Teaching Standards Progression

SECTION THREE:

TEACHING STANDARDS PROGRESSION TEMPLATE

Please refer to

  • The FULL Teaching Standards Booklet that gives instructions and examples.
  • The Teaching Standards Elaboration

TEACHING STANDARD:  TE TIRITI O WAITANGI

  _____________________________________________________________________________________X_____________________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for teaching standard one:  Put your indicator on the continuumAs we cover Teaching Standard One specifically in Professional Learning Goals, simply put the link to your “Goal 1” E-portfolio tab as evidence as this progression answers the same questions as for this Task 1.
PRACLINKS
1B https://curlyjuu.com/practicum-1b/
2https://curlyjuu.com/practicum-2/

TEACHING STANDARD: PROFESSIONAL LEARNING

  _____________________________________________________X_____________________________________________________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for teaching standard two: Put your indicator on the continuumAs we cover Teaching Standard Two specifically in Professional Learning Goals, simply put the link to your “Goal 2” E-portfolio tab as evidence as this progression answers the same questions as for this Task 1.
PRACLINKS
1Bhttps://curlyjuu.com/practicum-1b/
2https://curlyjuu.com/practicum-2/

TEACHING STANDARD: PROFESSIONAL RELATIONSHIPS

  ______________________________________________________________________________________________X____________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for the Teaching Standard PROFESSIONAL RELATIONSHIPS Link THREE pieces of evidence that BEST demonstrate your progress with this the standard Identify the area/s of progress that this evidence reflects
PRACYOUR ANSWERS
1BI built strong relationship within my prac school, Tawa College and was able to be offered a job in the learning support dept for this year as a result of this.
2With my AT Amelia Martin I was able to work extremely collaboratively especially in our English in Maori Voices class. This is a class full of Maori and Pasifika learners who are particularly disengaged with school in general. Amelia had been experimenting with how to work on the engagement of these students and we were able to expiriment further during the time I spent in this class. In our discussions we were able to work at that instead of giving them more freedom in the classroom which is what we had been doing previously we should be giving them structure in the classroom and we were able to implement this in my last weeks at HC. This evidence reflects my increased confidence in being able to speak my mind and share my opinions with my colleagues in the workplace. Being on Practicum presented challenges for my household as I went from working part time to full time. This was particularly challenging because I have 2 autistic children who struggle with a change in routine. However I was able to clearly communicate with my ATs the issues that I was having in my household and the way that it affected the the time I arrived at school and they were very understanding as they are parents as well. In time this issue was resolved. This evidence reflects my strong communication skills and my ability to balance my needs both in and out of the workplace. The English department at HC have a workroom in which all the English teachers have their desks. It is a place which is full of rich conversation on the topic of English as a discipline as well as of learners in the classroom. By working in this space and taking part in these conversations I was able to learn a lot about teaching English and issues that were arising for students. I was able to further develop my understanding as a teacher through building those relationships.   This evidence suggests that I can create reciprocal, collaborative learning focused relationships with my colleagues.

TEACHING STANDARD:  LEARNER-FOCUSED CULTURE

  _______________________________________________________________________X___________________________________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for the Teaching Standard LEARNER-FOCUSED CULTURE Link THREE pieces of evidence that BEST demonstrate your progress with this the standard Identify the area/s of progress that this evidence reflects
PRACYOUR ANSWERS
1B 
2Creating a safe environment for students is my highest priority in the classroom. If a student does not feel safe then a classroom environment is a challenging place for them to learn. Here are 3 examples on my practicum of students feeling safe to open up with me in a classroom space. In my year 9 class we were studying The Porangi Boy by Shilo Kino. Most of the class was Pakeka but there are several Maori students. I was looking for a way to support students with Te Reo Maori within the text and I had them let me know to write down what words they didn’t know in Te Reo and we will translate them. I wrote the list on the board for us to look up and I asked if anyone knew what they meant. One Maori girl was very pleased to help with translation. This was a student who had not spoken much in class before. However since she had seen me engage with the Maori aspects of the text in a respectful and knowledgeable way she felt comfortable. At the end of the lesson she asked me if I spoke Maori fluently (I do not). In my year 11 class we had a trans girl who was at the begining of her transition. She had taken on a new name but the whole class was still getting comfortable using it. She was also a very vulnerable child who I knew had many mental health issues. In one class we spoke a little about trans issues and she told me the story of why she had chosen her new name. Because I had made clear that I was open to speak about trans issues and culture she felt safe with me. In my English in Maori Voices classroom there were students who would come to class but not always engage with the learning. They would come and chat or play on their phones instead. On class we were having a korero about what school was like for them and it was mostly negative. I asked them why as Year 12 and 13 students they stayed in school when there were at an age that they could leave. One of the students told me that as a Maori girl she did not want to leave early because that was what was expected of her. She wanted to stay to prove everyone wrong. Another student said that she wanted to stay because even though school was not something she enjoyed her home life was not very safe and coming to school provided her with some safety. Being able to be so open with their ideas should me that they felt safe with me and trusted me. This evidence suggests that I can foster trust, respect and cooperation with learners.

