Standard One:

Graduating Teachers know what to teach

Point

Self-Appraisal

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 two 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. Also with time and experience this
areas will development more.

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 four 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).

Evidence
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 Teachingmaths & PE), Mini Science Plan

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 second year at BTI, I took the chance in my diversity paper to look at the topic of ESOL
Diversity: Assignment 1
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

a. Have knowledge of a
range of relevant theories
and research about
pedagogy, human
development and
learning.

I am confident that I have achieved this. In year one I took the paper NZ curriculum learning
and teaching. In this paper we looked at and discussed a variety of different learning theories.
We looked at what they are and how they can present themselves. This understanding helps
me to be aware of the different ways in which students can learn and the different ways
teachers may approach their teaching. In year on being and become teacher as learner we
looked at human development and the different stages from conception to death. This
knowledge has helped me to understand why children react in certain ways.
I am confident that I have achieved this. Last year in my paper planning assessment and
evaluation we looked into a range of approaches used in planning, assessment and evaluation.
The knowledge we gained we then used to create our own personal rationale for planning,
assessment ant evaluation.

PAE: Rational

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.

I am confident that I have achieved this. In year one I took to papers English literacy and
mathematics and statistics. Within these papers we looked at how to appropriately choose the
correct content to teach the children. I maths especially we talked about what year the children
were at and then finding out what stage they were at. This could take place through diagnostics
test such as JAM, IKANS.

Practicum 5:
Associate teacher
feedback

b. Have knowledge of a
range of relevant theories,
principles and purposes of
assessment and
evaluation.

Evidence

PIPI1:
Bronfenbrenner
essay
Learning and
Teaching: Forum 2
constructivism

Standard Three:
Graduating Teachers understand how contextual factors influence teaching and learning
Point

Self-Appraisal

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

I am confident that I have achieved this. In the paper teaching children from diverse cultures,
our second assignment an immersion experience report was required that we demonstrate of
knowledge and understanding of this standard. Through my experience in a Samoan unit and
writing this report I have been able to gain an understanding on the influencing factors of
teaching and learning. It is important that we know our students, teach their ethnicity and
develop cross cultural understanding within our teaching.
I have achieved this in that I have a basic understanding that is continually developing in
regards to Maori protocols. In year 2 for part of our PIPI course we attended a Noho marae
where the people their shared the history of their marae. I got to experience first had the
process and way of working within the Maori culture. While there, it was also required that I
share my mihi and a whakatauki. By having the knowledge of my own mihi, I am able to
understand how what has taken place in the past affects me and what I do.
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. In year 1 for the paper being literate in 21st century we
looked at a section based upon cultural literacy. In this section the stories of Tauranga in
particular were explained to us. Through this knowledge I am now able to understand why
particular things happen in the way they do.
TCDC

b. Have knowledge of
tikanga and te reo Mori
to work effectively within
the bicultural contexts of
Aotearoa New Zealand.

c. Have an understanding
of education within the
bicultural, multicultural,
social, political, economic
and historical contexts of
Aotearoa New Zealand.

Evidence
-

TCDC: Immersion
report

Noho Marae:
feedback of Mihi
Assignment 2 HE
WHAKANGAHAU

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 confident that I have achieved this. In my second year at BTI one of my papers was
Planning, Assessment and Evaluation in which we looked at ways to plan, was needed 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.

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 fourth practicum I taught a

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 experiences I have had high expectations of the
children. I believe that to a degree, I have demonstrated my expectations, however I feel I need
to refine how these are out worked. 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 am confident that I have achieved
this, but I know also that I will continue growing and refining in this area.
I feel confident with my oral language as my focus on my four practicum was that in written

d. Demonstrate

Maths: micro
teaching
PAE: Assignment 2,
micro teaching
(maths & P.E)
Micro Teaching
Science

Maths: micro
teaching
PAE: Assignment 2,
micro teaching
(maths & P.E)

Practicum 4:

proficiency in oral and

written language (Mori
and/or English), in
numeracy and in ICT
relevant to their
professional role.

language. 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, In year three for part of Pipi I was required to create a mini
presentation of my learning throughout BTI over the past four years, I did this through the form
of website (Weebly). I have used Animoto to create an inspirational teaching clip for NZ
curriculum learning and teaching.

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 On my forth practicum I planned and taught a small Maori unit where I
taught the colour song and some basic commands. On my final practicum I will be planning to
teach a small Maori unit based around the Mihimihi. In this unit I present my unit and discussed
the different aspects of the mihi students were then required to write their Mihi out and create
a visual mihi.
For my final practicum I will add in management issues as something 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. I was then able to write my own discipline and management plan which I used in my
teaching on my final practicum

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

Planning
Maths: Micro
teaching
- Learning & Teaching:
- Idea and Ideas Paper
creation of a Weebly
website
achangingfuture.com
-

