Graduating Teaching Standards Self-Appraisal.
The first word in the self-appraisal begins with where I believe I sit on the Fail-Developing-Competent-Accomplished continuum that Bethlehem Tertiary Institute use for assessment against student teachers.
Key
PROFESSIONAL KNOWLEDGE
Standard One:
Know what to teach.
Know what to teach.
Know what to teach.
Description
Have content knowledge
appropriate to the learners and
learning areas of
their programme.
Have pedagogical content
knowledge appropriate to the
learners and learning
areas of their programme.
Have knowledge of the relevant
curriculum documents of Aotearoa
New Zealand.
Self-Appraisal
(23 February 2018)
Developing:
Definitely need heaps of
work on this. I have not done
a lot of work on each
curriculum area. I have done
nothing with music, art,
science, social sciences,
technology and little in
mathematics.
Developing:
I am not confident I know
how to teach what I need to
teach to the appropriate
learners. This is due to that
fact that I do not believe I
have enough content
knowledge to be able to
teach anything, and
consequently I do not know
how to teach what I do not
know.
Developing:
I have a copy of the New
Zealand Curriculum, the
Ministry of Education’s
Self-Appraisal
(12 June 2018)
Developing:
I still have a lot of work to do
in this area. I knew what to
teach for New Entrants,
however, on the other end of
the scale I need to do far
more learning before I could
teach it.
Developing:
I am beginning to understand
and know what I need to
teach, but I still need to
increase my repertoire of
pedagogy to be able to more
accurately teach students
with different learning
needs/styles.
Competent:
I am beginning to have an
understanding of the various
foci within the learning areas
Goals for PPE 3b
(12 June 2018)
To incorporate learning to do
with:
- music,
- art,
- science,
- social sciences, and
- technology.
To learn about and try
different ways of teaching the
same content. This will be
reflected in my planning.
Consult with my AT what
his/her understanding of the
product of the various AO’s
within the NZC.
Self-Appraisal
(19 October 2018)
Competent:
I am more confident I know
what to teach to learners with
their different learning needs.
This was evident in both my
Teacher as Inquiry - bringing
in phonics so that the
students had a good
foundation, and in my
development of planning in
this last placement. I
incorporated a simple 4 beat
to help students learn an
ostinato from the shared
book.
Competent:
This was evident in the
different strategies I tried
during Mathematics:
I had learning centres set up
in some sessions, in others I
had problem solving
worksheets, in others I
incorporated games.
I tried to always use concrete
objects which was suitable
for Year 2’s.
Competent:
I recognise that it is
important to have the
Achievement Objectives and
Evidence
Below is the planning for my
mathematics sessions that
had different centres (slide
17):
https://docs.google.com/pres
entation/d/1HvXtFNCmNgn4
_9jOgPMpAYvSG3TF-IKs43
Pk8xXzX0k/edit?usp=sharin
g
Below is the link to the
ostinato that the students
and I did together to
consolidate learning some te
reo Maori:
https://drive.google.com/ope
n?id=1lKZW1RYjwarf4m9l-n-
BCuWOgXB7xZL9​.
Below is the link to the
shared poem I did with the
class of my final placement:

Know what to teach. Have content and pedagogical
content knowledge for supporting
English as an
Additional Language (EAL) learners
to succeed in the curriculum.
Standard Two:
Know about learners and Have knowledge of a range of
how they learn. relevant theories and research
about pedagogy,
human development and learning.
Reading & Writing book and
Mathematics and Statistics
booklet. I know where to find
what I need to find regarding
what to teach.
Developing:
With the lack of content
knowledge that I have, I also
have a lack of pedagogical
knowledge to pass on the
appropriate content. Any
teaching and learning that
occurs through me for an
EAL student will be a new
experience in which we will
both learn much.
Competent:
I know some of the relevant
theories: developmentalism
and constructivism. The
research around human
development and learning
was part of a course in Year
One, called Human
Development. I have a basic
understanding of the levels
of the NZC. However, I still
need to work on what the
product of a student meeting
a particular Achievement
Objective looks like.
