Student NAME: Tim Webster

School: Raphael House Rudolf Steiner School

Associate Teacher: Nicola Hare

Level: Secondary

Visiting Lecturer: ______________________________

Associate Teacher confirmation of provisional assessment at the end of practicum:

General comments and further recommendations:
In my opinion, Tim is fit to enter the profession. He is dedicated to his on-going professional
development and focused on student achievement.

Associate Teacher Assessment Report

His areas for further development are: integrating different modes of learning, systematic use of
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TEACHER EDUCATION

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As above.

REFRESH PROGRAMME

2015(B)
Signed

Date 27 Nov 2015

Attendance

Monday

Tuesday

Wednesday

Thursday

Week 1

Week 2

Week 3

Week 4

COMMENT eg contact made prior to starting. Attendance and promptness etc.

Name:

Friday

F:\ST Role\Teacher support\Student teachers\Tim Webster\Practium Evaluation Sheet-Tim Webster-Nicola's comments.docx

Tim Webster

Graduating Teacher Standard and Criteria: .Name: Tim Webster Associate Teacher: Nicola Hare
School: Raphael House Rudolf Steiner School Date: 22 November 2015

Student Reflection.

4c.
demonstrate high expectations of all
learners, focus on learning and recognise and
value diversity.

Standard One: Graduating Teachers know what to teach.

1b.
have pedagogical content knowledge
appropriate to the learners and learning areas of
their programme.
1c.
have knowledge of the relevant curriculum
documents of Aotearoa New Zealand.
1d. have content and pedagogical content
knowledge for supporting English as an Additional
Language (EAL) learners to succeed in the
curriculum.

1a: I believe I have very good content knowledge

appropriate to my learning areas, particularly history and
social studies. Am relearning the classics and drama. I am
still working on gauging the learning levels of students.

With a small amount of guidance, Tim

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growing confidence and focus.

1b. I am developing this, but more specialist reading needs

to be done.

He speaks knowledgably and

comfortably about TKI and NZC
requirements.

1c. I know my way around The New Zealand Curriculum

and TKI websites.
1d. with some experience as an ESL teacher, and al earner
myself of other langauages, I think I have a strong basis for
learning this content knowledge to help such learners to
succeed.

2b. have knowledge of a range of relevant

theories, principles and purposes of assessment
and evaluation.
2c. know how to develop metacognitive strategies
of diverse learners.

2d. know how to select curriculum content

appropriate to the learners and the learning context.

Tim demonstrated great interest in this

area.

2b. this knowledge is also developing, help by seeing it and

engaging in it in practice over the practicum.

He is open to using different modes of

learning in his practice. Although he is
himself a verbal learner (word dominant),
he is increasingly aware of and
incorporating other modes of learning,
such as kinaesthetic and interpersonal
learning.

Standard Three: Graduating Teachers understand how contextual factors influence teaching and
learning.
3a. I believe I have a strong understanding of these
complex influences, but would benefit from more time in
the class/school as well as theory in the pedogogical
context.

3b.
have knowledge of tikanga and te reo
0RULWRZRUNHIIHFWLYHO\ZLWKLQ the bicultural
contexts of Aotearoa New Zealand.

3b. My knowledge of te Reo Maori is basic to zero, but my

general undersanding and respect for tikanga is strong.

3c. have an understanding of education within the

bicultural, multicultural, social, political, economic
and historical contexts of Aotearoa New Zealand.

3c. I think my understanding of the larger forces here in the

societal context is very strong. I think I have a good
understanding of these forces in education. I know I have a
strong innate interest in this issue.

4d. ?

4f.
demonstrate commitment to and
strategies for promoting and nurturing the physical
and emotional safety of learners.

4e. Even given my limited knowledge, I try to use te reo

Maori where ever I can.
4f. I think I do this very well.

He is increasingly incorporating different

types of learning activites that appeal to and
motivate different kinds of learners.
Tim shows active concern for student safety,
especially general wellbeing. He is very
willing to find out about the background
information relating to the students academic
and socio -emotional needs
He should consider having clearer boundaries
with his classes to prRPRWHVWXGHQWVVHQVH
of safety, especially around insisting on quiet
before teaching and students maintaining
focus during lesson.
As with every new teacher, Tim will need to
find his own balance between being warm
with the students and also simultaneously
holding firm boundaries.

5a.
systematically and critically engage with
evidence to reflect on and refine their practice.

5a. I think I critically enage with evidence to reflect on and

refine my teaching/learning practice. I think I will need to
be more systematic, however. This will come.

5b.
gather, analyse and use assessment
information to improve learning and inform
planning.

5b. I am doing this, both watching how an individual class

goes, refelcting on it and shifting my approach. I have also
used some feed abck forms and ask students for comment.
This nned sto be more systematic however.