PIPI2: management
and discipline plan

Standard Five:
Graduating Teachers use evidence to promote learning
Point

Self-Appraisal

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

Evidence

I am confident that I have achieved this. This year as part of the being and becoming: teacher as
professional paper we were required to critically engage in a research report, in which we
identified an area of need within our teacher talk, researched in that area and used that
knowledge to help develop and improve our practice. As prat of my final practicum one of my
goals was to work on this area of my teacher talk which was feedback. Through my practicum I
was able to see that the knowledge I had been learning had rooted itself into my mind and
affected the in which I thought and acted.
b. Gather, analyse and use I am confident that I have achieved this. On my second practicum which was with two students
assessment information to and based around an area of remedial literacy, I needed to initially carry out a series of
improve learning and
assessments to show me where I needed to focus my teaching on. From theses assessments I
inform planning.
was then able to plan the teaching

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

I am confident that I have achieved this. On my second practicum, part of the requirement was
that we send 2 reports home throughout the 20 weeks. In the reports areas of improvement
were addressed, as well as areas of need and how they could be helped at home. While
working towards my final practicum I will be required to write a progress report of two
students. Within the report I will be addressing the students achievement of the key
competencies, then looking at maths and the assessments taken, and final looking at the
learning areas as well as social interactions.

PIPI3: Research
Report and feedback

Practicum 2:
assessments, notes
and plans

Practicum 2:
Reports, Tutor
feedback

Standard Six:
Graduating Teachers develop positive relationships with learners and the members of learning
communities
Point

Self-Appraisal

a. Recognise how differing

values and beliefs may
impact on learners and
their learning.

I am confident that I have achieved this. Through the paper teaching children from diverse
cultures, the second assignment was based around this standard. Through the assignment I
wrote from my immersion experience in a Samoan unit discussing how differences affect
learning. While on my immersion experience I came to see when the children were taught by a
European reliever they did not respond the same, their respect disappeared as how they were
treated and therefore their learning affected. When they were taught by the Samoan teacher
they held the same values and beliefs which in turn enhanced their learning.
I am confident that I have achieved this. On my fourth practicum I was based in new entrance
classroom, in which there was a constant flow of parents, teachers and community members in
and out the class. In this I was able to engage and interact with them. While on my second
practicum I was given the opportunity to sit in on parent teacher interviews as well as some
parent teacher meetings. I was also able to share my observations of the child and their
learning progress.

TCDC: Immersion
report and feedback

I am confident I have achieved this. I know and understand the importance of developing
relationships with the students. In not knowing the children you cannot effectively teach the
children. While I was on full responsibility a reliever had approached a child and spoken to that
child in a way that was not right for the child. The result was that the child refused to do any
work and took off from the class disappearing into the school where we had to get the deputy
principle to step in.
While on my fourth practicum I had a downs syndrome boy in my class. In my whole class
activities he was included. The other children loved the opportunity to help him with his work,
read to him and help him on the computer. He was not excluded from the class work in whole
class actives he joined in and did the activities at his own pace.

Practicum 2: Tutor
feedback
Practicum 4:
Associate teacher
feedback
Practicum 2:
Parent/teacher
interviews
Thank you notes
from students from
practicums

b. Have the knowledge

and dispositions to work
effectively with
colleagues,
parents/caregivers,
families/whnau and
communities.
c. Build effective
relationships with their
learners.

d. Promote a learning
culture which engages
diverse learners
effectively.

Evidence

Practicum 4: photos,
swimming plan
Micro Teaching
Education for a

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

While on my final practicum I will be teaching a Maori unit which all have focus of mihimihi. I
will talk with the children about why we have a mihi, where we would use one. We then
discussed the different parts needed in a mihi. After this we will talk about how to structure
your own mihi and talk about how to correctly pronounce the different words. The students
then will create/write their own mihi and then create a visual mihi to include the digital
learning.

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.

I am confident that I have met this. On my fourth practicum I had a downs syndrome boy in my
classroom in which I needed to include him within the learning of the class as well. This year I
had undertaken a research report in which I have looked into an area of my teacher talk that I
want to develop. I have taken the knowledge I have gained into my practice using it to refine
the way in which I do things

b. Have knowledge and

understanding of the
ethical, professional and
legal responsibilities of
teachers.

I am confident that I have achieved this. In my paper being and becoming: teacher as
professional, ethics were discussed and what we believe them to be. We looked into the code
of ethics and how we see them and what they mean. I understand that as teachers we have a
commitment we make to the learners and their learning but also to the families. Some
situations may arise in which the teacher may need to step in for a child as they judge things
are not the best.
I am confident that I have achieved this. Over the course of my practicums I have had to work
alongside my associate teachers. On my fourth practicum for the India Art unit myself and my
associate did joint plan together in which we were then tag teaching. I was also able to freely
go next daw to the syndicate leader (and deputy principle) if my AT had pooped out for a
minute and a situation arose that I was not able to handle myself.

Practicum 4: art unit

plan, Associate
teacher feedback

I am confident that I have achieved this. Over the course of the past three years I have been
working at articulating my view and thoughts upon teaching. I have done this by forming a
passionate creed. Each year I have been able to refine my passionate creed as I have discovered
more of who I am and more of what I believe and value. In my course being and becoming:
teacher as professional I was required to begin developing a philosophy of education in which I
was able to articulate my thoughts, beliefs and values of education

PIPI: Passionate
creed 1, 2,3,
feedback on creed
Philosophy of
education

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

Practicum 4:
Swimming Plan,
photos
PIPI: Research
Report, Milestone 3
code of ethics
PIPI3: notes on code
of ethics, Milestone
3 code of ethics