Developing:
SInce the GLFL experience, I
have a greater
understanding and respect
for students who are EAL
learners. I am aware now of
the necessity of discovering
that student’s culture and
teaching as Whyte (2016)
says to: “know yourself,
know the students you teach,
[and] teach with their
ethnicity in mind” (p. 208).
Competent:
I have not refreshed myself
by going over my notes,
however I have learnt a lot
about constructivism and
developmentalism during my
last PPE and throughout the
process of the Photo-Voice
Essay for GLFL and collating
and writing my Literature
Discuss with my AT how they
accomodate EAL learners
and record tips from them in
terms of resources of
pedagogy.
the links are visible in my
planning
Competent:
I am comfortable that I have
different strategies to help
those who are EAL learners.
In my placements, I did not
have any student who was
an EAL learner.
Competent:
I am continuing to
consolidate my learning
through my Negotiated
Inquiry topic of “How does
play-based learning affect
student’s view of self as
learner?”
https://docs.google.com/docu
ment/d/1BLvST6A_OFp2RG
dgLKFoeIkoPBiA3LrOazHsT
-YWwC4/edit?usp=sharing​.
Below is the learning
intention for the Year 3 paper
Negotiated Inquiry, in which
the first part was focussed on
EAL learners and the
principles necessary to help
EAL learners learn
effectively.
“​3. Explore the Learning
Languages essence
statement, achievement
objectives and resources
with a particular focus on its
foundational conceptual
issues and goals, and a
Biblical Christian rationale;
and in the process develop
further understanding of
planning and teaching
students for whom English is
an additional language.”​ (p.
2)
Retrieved from:
https://drive.google.com/file/d
/1r_Wdz3ULzJR2guzKKISQ
Qhxz43MF1vBF/view?usp=s
haring​.
Below is the first Learning
Intention of the course:
“Human Lifespan: Influences
& Identity”:
“​Engage with the presented
foundational theories in
human development and in a
preliminary way critique their
contributions from a Biblical
basis and with consideration

Know about learners and Have knowledge of a range of
how they learn. relevant theories, principles and
purposes of
assessment and evaluation.
Know about learners and Know how to develop
how they learn. metacognitive strategies of diverse
learners.
of human development, and
the different foci of each
developmental stage.
However, I must go over my
own notes and the Berger
textbook to refresh myself.
Competent:
I know of Summative and
Formative assessment, and
their varying uses.
Summative is best utilised
before and after a topic
study. This type of
assessment and the
consequent evaluating does
not have to be a check-box
test, but can be a number of
different assessment ways
(i.e. posters, imovies, models
etc.). Formative assessment
however is assessment
on-the-go where the teacher
has an understanding of
where the student’s learning
and understanding is at and
the teacher then makes
adjustments to their lesson
accordingly.
Fail:
I do not know how to do this.
I don’t know how to help
students think about their
thinking. Perhaps this is part
of modelling “think aloud”s?
Review for my Research
report.
Competent:
I have knowledge of the
various types of assessment
and their uses.
Competent:
As part of my last PPE, I
developed these skills
through modelling
think-alouds and asking
students questions to
promote deeper thinking.
To consciously and actively
plan to and use formative
assessment.
To plan to incorporate more
of these metacognitive
strategies.
Competent:
I recognise that a
‘one-size-fits-all approach to
assessment is both
inappropriate and unfair to all
learners. As a result, I try to
use many different
assessment strategies.
Competent:
This was done through
think-alouds and through
affirming statements prior to
learning, for example: before
releasing students to writing,
I would encourage them that
“good writers know what they
are going to write before they
start…” which would lead to
a Think, Pair, Share
of the implications of viewing
self and others as imago
dei.”​ (p. 2).
