom and safety in their
journey as learners. As well as the papers that I have studied at Bethlehem Tertiary Institute in
relation to the planning, assessment, and evaluation, I have also completed papers that have
specific learning focus that is relevant to areas of the curriculum, these areas included English,
maths, physical education, social sciences, music and science curriculum areas.
b) have pedagogical content knowledge appropriate to the learners and learning areas of their
programme
Before undertaking my study towards my Bachelor of Education - Teaching primary, I had
completed trade qualifications, and have had experiences working in industries that have help
me gain new knowledge and understanding of all areas of the curriculum that are of use in the
classroom. The engineering trade has been instrumental in becoming advanced in math,
science, technology, and social sciences. The freight forwarding industry has given me
knowledge that I am able to use in the English, social sciences, science, and math curriculum
areas. Using these skills I have obtained through my life I am able apply them to the students
learning and understanding and to keep their interest in their learning through sharing what is
available to the students to aim for.
c) have knowledge of the relevant curriculum documents of Aotearoa New Zealand
My studies with Bethlehem tertiary Institute have allowed me to explore the importance and
value of the New Zealand Curriculum (NZC), as well as other documents for specific curriculum
areas. As part of the three years of study we complete units that are pushing us further through
the curriculum and enriching our understanding. It all started with the basic understanding of the
foundation of the Aotearoa New Zealand education system and history, and then into the
creation of the NZC with teaching about the consultation and development of the document.
Throughout the second year we were taught how to use the NZC for planning, assessment, and
evaluation. In the second year we also were taught how to use the NZC for differentiation to
accommodate all learners and abilities. Other documents that are relative to the NZC are the
Literacy Learning Progressions, Reading and Writing Standards for years 1-8, The Numeracy
Project, and the Math Standards for years 1-8. Using this information and documents I have
been able to refine and develop my understanding of the NZC and relevant documents, which
has been used to help shape effective planning and assessment that is clearly linked to the
Achievement Objectives outlined in the NZC.
d) have content and pedagogical content knowledge for supporting English as an Additional
Language (EAL) learners to succeed in the curriculum
As part of my degree, I had to participate in an immersion experience in a specific focus on the
diverse child. I participated by working alongside and contributing to teaching in the Mangere
Refugee Resettlement Centre. Here I worked with students who had very little knowledge of the
English language. Being in this immersion experience I found how difficult teaching English as
an additional language can be, yet know how important the teacher and their demeanour is to
help the students engage in learning English. For me, this journey is only just starting as I know
I will need to be more proficient in being able to teaching children English as a additional
language.
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
One of the course subjects is known as PIPI, and it is completed in three sections over the
course of the 3 year degree. The PIPI subject in the first year covers the human development,
behavioral theories, and being and becoming a teacher. The topics studied are set out
specifically to help develop student teachers into becoming wise educators who are able to
apply theories studied and place into practice in the classroom. Another area of my study that
will assist me in being the teacher that is able is the Diversity paper where we are taught about
students with specific learning needs and of varying abilities.
b) have knowledge of a range of relevant theories, principles and purposes of assessment and
evaluation
During my studies at BTI, I have been able to use the training that I have been given during the
course of my studies to apply in my teaching experiences, as well as my practicum experience,
to enhance my understanding and developing profession of what is needed to become a
teacher who is able to assess and evaluate students and their learning according to them
culturally, holistic, and community needs. I have been able to adapt my teaching technique to
meet these needs so that they are part of an inclusive and accommodating classroom that can
serve them to meet the type of assessment needs that will help shape their progression and
development of their learning. This achievement has not been on knowledge of those who have
been teaching me, but rather of being able to read, critique, and apply new learning in my
practice that has been instrumental in my development as a professional teacher and how I
apply these new learnings in my practice. This included the Blooms taxonomy to encourage
higher order thinking that would help not only engage the students thinking and learning for the
subject, but also help create a way of thinking that would help them further themselves in their
new learning and development as a person of the community.
I have found that developing my teaching technique to accommodate the student has been
instrumental to their learning needs and development. Using ideas and studies on how students
learn and develop through classroom development and instruction has helped me shape my
planning and disciplinary actions t meet the needs of the student. For instance, using the time
out area to shift problem students has only highlighted the need specific to the student. Does
the student create this scenario to show me that they are struggling in this area and are in need
of further assistance to help them grow in this area? This is where professional development,
with the understanding of the holistic needs of the students, along with instruction encourages
further understanding to allow for the developing teacher to grow.
c) know how to develop metacognitive strategies of diverse learners
While on practicum I was exposed to year 3 students and the varying types of thinkers in the
classroom. There were students with special needs which ranged for autism to ADHD, and
through personal matters. My studies have helped me start to become a teacher that is
relational, transformative and responsive to the needs of the students to help with their own
metacognitive thinking. Being a man of God I was able to use His Holy Spirit to help guide me to
be the teacher the students needed to help them with their thinking. From here in Year 3, I was
presented with a paper on how to teach students from a diverse culture, with thinking how I was
able to teach these students from a point of view of their diversity. This allowed my teacher
thinking to be more around being shaped by the holistic needs of the student, with the
community and whanau needs of the student to be considered as part of their wider learning
and development.
