This is a reflection of how I have met the

BTI graduate profile over the last three

years while completing my Batchelor of
teaching early childhood.

BTI Grduate
Profile
Completed by Pauline Spencer
2014

pauline spencer

Dispositions founded on
D1 A gracious, secure and
teachable character;

D2

Being motivated by love,

informed by faith and inspired by
hope;

D3

Inquiry into their own learning

and teaching for the
enhancement of further learning;
(their own or their students)
Commitment to learning and
teaching which is relational,
responsive and transformative

D4

D5

Humility to understand,
acknowledge and honour
difference resulting in mutually
beneficial relationships

D6

Honouring the role of

parents/whanau/care givers

D7

Tenacity and resilience in the

face of disequilibrium, challenge
and setbacks

Knowledge and understanding of

The implications ones worldview
K1
has for identity, meaning-making,
motivation and resilience
The parameters of the Biblical
K2
meta-narrative and its
contribution to daily living and
decision making, in both
professional and personal life
The nature of the Treaty of
K3
Waitangi and its implications for
living in Aotearoa, today

K4

The teachers responsibility as

leader of learning and role model

I believe I am a gracious, secure, and teachable

because I have these dispositions installed in me and
take criticism and advise well which allows for me to be
teachable and develop my practice.
Because I have faith in Jesus Christ and aim to be more
like him every day I am motivated my love, informed
by faith and inspired by hope. This then reflects into
my teaching and effects the way I treat others.
I researched open questions as I found it was an area
of my learning that I needed to improve. I looked at
relevant research and from this was able to improve
my teaching.
My commitment is to becoming and enabling other to
become relational, responsive and transformative. I
have achieved this by learning and updating my skills,
developing my knowledge and becoming the best
teacher I can be.
I have learnt that not everyone has the same views on
things and this creates differences in professional
relationships. I have learnt to look at things from a
different perspective and this has helped my cross
those barriers.
I have always honoured and respected the role of the
parents as the first teacher in a childs life and have
never help back from providing them information
about their child as it is their right to know.
Whenever I have faced a setback I have taken a
moment to breath and then persevered through
seeking guidance and advice from God, lecturer,
teachers and fellow students.
My world view effects the way I see things, I
understand that everyone has a different world view
which effects their teaching and learning styles.
I have a good knowledge of how the bible can
contribute to my everyday life. It effects the personal
and profession aspects of my life and provides the
guidance for my actions.
I have learned about the treaty of Waitangi when on
noho marae trip. I learn about the history of it and how
it has an impact on my teaching. I learnt about its
relevance for many maori families and how it changed
the government of new Zealand for the better.
The teacher is a role model and dont need to act as if
they know everything. If they show that children that
they are still learning too it will help develop the sense
of a life ling learner in the children.

K5

The complexity of teaching due

to the interrelatedness of its
component factors

K6

The critical nature of wise

planning, teaching and
assessment

K7

Unique learners and patterns of

learning

K8

The characteristics of effective

teaching, including what to teach
in their specific sector in
Aotearoa, New Zealand
Historical, philosophical, social,
K9
cultural, economic factors which
influence the context within
which learning and teaching in
Aotearoa, NZ occur
K10 Content and pedagogical content
knowledge foundational to
effective practice within their
educational sector
K11 Key sector specific documents
which influence learning and
teaching in Aotearoa, New
Zealand
K12 Characteristics of the particular
implications of living in the 21st
century has for effective learning
and teaching
Skills required to
Articulate and justify a personal
S1
sense of vocation and vision for
their professional practice
Develop educational practice
S2
which is relational, responsive
and transformative
Draw on their developing
S3
personal philosophy and
knowledge of learning and
teaching for planning and
implementing wise, innovative
and consequently, effective
ethical practice
Engage with research and
S4
contextual evidence as a basis
for their ongoing professional
inquiry and resultant practice
Notice, recognise and respond
S5
as they gather, analyse and

All the elements of teaching is connected as so when

one thing is effected so is everything else. I have a
good knowledge of the different elements that
combine to create the complexity of teaching.
Wise planning involves looking at where the child is at
and scaffolding their knowledge in order to extend
their thinking. It is also important to reflect in order to
see what went well and what didnt and what you can
change.
Identified unique patterns of learning when looking at
children and writing learning stories based on my
observation.
A knowledge of developmental stages and the
different abilities that children will have at different
ages. Relating to te whaariki and relevant theories.
Looked at the history of New Zealand and how that
effects education. Looked at how the economic status
and culture of families impacts the child which impacts
on their learning.

Thoroughly looked into the curriculum documents in

New Zealand and how that effects learning and
teaching and how it empowers learning for students.
I learnt about the implication of living in the 21st centre
when I looked at the biblical, bicultural and digital
literacy.
I have written a personal philosophy which helps me
remember what I believe which directs my teaching,
and provides a vision to follow.
Throughout my practice I have strived to be relational,
responsive, and transformative in my action, speech,
and carrying out responsibilities.
I am able to draw on the knowledge of theorys, and
my own philosophy when in a teaching situation which
helps me to plan activities in a wise and effective way.

I have completed a research project where I analysed a

sample of my teacher talk, identified an area that I
needed to work on and then researched and put into
practice what I had learnt.
I have noticed recognised and responded to learning
and this has provided that basis of my learning stories.

S6

S7

S8

S9

evaluate evidence of student

learning in order to meet
accountability for that learning
Communicate effectively to a
range of audiences through
verbal, written, or visual media;
(including ICT skills)
Design and organise rich
learning experiences which
maximise learning opportunities
within a differentiated and
nurturing environment
Make worldview, theoretically
and philosophically informed
decisions to maximise their
students learning
Include nga tikanga Maori, te reo
Maori and nga toi, into their
practice in an authentic and
respectful manner

Through these I have been able to plan activities to

extend childrens learning and meet their needs.
I have used many different techniques to communicate
including a variety of technology and in oral and
written ways while on prac and in class.
I organised 3 learning sessions as part of my
sustainability assignment. I researched my topic and
planned activities to enrich children learning. I also
changed my plans based on feedback that I got.
I have thought through my philosophy and reflected on
it based on different theories and haw they relate to
me.
In my practice I have included te reo in lot of aspects of
my teaching. I have included it in my greetings in the
morning, in describing colours and numbers, I included
my mihi in my welcome page and have sang some
songs in maori.