Retrieved from:
https://drive.google.com/file/d
/1KQwAtkPFkhKn7uzNXVu7
NEhN4RLbpRdX/view?usp=
sharing
I have used a checklist which
was gathered via asking
students what a shape was
and how many sides it had:
https://drive.google.com/file/d
/1CNvZh9j1DTEqKfQqfNVK8
NT8hHHqwPYx/view?usp=s
haring​.
I have also used formative in
asking questions when side
by side with a student.
A comment from my
Associate Teacher on my
final placement affirmed this:
“​You also have set them
up well for writing: “Good
writers know how to….” is
a great motivator for them
to be good writers.”​ (p. 1).
Retrieved from:
https://docs.google.com/d
ocument/d/1WOg3swAP_
yZ1HIRnI4KCKmGWONg
hp7IB7DR7PL0KzGU/edit
?usp=sharing​.
Know about learners and Know how to select curriculum
how they learn. content appropriate to the learners
and the learning context.
Standard Three:
Understand how contextual Have an understanding of the
factors influence teaching complex influences that personal,
social and
and learning. cultural factors may have on
teachers and learners.
Understand how contextual Have knowledge of tikanga and te
factors influence teaching reo Māori to work effectively within
the
and learning. bicultural contexts of Aotearoa New
Zealand.
Competent:
I know where to go for this,
to go to level 3 reading for a
year 7 student, or level 2
reading for a year 6.
Although, this depends on
the student’s learning needs
and where they are at. I also
recognise that students learn
best when they are fully
engaged and own their
learning so I recognise that
the learning should have a
degree of passion driving it.
Competent:
I am still working on ensuring
that the curriculum content is
correct for students’ learning
needs, not too hard nor too
easy.
Accomplished:
I believe that I have met
these well through both the
Citizenship and Teaching
Children from Diverse
Cultures papers.
Accomplished:
I believe that I have met
these well through both the
Citizenship and Teaching
Cultures of Diverse Children
papers.
To learn strategies to record
and do formative prior
learning assessment to know
where students’ learning is
at. I will research different
strategies over the break.
Competent:
I am still grasping the finesse
of this, which was evident in
the Endangered Animals
inquiry the students and I
conducted during my final
placement. Although
endangered animals were a
good topic, perhaps it would
have been easier to look at
animals closer to home.
Accomplished:
This was truly enveloped in
the Teaching Children from
Diverse Cultures (TCDC)
paper where I learnt about
Te Whare Tapa Wha. I
discussed the necessity and
importance of understanding
and rebuilding Te Whare
Tapa Wha in an essay.
Accomplished:
Whilst I believe this has been
met through the completion
of the two aforementioned
papers, I also believe that I
met this through the
introduction of the mihi at my
final placement.
Below are two partially
collated pieces displaying
this inquiry process:
Johan
Hayley
This is Learning Intention 2
from the TCDC paper:
“​Analyse the related
research and biblical
perspectives to better
understand philosophies,
models and strategies for
working with children from
diverse cultures with
reference to an
understanding of the concept
of culture, and the influences
that have defined the
student’s own identity.”​ (p.
2).
Retrieved from:
https://drive.google.com/file/d
/1kiIdTfJ3cQdGqg7Pcmt5qW
KsL2Hxb5dx/view?usp=shari
ng​.
Learning Intention 1 from
Citizenship FPE 5114:
“Identify key principles within
Te Ao Māori and
demonstrate knowledge of
issues and
events within bicultural
Aotearoa. A noho marae is

Understand how contextual
factors influence teaching
and learning.
PROFESSIONAL PRACTICE
Standard Four:
Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Have an understanding of
education within the bicultural,
multicultural, social, political,
economic and historical contexts of
Aotearoa New Zealand.
Draw upon content knowledge and
pedagogical content knowledge
when
planning, teaching and evaluating.
Developing​​:
I don’t have much content or
pedagogical knowledge to
draw upon. However, what I
do have, I draw upon. This is
usually from videos I have
seen on Facebook or
youtube of different learning
experiences crafted to
empower learning in a
specific topic. I understand
that it would be silly to teach
pythagorus theory to
students through something
as creative as art for the
theory is specific.
