1. Graduating Teaching Standards Roseanne Pickering October 2012

2. Standard One: Graduating Teachers knows what to teach Indicator:Self AppraisalEvidence to Support Achievement a. have content knowledge appropriate to the learners and learning areas of their programme By having knowledge of the ages and stages and knowing the abilities of each individual child, I am able to set appropriate activities and challenges around all areas of the class room. TCS6926 - Number, Numeracy and Science across the early childhood curriculum Task 2 - Grade B+ “activities are age appropriate and clearly shows your understanding for developing child’s sense of wonder.” (S. Tunner, 2011) Professional Knowledge

3. Standard One: Graduating Teachers knows what to teach Indicator:Self AppraisalEvidence to Support Achievement b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme I have designed, set and implemented age appropriate activities, learning ways in which I am able to improve resources and make changes. PIPI 7973 – Learning though Exploration Resource Report. Grade B. “activity is appropriate for the age you are working in and you designed it to fit in with your centres programme structure” (L. Stewart, 2012) Professional Knowledge

4. Standard One: Graduating Teachers knows what to teach Indicator:Self AppraisalEvidence to Support Achievement c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand Through my studies and working in a early childhood centre I have developed knowledge of Te Whaariki, The New Zealand curriculum. I am able to use this knowledge to extend children’s learning and to developed a sense of belong for children and their families. TSC5913 - Learning & Teaching in the Early Childhood Context – Grade B TCS6926 - Number, Numeracy and Science across the early childhood curriculum “This is a great piece of work, you have integrated Te Whaariki effectively. (S. Tunner, 2011) Professional Knowledge

5. Standard One: Graduating Teachers knows what to teach Indicator:Self AppraisalEvidence to Support Achievement d. have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in the curriculum I have worked with children where English is a second language. I was able to make flash cards, learn songs and implement activities to support the child’s language development. Comment from Over two’s teacher. “Rosie has work closely along side me to support three new children to the centre where English is their 2 nd language. Rosie has showed great enthusiasm as she has learnt basic sayings and creating activities to help these children settle in” (Zara, Over two’s, 2012) Professional Knowledge

6. Standard Two: Graduating Teachers know about learners and how they learn Indicator:Self AppraisalEvidence to Support Achievement a. have knowledge of a range of relevant theories & research about pedagogy, human development & learning Through my studies we have learnt about a range of theories, dispositions and schemas that have equipped my with the knowledge about pedagogy and human development. This knowledge assists me with my teaching and learning in the classroom. TCS5913 – Te Whaariki: Learning and Teaching in the ECE context. Grade B EPS 5912 – Lifespan Development Paper - brain development essay. Grade B Professional Knowledge

7. Standard Two: Graduating Teachers know about learners and how they learn Indicator:Self AppraisalEvidence to Support Achievement b. have knowledge of a range of relevant theories, principles & purposes of assessment & evaluation Through participating in the course Socio Cultural practice & Assessment I have been equipped with understanding of learning dispositions and the importance of planning, assessment and evaluation. TCS6213 – Socio Cultural practice & Assessment. Grade B Professional Knowledge

8. Standard Two: Graduating Teachers know about learners and how they learn Indicator:Self AppraisalEvidence to Support Achievement c. know how to develop metacognitive strategies of diverse learners Through participating in the paper diversity and inclusion I gained an understanding of children and their diverse needs. I have equipped myself with tools such as using pictures, song, dance, drama etc to include all children. TSC55913 – Learning & Teaching across the ECE Context. Grade B TCS6926 – Number, Numeracy and Science across the early childhood curriculum. Grade B Professional Knowledge

9. Standard Two: Graduating Teachers know about learners and how they learn Indicator:Self AppraisalEvidence to Support Achievement d. know how to select curriculum content appropriate to the learners and the learning context I am able to select resources and design activities for development of all children. I enjoy finding alternative ways to teach children literacy and maths outside the classroom. E.g. Drawing in the sandpit, counting in the hammock. Practicum Six – Task B - Learning stories PIPI7937 – Being and Becoming: Teacher as Explorer. Task 2 – Grade B “Roseanne your activity is appropriate for the ager group you are working in and you designed it to fit in with your centres proramme structure.” (Linda Stewart, 2012) Professional Knowledge

10. Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator:Self AppraisalEvidence to Support Achievement a. have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners As I developed my personal creed, I have become aware of the influences on my practices and most diffidently see how social and cultural factors impact children and their families and I am aware of how we may have to accommodate for these influences. TCS5913 – Te Whaariki: Learning and Teaching in the ECE context. Grade B EPS 5912 – Lifespan Development Paper - brain development essay. Grade B Professional Knowledge

11. Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator:Self AppraisalEvidence to Support Achievement b. have knowledge of tikanga and te reo Maori to work effectively within the bi-cultural contexts of Aotearoa New Zealand Through te reo lab classes and over night stay on the Marae I have gained knowledge of Maori customs and language. I am now equipped with the knowledge I need to implement effective practices into the ECE classroom. Practicum Five - “It was lovely to hear your use to Te Reo” (Visiting Lecture, 2012) Rose, has developed a lovely use to Te Reo though everyday activity and song. (AT, 2012) Professional Knowledge

12. Standard Three: Graduating Teachers understand how contextual factors influence teaching and learning Indicator:Self AppraisalEvidence to Support Achievement c. have an understanding of education within the bi-cultural, multi-cultural, social, political, economic and historic contexts of Aotearoa New Zealand Through studies I have gained an broad understanding of factors influencing the early childhood sector, I am practically aware of education within an bi- cultural and multi- cultural context. EPS – 5913 Early Childhood Education in Aoteroa, New Zealand. Grade B Professional Knowledge

13. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating Through studies I have gained knowledge of how vital planning, assessment and evaluation is within the ECE setting. I enjoy following through on the what next and incorporating continuity, community and competence into my practice. TCS6213 – Socio-Cultural Practice and Assessment. Grade B. Professional Practice

14. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement b. use and sequence a range of learning experiences to influence and promote learner achievement Through noticing, recognising and responding to children and centre interests I am able to write learning stories and on the planning wall to promote learning achievement and extend learning opportunities. Practicum Six- “Rose was great and seeing children’s interest, adding them to the planning wall and extending these ideas with pictures, activities and setting up areas. I know parents really appreciates Rosie’s effort as she followed these interests and wrote learning stories to show what fun and learning took place. (AT, 2012) Professional Practice

15. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement c. demonstrate high expectations of all learners, focus on learning and recognise and value diversity All children and their family are unique individuals who have a right to learn and be recognised with value and diversity. I am aware each child has their own needs and I need to cater for all styles while providing each with a sense of belonging. EPS6925 – Diversity & Inclusion: Teaching the unique child. Grade B. “Roseanne you have showed an understanding of how you cater for those with diverse needs.” (L, Stewart, 2012) Professional Practice

16. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement d. demonstrate proficiency in oral and written language (Maori and/or English), in numeracy and in ICT relevant to their professional role I provide clear oral communication, written language and numeracy, when planning a safe high quality teaching and learning environment. I can use ICT to display learning, knowledge and communicate with parents and staff. PIPI7913 – Being and Becoming: Teacher as Professional Grade: to be completed. Practicum six: “Rose uses clear dialog and written language to communicate well with staff and parents” (AT, 2012) Professional Practice

17. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement e. use te reo Maori me nga tikanga-a- iwi appropriately in their practice I often use Te Reo sayings though-out the day, singing songs and actions during matt times and do a karakai before meal times. I would like to continue to develop my te reo comprehension. Practicum Five - “It was lovely to hear your use to Te Reo” (Visiting Lecture, 2012) Rose, has developed a lovely use to Te Reo though everyday activity and song. (AT, 2012) Professional Practice

18. Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment Indicator:Self AppraisalEvidence to Support Achievement f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners I am aware of polices and practice to provide an environment that is nurturing and calm for all children. I follow through on cheek lists within the centre to keep the physical environment safe and clean so activities and learning can take place. EPS7935 – Principles Polices & Practices in the Christian ECE Context. Grade B+ PIPI 6924 – Being and Becoming: Teacher as Nurture. Grade A Professional Practice

19. Standard Five: Graduating Teachers use evidence to promote learning Indicator:Self AppraisalEvidence to Support Achievement a. systematically and critically engage with evidence to reflect on and refine their practice Its important to constantly reflect and refine my practise through self-appraisal, personal development, practical experience and discussion with colluegs. It is important to be open to critical feedback from management and other staff meetings. Practicum five: “Rose asked great questions and shared her teaching experiences – enlightened my own teaching practice while reflecting on her own” (AT, 2012) Practicum six: “Rosie has a great strength to reflect on her own practice. This is a strength that is often seen in a experienced registered teacher, it is great to have Rose on our staffing team” (AT, 2012) Professional Practice

20. Standard Five: Graduating Teachers use evidence to promote learning Indicator:Self AppraisalEvidence to Support Achievement b. gather, analyse and use assessment information to improve learning and inform planning I am able to notice, recognise and respond to children’s interests; I feel confident in observing and fostering opportunities to extend children’s learning and development. TCS6213 – Socio Cultural practice & Assessment Grade: B Practicum 4 – “Rosie was able to observe child then develop and set up activities to extend children’s interest and development. (AT, 2011) Professional Practice

21. Standard Five: Graduating Teachers use evidence to promote learning Indicator:Self AppraisalEvidence to Support Achievement c. know how to communicate assessment information appropriately to learners, their parents/caregivers and staff I take part in planning and assessment within my centre, children’s interests are add to the planning wall; followed by staff discussion and learning stories. Its important we share the learning stories with children and their families. Practicum Six- “Rose was great and seeing children’s interest, adding them to the planning wall and extending these ideas with pictures, activities and setting up areas. I know parents really appreciates Rosie’s effort as she followed these interests and wrote learning stories to show what fun and learning took place. (AT, 2012) Professional Practice

22. Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator:Self AppraisalEvidence to Support Achievement a. recognise how different values & beliefs may impact on learners & their learning I recognise all families have many aspects they being to the community of a centre. I know I need to resects all beliefs and these may impact some children’s experiences at the centre. I feel as though it is important we respect and work with each families diversity. EPS6922 – Family & Community Practicum Six – Rose has made a real effort to get to know parents and their families over this past practicum. This has helped her cater for one child particularly in a better way” (AT, 2012) Professional Values & Relationships

23. Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator:Self AppraisalEvidence to Support Achievement b. have the knowledge & dispositions to work effectively with colleagues, parents/caregivers, family/whanau & communities Being a valued member of a team in very important to me. I feel as though I am equipped with skills and knowledge to respect, include and share with colleagues, families and within the community as I work with and along side them. PIPI6921 – Being and Becoming: Teacher as Servant Leader – Assignment two – Effective Communication. Practicum four – “Rosie was at all times collaborative and cooperative and willing to help where ever she can.” “Parents felt they could approach Rosie about their child and commented how great it was to have her here.” (AT, 2011) Professional Values & Relationships

24. Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator:Self AppraisalEvidence to Support Achievement c. build effective relationships with their learners I develop respectful, reciprocal relationships with all learning's through showing interest in all areas of their lives. I show kindness, love and gentleness to all children and their families. Practicum Two - “You have developed great relationships with children, showing them your loving nature and providing for their needs” (AT, 2010) Professional Values & Relationships

25. Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator:Self AppraisalEvidence to Support Achievement d. promote a learning culture which engages diverse learners effectively Participating in EPS 6925 - Diversity & Inclusion, I have developed understand and knowledge on how to work with children with diverse needs. I have learnt to create an environment and activities to include all children. I know it is important to make all children feel as though they belong and are included. EPS6925 – Diversity & Inclusion: Teaching the unique child. Grade: B Practicum six - “Rose has gained confidence in setting up activities that are attractive and challenging for all children” (AT 2012) Professional Values & Relationships

26. Standard Six: Graduating Teachers develop positive relationships with learners & the members of learning communities Indicator:Self AppraisalEvidence to Support Achievement e. demonstrate respect for te reo Maori me nga tikanga-a- iwi in their practice Through lectures passion for Maori, I have learnt basic language and custom, I have developed an enjoyment for learning and teaching Te Reo within my ECE centre and the stay at the Marae highlighted the importance of the Maori culture and the respect I should have for their believes and customs. Practicum Five - “It was lovely to hear your use to Te Reo” (Visiting Lecture, 2012) “Rose, has developed a lovely use to Te Reo though everyday activity and song.” (AT, 2012) Professional Values & Relationships

27. Standard Seven: Graduating Teachers are committed members of the profession Indicator:Self AppraisalEvidence to Support Achievement a. uphold the NZ Teachers Council Code of Ethics/Nga Tikanga matatika http://www.teacher scouncil.govt.nz/eth ics/ With knowledge of the NZ Teachers Council Code of Ethics I am able to make to make decisions within my practice with autonomy, justice, responsible care and truth. See “Code of Ethics" posted on 'My Portfolio“ PIPI 7931 – Being & Becoming: Teacher as Professional Paper still to complete Professional Values & Relationships

28. Standard Seven: Graduating Teachers are committed members of the profession Indicator:Self AppraisalEvidence to Support Achievement b. have knowledge & understanding of the ethical, professional & legal responsibilities of teachers I have began to develop an understand of ethical and legal responsibility of educators as I have participated in the PIPI 7931 course and other papers over the past three years. PIPI 7931 – Being & Becoming: Teacher as Professional Paper still to complete See “Code of Ethics” on ePortfolio. Professional Values & Relationships

29. Standard Seven: Graduating Teachers are committed members of the profession Indicator:Self AppraisalEvidence to Support Achievement c. work co- operatively with those who share responsibility for the learning & well- being of learners I work well in a team, I enjoy being apart of planning and assessment and am becoming more confident at communicating my ideas and asking questions Practicum five – I have really enjoyed working with Rose, we have had some amazing discussion, it is so neat to see Rose growing in confidence and in her practice. (Tracy, AT 2012) Practicum six – “Rose has been an excellent team member, she is great at taking responsibility with in the under two’s room” (Steph, AT 2102) Professional Values & Relationships

30. Standard Seven: Graduating Teachers are committed members of the profession Indicator:Self AppraisalEvidence to Support Achievement d. are able to articulate & justify an emerging personal, professional philosophy of teaching & learning My personal Early Childhood Educators Creed is an on going process in which I can articulate what I believe against literature and practice. Personal Early Childhood Educators Creed still to be marked. Professional Values & Relationships