5c.
know how to communicate assessment
information appropriately to learners, their
parents/caregivers and staff.

Tim is highly engaged with his own reflective

practice and actively seeks feedback from his
mentors.
As he notes in this document, Tim would
benefit from a more systematic approach to
gaining and implementing student feedback.

>D>dK
greatest experience here. Communicating results to
learners/students was well-handled I believe, but I did not
have the opportunity or need to communcate with
parents/care-givers. But while assessment I carried out was
confirmed by my moderator, refinement is needed in
making sure I have the support needed from some staff. I
no doubt that this would become strong with expereince.

Professional Values & Relationships

2d. While I know these things in theory, I am still learning

to

3a.
have an understanding of the complex
influences that personal, social, and cultural factors
may have on teachers and learners.

4e.
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appropriately in their practice.

4c. I defintely demonstrate high expectations of learners.

With a better grasp of Learning Levels and individual
capacities of students, I think I will develop better clarity
/
focus on learning, and defintely recognise and value
diversity.

transitions.

Standard Five: Graduating Teachers use evidence to promote learning.

2a. my knowledge of range of pedagogical, human

development and learning theories is restarting after some
time out of the game.

2c.I make every attempt to be explicit with students about:

how to approach a task and how they grapple with this
themeselves; and to be aware themselves of what they do
and do not know and to ask questions to make sure they
know what they need to know. I am still working on
establishing good practices in monitor their own progress
and my own teaching enquiry, including being clear with
them what I think there progress is.

4d.
demonstrate proficiency in oral and written
ODQJXDJH0ori and/or English), in numeracy and
in ICT relevant to their professional role.

Tim supported three ESOL students to

access the curriculum.

Standard Two: Graduating Teachers know about learners and how they learn.
2a. have knowledge of a range of relevant
theories and research about pedagogy, human
development and learning.

arange of expereinces are to learn achievement, but need

time and experince to put it better into practice. More
woork needed here.

Associate Comments.

Professional Knowledge

1a. have content knowledge appropriate to the

learners and learning areas of their programme.

experiences to influence and promote learner

achievement.

Standard Six: Graduating Teachers develop positive relationships with learners and the members of
learning communities.
6a.
recognise how differing values and beliefs
may impact on learners and their learning.

This is an area of strength for Tim.

He is very aware of how context and
culture affect learning.
Examples observed:
x meeting literacy needs of students
with learning difficulties
x dealing with specific behavioural
difficluties
x planning for and using learning from
one area of the curriculum in another
(drama/social studies/art history)

6b.
have the knowledge and dispositions to
work effectively with colleagues,
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communities.
6c.
build effective relationships with their
learners.
6d.
promote a learning culture which engages
diverse learners effectively.
6e.
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QJWLNDQJD-a-iwi in their practice.

6a. I think I have an innate s ense of, and a very strong

background, in recognising differing values and beliefs
/
may impact on their learning. Always more to learn!
6b. I think I am strong in this area, or will be ( I have had
little expericen as a teacher working with concnerned
and/or combative parents/familes): I am open,
communicative, understand differing viewpoints and
expect difficulties it is part of the course. Experience will
refine this, I am sure.

Tim engages warmly and collaboratively with

students and colleagues.
No parent communication was observed (nor
was it needed.)
Tim is developing strategies to engage a
diverse range of students.

6c. I think I have an strong ability and inclination to engage

with most students with rapport and openess. I like people
and I love to see learners learn.
6d. I think I understand in diversity well, not just culturally
but in how learners learn. Putting that into practice in a
classroom of diverse learners will get better with
timepractice.

Professional Practice
6e. I think I demonstrate strong respect for te reo Maori
and iwi custom. Better enagement will come with a better
undersanding of te reo.

Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching
and learning environment.
4a.
draw upon content knowledge and
pedagogical content knowledge when planning,
teaching and evaluating.
4b.

use and sequence a range of learning

4a. This is developing with some good results with planning

and teaching, My process of evalution which is core to
getting the first two right going further needs more work.
4b. This developing too, beyond my inclination to talk and
direct. I have a strong sense of how important variety and

Planning is strong, although Tim is still

developing aspects of practical planning,
such as timing of activities and

Standard Seven: Graduating Teachers are committed members of the profession.

7a.

uphold the New Zealand Teachers Council

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7a. Of course

Yes, Tim is very committed to being a

&RGHRI(WKLFV1JTikanga Matatika.
7b.
have knowledge and understanding of the
ethical, professional and legal responsibilities of
teachers.

7b. Yes

good teaching practitioner.

7c. Yes
7d. Yes, I belive so. The eternal student helping to make
eternal students of those I enage and interact with,
especially those under my guidance.

7c.
work co-operatively with those who share
responsibility for the learning and wellbeing of
learners.
7d.
are able to articulate and justify an
emerging personal, professional philosophy of
teaching and learning.

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