Accomplished:
I believe that I have met
these well through both the
Citizenship and Teaching
Cultures of Diverse Children
papers.
Competent:
I believe I am growing in this,
mainly due to my last PPE
where I needed to have
some content knowledge,
and pedagogical knowledge.
I also learnt a lot from my
AT’s and their input. I still
need to develop my content
and pedagogical content
knowledge, in most learning
areas.
To research different
pedagogical strategies for
the different learning areas
and try them out on PPE 3b.
Accomplished:
I went into a full immersion te
reo Maori classroom for two
weeks to learn about the
different contributing factors
in education in practice and
then wrote about the
implications for practice.
Competent:
I have added some different
strategies to my kete, one of
which is to incorporate music
and beat to consolidate
learning. I incorporated this
to help students learn the
phrase “haere atu” which
also came from the shared
book we were reading.
part of this experience in
order to
more authentically engage
with an understanding of Te
Ao and tikanga Māori –
including an intentional focus
on Āta and Ātea principles
and protocols [includes
presenting pepeha]​” (p. 2).
Retrieved from:
https://drive.google.com/ope
n?id=1rcNm9yq5kFcYE4JvEi
TlsoX8OuZb9wzX​.
The requirements for the
assignment which I wrote
about this and the grade I
received are in a photo found
from the link below:
https://drive.google.com/ope
n?id=1zisqoh0vwTA0bc3kkS
frwUtGjeR-Eyss​.
Below is the link to the
Ostinato:
https://drive.google.com/ope
n?id=1lKZW1RYjwarf4m9l-n-
BCuWOgXB7xZL9​.
Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Use and sequence a range of
learning experiences to influence
and promote
learner achievement.
Demonstrate high expectations of
all learners, focus on learning and
recognise and value diversity.
Demonstrate proficiency in oral and
written language (Māori and/or
English), in numeracy and in ICT
relevant to their professional role.
Developing:
I have done this to a degree,
in my art lessons I took at
Merivale. In these art
lessons, I shared my Maori
painting depicting my life
story and encouraged them
to do theirs. I scaffolded
them as best as I could for
this experience, and some
students really enjoyed it. If
nothing else, I believe it
helped some students
understand/deal with some
things that had happened to
them.
Developing:
I did this with my remedial
reading group at Merivale. I
had high expectations, and
valued each of the students’
contributions. I also had a
strong focus on learning, but
I struggled to get them
engaged.
Developing:
I am proficient in numeracy, I
passed the BTI maths test
well. I have a good grasp of
mathematics. As for the oral
and written language, I
always trip up on sentence
structure and verbs, nouns
and their places in a
sentence. I also struggle to
incorporate ICT into my
professional role at the
moment due to the lack of
Competent:
I am definitely growing in this
area. At Pahoia, the focus
was to promote student’s
learning through a process:
eg fine motor skills through
art. The words used were
also to this effect - to
encourage students to
continue to try their best.
Developing:
I need to work on this, I have
a focus on learning and do
recognise and value
diversity. However, I do not
really know how to set high
expectations.
Competent:
I am proficient in numeracy
and the written and oral part
of English language. I have
increased my proficiency of
Te Reo Maori. However, I
have not had the opportunity
to increase competency in
ICT due to the lack of
appropriateness for students’
learning needs.
I will research ways to set
and communicate high
expectations with students
and then implement them on
PPE 3b.
Competent:
I have been working with the
Zone of Proximal
Development and
encouraging students in their
success, for success breeds
success. This is visible in the
sustainability unit the
students and I went through
which resulted in greater
care for the environment and
a greater awareness of the
consequences of our actions.
Competent:
I have grown in confidence
and competence in this area.
My Associate Teacher on my
final placement noticed this
and commented on it.