TEACHING STANDARD: DESIGN FOR LEARNING

  ____________________________________________________X______________________________________________________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for the Teaching Standard DESIGN FOR LEARNING Link THREE pieces of evidence that BEST demonstrate your progress with this the standard Identify the area/s of progress that this evidence reflects
PRACYOUR ANSWERS
1B 
2In my Practicum Progress Report my AT mentioned that “most of my resources were powerpoints and found resources” and I need to look into developing this skill furter. I struggled to create a variety of resources for my classes on this practicum and need to look into a widerer range of ideas for creating content for my classesMy AT suggested in the Practicum Progress report that I need to develop further in creating sequences of lessons instead of one off lessons   This evidence shows that this is the Teaching standard for me that requires the most development and that my next steps would be to look in to ways to create more varied and engaging content for my students.

TEACHING STANDARD: TEACHING

  _____________________________________________________________________X_____________________________________________ Emerging                                                                                  Developing                                                                                                 Proficient  
Answer for the Teaching Standard: TEACHING Link THREE pieces of evidence that BEST demonstrate your progress with this the standard Identify the area/s of progress that this evidence reflects
PRACYOUR ANSWERS
1B 
2In one of my lesson obsevrations forms my AT mentioned that she thought I was a “Natural Teacher” In one of my lesson observation forms my AT mentioned that my “questioning skills are great” In my Practicum Progress report my AT mentioned that I am “developing a range of pedigogical approaches which go beyond teacher lead discussion”   This evidence suggests that I am begining to identify the progress and needs of learners and developing the pedagogical approaches to help support learners.
NEXT STEPS
AT THE END of Practicum 1B and Practicum 2:   Reflect on your next steps by writing ONE ANSWER (one comprehensive answer, not six separate statements for each standard) WHAT might your next steps be? HOW might you achieve that?WHY does this matter/what impact might working on these next steps have on teaching and learning?Consider your professional goals: What might be important to consider for: your next practicum (if finishing Prac 1B)?or for your starting position as a PCT – provisionally certified teacher (if finishing Prac 2)?                       (If prac 1B: Your goals do not need to be finalised until closer to the practicum 2)
END OF PRAC 1B in prep for PRAC 2  YOUR ANSWER:
END OF PRAC 2 in prep for FIA/PCT Registration  YOUR ANSWER:   As I have secured a job at Tawa College as a teacher in the Learning Support department my nexts steps are to look at ways in which the things I have learned on my practicum can be used in my work in this role. My next steps are to look at ways in which I can further develop the design for learning standard by creating a wide range of teaching experiences for my students include written, oral, visual etc espcially since all of the students at teach currently have learning disabilities. Since I teach most 1:1 or 1:2 I can do thing by looking at the individual needs of each learner and look at creating resources and activities that will work for their particular needs.   My goals as a PCT in a learning support environment are to increase my skills teaching at a lower curriculum level. Although I teach at a secondary school my students are learner at curriculum level 1. One of my main goals is to further develop my skills in teaching Maths at a curriculum level 1 as well as developing my skills in teaching literacy. I intend to do this by learning from and observing my mentor and other teachers who work in this space as well as harnessing as many PLD opportunities I can including completing free ones that have been recommended by my mentor in my non teaching hours.