1. Critically analyse the contextual complexities associated with own teaching and the effectiveness of own responses 1.1 social, cultural and political influences impacting on pedagogical practice are critically reflected upon in relation to professional decision making and personal practice 1.2 legislative requirements and school policies are discussed and implemented
I have been working hard to develop close relationships with the parents of children in my class as this is something that underpins my belief about teaching, that it is a three- way partnership.
My classroom has a number of children that are of Asian descent so I have decorated my classroom with familiar fabrics. I have chopsticks and bowls in my playdough area. We use greetings from many different countries. Our first unit of inquiry has been The Same but Different which has allowed us to look at where everyone comes from.
I have worked closely with my syndicate leader and the DP to ensure I am following the school policies and guidelines. This has meant getting emails checked before they are sent out and meeting as a group before I held parent teacher interviews. I have read through the school policies and feel confident that I am adhering to them.
Theresa works hard to cater for the needs of the children in her class. Her programming reflects the backgrounds and diversity of needs of each and every student. She is reflective in her practice and makes decisions based on the successfulness of her experiences.
Theresa is an active participant in weekly syndicate meetings. She offers ideas and helps in the decision making process regarding everyday decisions, input on reporting to parents, and professional development.
She is reflective during whole school staff meetings works well with other staff members in conversations regarding policy updates
2. Communicate effectively and establish professional relationships within the professional educational community 2.1 effective communication within the educational community of the school is maintained consistently and critically reflected upon 2.2 effective professional relationships within the educational community of the school are maintained consistently and critically reflected upon I have had regular syndicate and whole school meetings. I am an active contributor to these meetings and I feel my ideas have been useful and appreciated. I have also had meetings with the DP to share the learning I have from this course and my beliefs about NE teaching.
We have had whole meetings about the English curriculum and I have helped to participate in an essence statement about what it looks like at WP school. I feel confident to contribute and I also feel I am open and ready to learn from observations and the teaching that I see happening.
I have been able to offer support and give ideas to the other NE teacher and also gather ideas from her, which has been great. Theresa is a supportive team member who offers her expertise to help other team members.
Theresa is a good communicator. She confidently contributes during team and whole school meetings. Her opinions are listened to and valued.
Theresa worked with the New Entrant team to help plan and implement the New Entrant Parent Evening. She confidently co-presented the newly revised programme to a large group of parents which went very well. Developed from University of Auckland Faculty of Education Practicum Handbook. Revised Version 2013.
3. Demonstrate effective pedagogical practice that is informed by theory, research, practice and a personal philosophy 3.1 planning is informed by effective use of curricula and content knowledge, policy documents, appropriate learning and teaching approaches, inclusive practice and current assessment information 3.2 childrens learning is consistently monitored, analysed and evaluated through a range of assessment procedures 3.3 extended teaching/learning experiences are effectively planned, implemented and evaluated (across a range of curriculum areas) with multiple groups and whole class 3.4 pedagogical practice is critically reflected upon in relation to a written personal, professional philosophy 3.5 appropriate management strategies to enhance childrens social competence are ethically selected, effectively implemented and critically evaluated In regards to my planning I constantly refer to the NZC. I have the summary posters on my wall and I also have on display the summary page for writing with the childrens work. I feel I have a good handle on where each child is at. If the child is settled in the class quickly I will very quickly test their alphabet, sound and high frequency word /knowledge. The child is able to see where they are at and what words and letters they need to learn next. I also send this home so that the family knows what the next step is. I am working through the JAM testing and the only part I am finding challenging is finding the time to do it. I have now asked for my CRT time if it becomes available for NE testing and was able to get another 1 hr block. I have introduced groups for writing and reading and the children are working through how a reading tumble works and how it is important to leave the teacher when she is working in groups. With this age children this is as important as what they are doing. I am doing a mixture of whole class and group work. I am able to do at the moment as my class is still growing. For term 4 I will need to introduce groups for Maths as well. I feel my management of children is one of my strengths. I have patience and I believe I have taken the time to develop strong relationships with each of my children. I have implemented positive strategies in the class and I am encouraging children to reflect on their own behavior. I am respectful of children, getting down to their level to talk and I am very aware of how important it is that they feel heard.
Theresas planning clearly reflects the needs and learning steps of the children in her class. She uses assessment to inform her planning as well as appropriate curriculum documents.
Theresa closely monitors the achievements of her class and implements strategies to work with children who are not currently tracking to meet expectation. She equally works hard to make sure she is catering for the children who are working at the top end of the spectrum. Theresa feels comfortable asking for advice about how to work with these children. She takes on advice with a positive attitude and enthusiasm to implement strategies that have been discussed.
Theresa is a reflective practitioner. She identifies areas of need and works towards finding a way to achieve her goals, for example, asking for extra time out of class for testing. She is proactive in her approach to teaching and learning.
Theresa has excellent classroom management skills. She is adaptable and creative when planning and implementing both whole class and small group tasks. She works with the child at the center of her mind, meaning that their needs are always catered for.
4. Consistently demonstrate and reflect upon ethical/professional practice as expected of a provisionally registered teacher in Aotearoa/New Zealand 4.1 professional agency is appropriately exercised and critically reflected upon 4.2 requirements stipulated by the NZ Teachers Council, and the NZTCGTS are demonstrated appropriately 4.3 practicum related professional development goals are effectively actioned and evaluated critically 4.4 the moral and political dimensions of professional dilemmas are critically reflected upon 4.5 ethical professional practice is consistently demonstrated and critically reflected upon I am confident that I am always professional in my dealing with other staff, parents and children. I have been friendly and welcoming to parents but I ensure the conversations are always based around their child and their learning, but from a holistic approach, as I believe that what is happening for the child outside the school has a big influence on how they are at school.
I have attended and participated in all PD, staff and syndicate meetings. I have had observations done by my syndicate leader and have met and been given feedback round my teaching. I found this to be a helpful and positive experience, and I believe I was able to take on board the feedback I was given positively.
As I am new to the school I am using the support systems available to be to constantly check and reflect on what my understanding is and what the expectation of the school is. As a teacher new to the school, Theresa has made use of the many support structures the school offers. She is not afraid to approach other teachers and staff to check understanding or to ask questions.
Her strengths are working with parents and having positive communication structures in place.
She works hard to develop her skills as a teacher through professional development opportunities and through feedback from observations.
Joseph Winkler and Louis Chazan, Individually and Doing Business As Winkler, Chase Company v. Securities and Exchange Commission, 377 F.2d 517, 2d Cir. (1967)