Competent:
I am proficient in numeracy
and the written and oral part
of English language. I have
increased my proficiency of
Te Reo Maori. However, I
have increased my
competency in ICT when
instructing students on how
to use Book Creator.
Below is the link to the
Sustainability Unit:
https://docs.google.com/docu
ment/d/15UscGZQFhqWfaY
DEQ6kh9PrJjFEHaAam1TD
vySjiQxk/edit?usp=sharing​.
Associate Teacher comment:
“​You are really taking on
the mantle of being the
classroom teacher”​
Retrieved from:
https://docs.google.com/d
ocument/d/1WOg3swAP_
yZ1HIRnI4KCKmGWONg
hp7IB7DR7PL0KzGU/edit
?usp=sharing​.
Verbally:
“You have raised your
expectations and
communicated them well”
Find below the lesson plan
for using Book Creator:
https://docs.google.com/docu
ment/d/11LFk8_CGcJ81d7Q
w4fg7_E0Ox0CbqnOWWXh
ZhUFSj5I/edit?usp=sharing​.

Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Use professional knowledge
to plan for a safe, high
quality teaching and learning
environment.
Standard Five:
Use te reo Māori me ngā
tikanga-ā-iwi appropriately in their
practice.
Demonstrate commitment to and
strategies for promoting and
nurturing the physical and
emotional safety of learners.
ICT equipment available and
my lack of experience using
it as an effective learning
tool.
Competent:
I love doing this and try to
incorporate as many sayings
as I can. However, my PPE
class this year is mainly
pakeha students. At Merivale
last year, I used Te Reo as
often as I could and one of
the Maori students asked me
where I learnt to speak Te
Reo Maori so well. I was very
encouraged. I still have much
to learn and must continue
learning.
Competent:
I always want this, and at
Merivale last year, any sort
of issue that arose, I either
dealt with myself, or informed
my Associate Teacher so
that he could deal with it.
When one student was
saying mean things to
another, which lead to
violence, I led one away to
help them calm down. In the
aftermath, my AT dealt with
the emotional side, but I am
committed to the safety of
students. So much so, that I
am willing to sacrifice what I
have. I also tried to ensure
that what I planned as a
lesson would not encourage
any gang talk or violence as
many students were part of
that culture.
Accomplished:
I am confident in my use of
Te Reo Māori and its
appropriate use in my
practice. I would love to
upskill myself however, and
that is a goal of mine to learn
through Te Wānanga o
Aotearoa. I was
complemented by both my
AT’s and by a parent on my
use of Te Reo Māori which
was very encouraging.
Competent:
Again, I really desire for the
physical and emotional well
being of all my students to be
intact and nurtured. I need to
find more strategies
however, on different ways to
do this.
To research different
strategies on ways to nurture
physical and emotional well
being of all students.
Accomplished:
I thoroughly enjoy using te
reo Māori in the classroom. I
have been complimented on
my use many times.
Accomplished:
The safety and health of all
learners is a high priority for
me. This was evident when I
saw, in flicking through
magazines for an art activity,
there was an inappropriate
picture. I immediately
removed that magazine and
put it in the rubbish.
My Associate Teacher from
my final placement said this
about my use of te reo Māori:
“I love the way he naturally
increased the Te Reo Maori
within this class”​ (p. 8).
Retrieved from:
https://docs.google.com/docu
ment/d/1m_kAdJxskgSLYAb
CzEmLf0_0e-fM0BBnP4Suis
df2QM/edit?usp=sharing​.
My Visiting Tutor said this:.
“​Peter demonstrates the
exact characteristics
necessary of a highly
effective teacher. He
recognises the importance of
being safe and ensuring that
children are kept safe
within the classroom
environment.” ​(p. 8)
Retrieved from:
https://drive.google.com/ope
n?id=1xvLn7IUGFZvA9oD_I
R-QHnHEVkcOeBe0
Use evidence to promote Systematically and critically engage
learning. with evidence to reflect on and
refine
their practice.
