Standard One:

Graduating Teachers know what to teach

Point Self-Appraisal Evidence
a. Have content
knowledge appropriate to
the learners and learning
areas of their programme.

I feel confident that I have met this standard. Over the past three years at BTI I have studied
and looked at many of the different school subject areas: In year one; English and Maths, and in
year two; The Arts, PE and Science briefly. I feel confident that I have a good firm foundation of
the content knowledge of these subjects and that I would be able to confidently rely it to the
children. Throughout my past three practicums I have also had the opportunity to work in many
of these areas, strengthening and applying what I learn.
English: Learning Intention1?
Assignment 3 (Writing Portfolio)?
Maths: Learning Intention1 &
Learning Intention4?
The Arts: Learning Intention2 &
Learning Intention3, Assignment 2
(Art Portfolio & Unit Plan)
P, A & E: Learning Intention 2,
Assignment 2 (Micro Teaching-
maths & PE), Mini Science Plan

b. Have pedagogical
content knowledge
appropriate to the
learners and learning
areas of their programme

Practicums, New Zealand Curriculum: Learning and Teaching, Learning and Teaching: English
literacy, Learning and Teaching: Mathematics and Statistics, Learning and Teaching: The Arts.

c. Have knowledge of the
relevant curriculum
documents of Aotearoa
New Zealand.
I am confident that I have achieved this. Over the past two years at BTI I have studied and spent
time looking at many off the New Zealand Curriculum documents. Within my first year at BTI
through the paper Introduction to Education in Aotearoa NZ we spent a large block looking at
and evaluating the New Zealand Curriculum. From this class I also gained a foundational
knowledge of the Early Childhood document Te Wharaiki. Within the paper NZ Curriculum:
Learning and Teaching, we looked at ways to use the curriculum to teach. Through subjects like
Maths I have looked at national maths standards (numeracy document), and, English and
Diversity I have looked at national reading and writing standards (literacy document). In my
second year through the paper Planning, Assessment and Evaluation (P, A & E) we spent even
more time delving into the New Zealand Curriculum and the national maths standards
(numeracy document).
Introduction to Education in
Aotearoa NZ: Learning Intention3?
Assignment 2 (Wall Hanging)
NZ Curriculum: Learning and
Teaching: ???
P, A & E: ???
Maths: Learning Intention 1
English: Learning Intention 2?
Diversity: Learning Intention 3?


d. Have content and
pedagogical content
knowledge for supporting
English as an Additional
Language (EAL) learners to
succeed in the curriculum.
In my third year at BTI, I took the chance in my diversity paper to look at the topic of ESOL for
my learning centre assignment. Even though I had to do a lot of research into this area, I feel as
if my knowledge is only surface level and is not as deep as I would like it to be. Therefore by
the end of this year I need to have looked more at what English as an additional language
involves.


Standard Two:
Graduating Teachers know about learners and how they learn
Point Self-Appraisal Evidence
a. Have knowledge of a
range of relevant theories
and research about
pedagogy, human
development and
learning.

PIPI 1 teacher as learner, human development Bronfenbrenner essay
b. Have knowledge of a
range of relevant theories,
principles and purposes of
assessment and
evaluation.

PAE?
c. Know how to develop
metacognitive strategies
of diverse learners

Diversity Assignment 2 & 3
d. Know how to select
curriculum content
appropriate to the
learners and the learning
context.
New Zealand Curriculum: Learning and Teaching, Learning and Teaching: English literacy,
Learning and Teaching: Mathematics and Statistics, Learning and Teaching: The arts.
Maths unit plan assignment,
micro teaching


Standard Three:
Graduating Teachers understand how contextual factors influence teaching and learning
Point Self-Appraisal Evidence
a. Have an understanding
of the complex influences
that personal, social, and
cultural factors may have
on teachers and learners.

TCDC, Immersion experience TCDC Assignment 2
b. Have knowledge of
Tikanga and Te reo Mori
to work effectively within
the bicultural contexts of
Aotearoa New Zealand.

I am confident that I have achieved this. Within my first year at BTI through the paper Maori
Studies we spent a large block looking at and evaluating a range of perspective on our bi-
cultural heritage through the knowledge and understanding of Te Reo Maori and Tikanga
concepts. From this class I also gained a foundational knowledge of and develop a basic
competency of the language and its structure. I also participated in the Te Reo Lab
Assignment 2 HE
WHAKANGAHAU
c. Have an understanding
of education within the
bicultural, multicultural,
social, political, economic
and historical contexts of
Aotearoa New Zealand.
TCDC


Standard Four:
Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and
learning environment
Point Self-Appraisal Evidence
a. Draw upon content
knowledge and
pedagogical content
knowledge when
planning, teaching and
evaluating.
I feel okay that I have achieved this however there is still room for improvement . In my second
year at BTI one of my papers was Planning, Assessment and Evaluation in which we looked at
ways to plan, and what should be included in a plan and so forth. I have also learnt through
experience and observation on my practicums ways in which to plan. When I plan for the
learning and for the teaching I look at what I want to and need to teach and what the children
need to learn.