What also now weighs heavily on my planning is the cultural needs of the students. Using the
English medium of the Curriculum is easily enough given that todays society is majority an
English speaking and understanding community, yet it is the Maori and Pasifika communities
that are left in the wake through neglected understanding of Ti Tiriti o Waitangi, the cultural
values and understandings of Maori and Pasifika communities, and knowledge of the lifestyles
of these cultures that will help with their learning development and understanding. I found that in
the classroom that a Samoan student was surprised to have their teacher use the Samoan
language in the classroom to greet them, and was a shock to them as it was a language that
was not used out of the home. Using understanding of the culture is important to help them
develop as learners in a community and become citizens of this ever changing world and
societies.
d) know how to select curriculum content appropriate to the learners and the learning context
Throughout year two of the degree we are challenged to plan to include different levels across
the curriculum with consideration of the diverse learner(s) and how to shape our planning to
reflect this. We also explored how to select learning levels and using appropriate questioning in
our PIPI and PAE papers. IN the PAE paper we gained insight to how we can assess and select
learning levels that best suit the student's level and ability and how to move them towards the
next level. In our year three classes have explored the NZC and methods on how to enrich the
learning areas of the NZC that would engage the learners and cater to the holistic needs of the
learners.
Not all students will be at a level that is even. Some will be advanced, or below the expected
level which the year group would expect them to be at. I believe for me this is a particular area
of strength which is a gift from God. Yet it is with understanding of the child and what are their
holistic needs that a teacher can be able to plan effective lessons that engage the student,
which also allow for the student to become confident in their level of ability and knowing that
they are able to achieve more.
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
The PAE paper I undertook while studying at BTI, I was able to gain insight to how I can apply
my content knowledge of specific learning areas to assist planning for lessons and units that
met the achievement objectives of the NZC. The diversity and Enriching the curriculum papers
of year two and three gave me insight into effective pedagogy with deliberate acts of teaching
that worked towards creating a success criteria that is achievable for the learners according to
their specific learning needs. Using this along with my content knowledge I am confident that I
can draw upon my knowledge to create effective lessons and unit plans that incorporate the
needs and abilities of the students.
My working career has helped me develop a good knowledge bank that will help inspire and
help me create detailed planning over various curriculum levels. My understanding and clear
knowledge will be instrumental when delivering the planned lessons in the classroom. This
knowledge and understanding will also help me with my confidence teaching the subject as a
teacher. Will excellent planning will create suitable assessment methods, as well as personal/
professional reflection.
b) use and sequence a range of learning experiences to influence and promote learner
achievement
During my later practicum placements while studying, I was able to use the new knowledge and
understanding of the NZC and the diverse learner to plan effectively with success criterias that
were achievable. With my world experience I am able to use what knowledge and
understanding to create a range of experiences that cross all learning areas of the NZC. I am
also capable of searching out new ideas and experiments that can engage the students with
what they are doing and have a clear focus of the learning intention and how they will achieve
this.
Of all types of people, I am a motivator and use all forms of communication to encourage
learners to take that extra step. I would also use specific learning inquiries that will captivate the
mind and attention of the children. I understand well that the student needs to know, see, and
feel achievement when it happens. This is where I will encourage student ownership of their
own work and be able to share their achievements with pride.
c) demonstrate high expectations of all learners, focus on learning and recognise and value
diversity
Using all the Key Competencies in the NZC will encourage students to have open minds to not
only themselves, but also those around them. This will include others from outside the
classroom. While on my second practicum I encountered students who had a low sense of
worth and didnt value what they had been taught due to their own sense of value. Using kind,
soft, and encouraging words I was able to help these students realise that they are not dumb
or a failure. I explained that they are better than what they think they are and to know that they
are worth more. From there they were able to set themselves higher goals and most of them did
achieve the goals they were set. The diversity side is one where I will have a focus while on my
forth Practicum later this year.
d) demonstrate proficiency in oral and written language (Mori and/or English), in numeracy and
in ICT relevant to their professional role
I am continuing to learn and become a better teacher for the students and community. I am
confident and able to teach across all areas of the NZC, and with the oral and written language I
am also confident in my ability to teach this. As a teacher I can model what is acceptable
practice in these areas. My ability in the ICT is is continuing to grow as I further inquire into what
professional development training is available to teacher to help gain insight and further my
ability to apply ICT in the modern classroom.
e) use te reo Mori me ng tikanga--iwi appropriately in their practice
Being of Maori descent it is a personal commitment to ensure that Te Reo is treated as Taonga,
and with the acceptance and practice in the classroom will help students engage in the diversity
of Aotearoa New Zealand as a bicultural country. Through my study at BTI, we participated in a
Te Reo lab where the language was studied more and we were given ways to apply the
language in the classroom and our
planning. It is of importance and part of my practice to understand the history through Maori
eyes of the area I am teaching in to help enrich the understanding and history in the classroom.
f) demonstrate commitment to and strategies for promoting and nurturing the physical and
emotional safety of learners
I am a man of God who will pursue the Holy Spirit to help me engage with the students and
meet their holistic needs. As a teacher I will have rules and expectation of what a safe
classroom looks like and how as a class we can achieve the standard. The classroom will be
their safe environment with freedom and trust.