Use evidence to promote Gather, analyse and use
learning. assessment information to improve
learning and
inform planning.
Competent:
This is Teacher as Inquiry as
described in the New
Zealand Curriculum (2007).
This was done specifically
last year at Merivale on my
PPE. This was also done this
year, without the intentional
TAI table. However, this is
also evident in the Research
report I am currently working
on as it is critically engaging
with my teacher talk,
reflecting on its effects on
students learning, and
discovering changes I need
to make to better support
students’ learning.
Developing:
This is an area of weakness
for me, it is something I need
to work on. I have had a few
comments on ensuring that I
have evidence of
assessment and use
assessment tools effectively.
Competent:
I am confident that I am able
to systematically and
critically engage with
evidence to reflect on and
refine my practice. Although
Teacher as Inquiry is a
fantastic example of this, this
is an ongoing, daily focus for
me. One way in which this
was evident was in my
adaptation of transitioning
from Folk Dancing to
Mathematics on my final
placement.
To use more assessment Competent:
tools in PPE 3b. I used a variety of
assessment tools during my
final placement. These
included summative tests,
such as a Numpa, or a
checklist. These also
included formative
assessment via “two stars
and a wish”, and specific
verbal feedback. The two
stars and a wish assessment
tool revealed the importance
of students’ knowing what
they needed to write before
beginning - they had many
My Associate Teacher’s
comment on this:
“​If Peter is given some feedback
he immediately acts upon it and
folds it into his practice e.g.
after folk dancing outside he
tried to move into a maths
lesson immediately. When
advised to do something to
calm them down first, he took
the feedback and for the next
day he found a maths story to
read after folk dancing and saw
much better results in their
focus.”​ (p. 8).
Retrieved from:
https://docs.google.com/docum
ent/d/1m_kAdJxskgSLYAbCzE
mLf0_0e-fM0BBnP4Suisdf2QM/
edit?usp=sharing​.
I conducted a research
research report on my teacher
talk. I recorded my teacher talk
and analysed it to discover what
kind of vocabulary I used in
conversations with students.
The link to my research report is
below:
https://docs.google.com/docum
ent/d/1vrV1Bn24H7eBc76FCcqt
gUrzabDQV6f_5wyoV2qsLsY/e
dit?usp=sharing​.
Below are two types of
assessment that I used
regarding the topic of
Endangered Animals. I used
a checklist to keep track of
who was up to what page:
https://docs.google.com/docu
ment/d/1R7Ga5xzbTcBif6lNf
b_6uOG9Jd1yWOwMi98mg
Bw-aew/edit?usp=sharing​.
I also used Book Creator as
an assessment tool to hear
and see their fluency in
reading, and students’
sequencing of ideas:

Use evidence to promote
learning.
PROFESSIONAL VALUES AND RELATIONSHIPS
Standard Six:
Develop positive
relationships with learners
and the members of learning
communities.
Know how to communicate
assessment information
appropriately to learners,
their parents/caregivers and staff.
Recognise how differing values and
beliefs may impact on learners and
their learning.
Developing:
I know how to communicate
with learners, their
parents/caregivers and staff.
However, as my knowledge
and consistent use of
assessment tools is lacking, I
cannot adequately inform
those to whom the
information relates to.
Competent:
There was a student in my
PPE 3a class who was a
Jehovah’s Witness. As a
result, she would sometimes
burst out with statements of
her faith, what she does or
doesn’t do. It was interesting
to see. As a result, it was
something to be aware of,
and something to teach all
students - tolerance.
To use more assessment
tools, and communicate the
results with the learners,
their parents/caregivers and
the appropriate staff.
different ideas that
meandered.
Seesaw was another
assessment tool that I would
use to communicate
student’s learning with their
parents. I would confer with
some parents on their child’s
learning when the child was
picked up after school.
Accomplished:
There were students who
held different beliefs in my
final placement, but
navigating it was simple
through communicating that
one should respect another
even if they have different
beliefs. A way in which this
was navigated was through
the importance that Maori
hold on a mihi. To raise
awareness of this belief, I
taught the students in my
final placement their mihi.