Maths: micro teaching
PAE: Assignment 2, micro
teaching (maths & P.E)
Practicums
b. Use and sequence a
range of learning
experiences to influence
and promote learner
achievement.

I have begun to work in this area, I am easily able to plan learning experiences through the use
of unit and cumulative plans, but they have not been effective in promoting learner
achievement. In my upcoming practicum one way I am planning on doing this is to make
pancakes in class and use that learning experience to help give understanding and clarity to
how to do instructional/procedural writing.

c. Demonstrate high
expectations of all
learners, focus on learning
and recognise and value
diversity.
Throughout my time at BTI what I have come to understand about myself is that I have high
expectations for all my students. No matter their age I believe that they can go further, can
reach further than people expect for a child of that age. I believe that a five year old can be as
self-managed as an eleven year old can be, you just need to show them how. Throughout each
of my practicums, and micro teaching slots at Bethlehem College I have had high expectations
of the children. I believe to a degree that I have demonstrated this, but I think I need to refine
how I do it. Even though I believe this it does not always seem to get across and through to the
children. Through the diversity paper I studied in year 2, I learnt to value the uniqueness and
diversity of every child, whether they are special needs of gifted and talented. While I learnt to
value this I also learnt ways in which to work with the learning of the children in these areas,
and how to get them to focus in. I feel fairly confident, but I know there is more refining that
Maths: micro teaching
PAE: Assignment 2, micro
teaching (maths & P.E)
needs to be done. Practicum 5
d. Demonstrate
proficiency in oral and
written language (Mori
and/or English), in
numeracy and in ICT
relevant to their
professional role.

I feel confident with my written language as my focus on my second practicum was that in
written language, in regards to oral language it is lacking. I have not spent much time working
with it, although I have the knowledge I do not have the practical experience. I am confident in
my numeracy as I have studied a paper in maths and it has been one of the main focuses in
each practicum. My knowledge of ICT is strong but it is still developing. Although I have not had
a paper as such in ICT I do have a large knowledge and understanding of it.

Practicum 3, maths micro
teaching, practicum 4 (ipads)
e. Use te reo Mori me
ng tikanga-a-iwi
appropriately in their
practice.
Although I participated in the Te Reo Maori lab in my second year of this course, I feel that I did
not gain any knowledge or particle skills that would help me to teach Te Reo Maori to the
children in my classroom. Over the past two years I have written my mihimihi out and have
presented in on some occasions to my class, I have also presented it to a group of elders on
the marae last year I do not feel that I have achieved this standard, and therefore I would like
to try and teach a mini unit on one of my practicums this year. In my upcoming practicum (5)
am taking a unit on mihimihi. I am going to introduce it in a visual power point form and then
teach the children how to do theirs.




f. Demonstrate
commitment to and
strategies for promoting
and nurturing the physical
and emotional safety of
learners.
In many of my planning from practicum 4 I added in management issues to be aware of and
how to work with them. In PIPI 2 teacher as leader I learnt about management and discipline
within the classroom and looked into how my management and discipline would look within
the classroom.
Practicum 4 planning, PIPI
portfolio entry 3


Standard Five:
Graduating Teachers use evidence to promote learning
Point Self-Appraisal Evidence
a. Systematically and
critically engage with
evidence to reflect on and
refine their practice.

In the progress off achieving and working on PIPI 3 teacher as Professional Lit Review Lit Review
b. Gather, analyse and use
assessment information to
improve learning and
inform planning.

Practicum 4? PAE
Practicum 5

c. Know how to
communicate assessment
information appropriately
to learners, their
parents/caregivers and
staff.
Practicum 3 Prac 3 student reports
Prac 5 reports


Standard Six:
Graduating Teachers develop positive relationships with learners and the members of learning
communities
Point Self-Appraisal Evidence
a. Recognise how differing
values and beliefs may
impact on learners and
their learning.

TCDC, Immersion experience TCDC Assignment 2
b. Have the knowledge
and dispositions to work
effectively with
colleagues,
parents/caregivers,
families/whnau and
communities.

Practicum 5- goal
c. Build effective
relationships with their
learners.

Practicums 1-5




Thank you notes from
students from practiums
d. Promote a learning
culture which engages
diverse learners
effectively.

Practicum 5









e. Demonstrate respect
for te reo Mori me ng
tikanga-a-iwi in their
practice.


Standard Seven:
Graduating Teachers are committed members of the profession
Point Self-Appraisal Evidence
a. Uphold the New
Zealand Teachers Council
Code of Ethics/Ng
Tikanga Matatika.

PIPI 3 Teacher as professional
b. Have knowledge and
understanding of the
ethical, professional and
legal responsibilities of
teachers.

PIPI 3 Teacher as professional
ETC- rams forms

c. Work co-operatively
with those who share
responsibility for the
learning and wellbeing of
learners.

Practicums working with Associate teachers
d. Are able to articulate
and justify an emerging
personal, professional
philosophy of teaching
and learning.
Passioante Creed- See e-portfolio more more indepth PIPI 1-3 passionate creed
changes and developments.