(due to technical difficulties,
this is a partial copy of the
full product)
https://drive.google.com/ope
n?id=1iSJoRBNMjFqe8SljFR
G9SDnPZlhQLU5R​.
Associate Teacher’s
comment from my final
placement regarding my
communication with parents:
“​Parents have commented on
Peter’s positive communication.
He went out of his way to meet
them all and be available to talk
with them before and after
school.”​ (p. 3).
Retrieved from:
https://docs.google.com/docum
ent/d/1m_kAdJxskgSLYAbCzE
mLf0_0e-fM0BBnP4Suisdf2QM/
edit?usp=sharing​.
Below is the mihi template
used:
https://drive.google.com/file/d
/1mR7H9N7YevQso81nmQK
zQzbyM_xinCDe/view?usp=
sharing​.
Develop positive
relationships with learners
and the members of learning
communities.
Develop positive
relationships with learners
and the members of learning
communities.
Develop positive
relationships with learners
and the members of learning
communities.
Have the knowledge and
dispositions to work effectively with
colleagues,
parents/caregivers,
families/whānau and communities.
Build effective relationships with
their learners .
Promote a learning culture that
engages diverse learners
effectively.
Competent:
I have definitely learnt how to
do this well. It was one of the
comments from my VT and
my AT’s as to how well I did
in quickly getting to know the
families.
Accomplished:
I feel very confident in this,
mainly because I value each
individual and recognise that
they all have strengths and
weaknesses and that they all
bring something different to
the learning table. What was
encouraging is that both of
my AT’s commented on my
quick rapport building with
students.
Competent:
Within PPE 3a, there were
many diverse learners. As a
result, I planned for
opportunities for these
learners to learn how they do
best. One boy learnt via
drawing while listening. I
allowed that, with the
boundary of needing to be on
the mat with everyone else.
Accomplished:
This is one of my strengths
and it has been regularly
commented upon.
Accomplished:
This is one of my strengths. I
know that the foundation of
effective teaching is
relationships and so I am
keen to build them as fast
and effectively as possible.
Accomplished:
I am confident that I promote
this in my teaching, and
when I know the needs
better, I know that I can be
more inclusive.
My Visiting Tutor’s’
comments on my ability to
relate to all:
“Peter attended all meetings
and fully involved himself in
all aspects of school life.
The principal of Pahoia
School even commented
how wonderful it was to have
Peter and appreciate his
involvement in everything.”
(p. 3).
Retrieved from:
https://drive.google.com/ope
n?id=1abTUc5yC3uqLThWaf
oIZz47426IrCJld​.
My Associate Teachers’
commented on this:
“Peter is passionate about
forming positive relationships
with our learners, staff and
families. Peter has gone the
extra mile when it comes to
relating to our little
Learners.”​ (p. 8)
Retrieved from:
https://drive.google.com/ope
n?id=1abTUc5yC3uqLThWaf
oIZz47426IrCJld​.
A comment from my Visiting
Tutor:
“​Peter’s diversity tasks in
his portfolio shows a
clear understanding of
how culture can affect a
student’s learning and
Behaviour.” ​(p. 7).
Retrieved from:
https://drive.google.com/file/d
/1xvLn7IUGFZvA9oD_IR-QH
nHEVkcOeBe0/view?usp=sh
aring​.
Develop positive
relationships with learners
and the members of learning
communities.
Standard Seven:
Committed members of the
profession.
Committed members of the
profession.
Demonstrate respect for te reo
Māori me ngā tikanga-ā-iwi in their
practice .
Uphold the Education Council’s
Code of Ethics/Ngā Tikanga
Matatika.
Have knowledge and
understanding of the ethical,
professional and legal
responsibilities of teachers.
Competent:
I have definitely become
stronger in this. I used the
book “Kei te Pehea Que?”
during class to teach
students pronouncation. This
build student awareness, and
due to repeating its use daily
for two weeks, built student
knowledge and practice.
However, what I did not do
was research the iwi in that
place.
Accomplished:
On my final placement I
incorporated “Kei te Pehea
Que?” and taught the
students how to write their
own mihi.
Accomplished:
I am confident that I uphold
the Code of Ethics. This was
evident in the comment that
my Associate Teacher from
my final placement made.
Accomplished:
I know about the
professional, ethical and
Here is the mihi template:
https://drive.google.com/ope
n?id=1mR7H9N7YevQso81n
mQKzQzbyM_xinCDe​.
The comment from my
Associate Teacher at my
final placement:
“Emotional and physical safety
of children is paramount to
Peter. He found a women’s
magazine page that was
inappropriate for young children
and got rid of it. He reported to
me that a child was not using an
iPad appropriately. If children
reported problems or issues to
Peter, he would listen to both
sides and talk with them calmly,
asking for children to explain,
apologise, shake hands or other
appropriate actions. I never saw
him ‘lose his cool’ but remained
calm in all situations.”​ (p. 8).
Retrieved from:
https://docs.google.com/docum
ent/d/1m_kAdJxskgSLYAbCzE
mLf0_0e-fM0BBnP4Suisdf2QM/
edit?usp=sharing​.
The comment from my
Associate Teacher at my
final placement:

Committed members of the Work co-operatively with those who
profession. share responsibility for the learning
and well-being of learners.
moral obligations that I have
as an educator and this has
been visible in my last two
placements.
Accomplished:
I do not think that teachers
are an island and should
work collaboratively.
“Emotional and physical safety
of children is paramount to
Peter. He found a women’s
magazine page that was
inappropriate for young children
and got rid of it. He reported to
me that a child was not using an
iPad appropriately. If children
reported problems or issues to
Peter, he would listen to both
sides and talk with them calmly,
asking for children to explain,
apologise, shake hands or other
appropriate actions. I never saw
him ‘lose his cool’ but remained
calm in all situations.”​ (p. 8).
Retrieved from:
https://docs.google.com/docum
ent/d/1m_kAdJxskgSLYAbCzE
mLf0_0e-fM0BBnP4Suisdf2QM/
edit?usp=sharing​.
This was also met in the
Critically Reflective Teacher
paper where I was required to
Analyse and write about these
characteristics:
https://docs.google.com/docum
ent/d/1rz6uN1aAb7W3GS1u_d
aXnfaqBsJJm2_vxwQnROvPh6
8/edit?usp=sharing​.
A comment from my
Associate Teachers’:
“​Peter showed great
willingness to assimilate our
classroom culture and
always promoted our “giving
five” rules.” (​ p. 8).
Retrieved from:
https://drive.google.com/ope
n?id=1abTUc5yC3uqLThWaf
oIZz47426IrCJld​.
 Committed members of the
profession.
Are able to articulate and justify an Accomplished: A comment from my
emerging personal, professional I am able to justify the Associate Teachers’
philosophy
of teaching and learning. importance of my teaching regarding my teaching
philosophy. philosophy:
“​Peter’s integrity and faith
has shone throughout this
practicum and his actions
reflect his personal creed.
Peter
is a passionate and
responsive teacher.”​ (p. 8).

Retrieved from:
https://drive.google.com/ope
n?id=1abTUc5yC3uqLThWaf
oIZz47426IrCJld​.

Below is the link to my

Philosophy of Education:

https://docs.google.com/docu
ment/d/1ycUDjyLbG79tL2dn
sGMx8kEzJy6B5A4tDt3pY73
O1gg/edit?usp=sharing​.

References:
Whyte, B. (2016). Culturally and linguistically diverse classrooms and communities. In D. Fraser & M. Hill (Eds.), ​The professional practice of teaching​ (5th ed., pp. 198-212). South Melbourne, Australia: Cengage Learning.