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MIT Bed (ECT)

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MIT Bed (ECT) GRADUATE PROFILE
MIT Bed (ECT) GRADUATE PROFILE
Professional knowledge and Practice. 
Professionally meet the educational needs of diverse learners, including those who have special needs and those for whom English is an additional Language.

EVIDENCE 1:
This Evidence was chosen as it encompasses all the traits that reflect our professional duty to provide an environment that is inviting for all tamariki and whanau regardless of gender, culture, disability, values or beliefs. We are trained graduates that have hopefully understood the value of INCLUSION and the NORMALIZATION of a environment to allow learning to occur at ones own pace. Therefore advocating for most if not all injustices that our tamariki face  requires our need to stand up and support their development through building close relationships with the child and their whanau.
EVIDENCE 2
EVIDENCE 2
Understanding that in majority of our low Socio economic communities that many of our Pasifika and Maori families are associated with English as an additional language, and therefore providing a learning environment that emulates their cultural background with their particular language being encouraged is a positive way for tamariki to learn in a safe and inclusive environment.  This evidence from my recent Away practicum shares my understanding of my learners and how they learn.
MIT Bed (ECT) GRADUATE PROFILE
MIT Bed (ECT) GRADUATE PROFILE
EVIDENCE 3:
This evidence shows how a costume that I made on my first year of practice which allows for diverse cultures to actively wear and celebrate materials that are not normally available in the center.  This enables children's curiosity and wonder to flourish through out their dramatic play and  imaginative play.

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Contributes to the achievement of social justice.

EVIDENCE 1:
This Evidence contributes to my understanding of social justice issues that our tamariki face daily and how I can try and best respond to these issues within my center environment. This will enable me to bring about fairness as an outcome for all our children and ensuring that they learn to stand up and become strong candidates for self identity, acquiring tools and strategies to best deal within a diverse and multicultural environment.

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Professional knowledge and Practice.
Professionally meet the educational needs of diverse learners, including those who have special needs and those for whom English is an additional Language.

E VIDENCE 1:
This Evidence was chosen as it encompasses all the traits that reflect our professional duty to provide an environment that is inviting for all tamariki and whanau regardless of gender, culture, disability, values or beliefs. We are trained graduates that have hopefully understood the value of INCLUSION and the NORMALIZATION of a environment to allow learning to occur at ones own pace. Therefore advocating for most if not all injustices that our tamariki face  requires our need to stand up and support their development through building close relationships with the child and their whanau.

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GRADUATING TEACHERS USE EVIDENCE TO PROMOTE LEARNING.

B: Gather, analyse and use assessment information to improve learning and inform planning.

As a graduating teacher I understand the significance of being able to gather information regarding the tamariki we teach and having the knowledge to provide authentic learning experiences that cater to the  needs and interests of the children. I feel confident that my Treaty Action Plan
Child Portfolio
Home Center Research Project
all contribute significant evidence to represent this GTS.

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Contributes to the achievement of social justice

EVIDENCE 2:
As a Graduating teacher from MIT I  believe that I have met this profile through consistently working with our tamariki to interact and socialize in their play experiences. I feel humbled to have the opportunity to work alongside them and learning about who they are as individuals during my time here. This has deepened my understanding of their contextual environments that influence their ability to develop and learn every day and feel a sense of appreciation towards their happy approach to school.

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Contributes to the achievement of social justice.

EVIDENCE 3:
In my last PROFESSIONAL INQUIRY AWAY PRACTICUM held at Mangere West Kindy, I had witnessed a strategy that they call the SUPER HERO HI FIVE ACTIONS. These actions are reinforced by teachers and their tamariki to help develop children's social competence skills in, around and outside of the Kindy. These actions help teach children how to work cohesively with and alongside their peers, ensuring that all are safe in their learning environment and are enjoying their learning space without fear or behavior that is in-just.

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GRADUATE TEACHERS ARE COMMITTED MEMBERS OF THE PROFESSION.

C: Work co-operatively with those who share responsibility for the learners and well-being of learners.

As a teacher I understand the significance of being a committed member in this profession as it is a crucial aspect of working with others to develop and nurture the learning and well-being of our tamariki. This means that having the ability to work cooperatively with colleagues and whanau as a team unit helps provide appropriate learning experiences suitable to children's needs.

Understanding my own leadership style to foster my relationship with staff, tamariki and whanau such as the Democratic style enables others to be able to share their thoughts and contribute to team discussions freely especially when we are working collaboratively as a team to achieve a common goal.

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Contributes to the achievement of social justice.

EVIDENCE: 1
Through this Profile I believe that I have met this criteria as I understand the significance of providing a Just environment for all learners of diverse multicultural backgrounds. It is cruitial that as a Graduating teacher it is professional requirement to provide learning experiences that respond to various children and the contextual factors that influence and or harm a child's learning.

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A.T FEEDBACK HOME CENTER PRACTICUM 2016 - White Heron Learning Center

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A.T FEEDBACK HOME CENTER PRACTICUM 2016 - White Heron Learning Center

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A.T Wanda Vietch

This Evidence shares how I am able to work cooperatively with colleagues and whanau to provide appropriate learning opportunities for our tamariki.

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GRADUATING  TEACHERS DEVELOP POSITIVE RELATIONSHIPS WITH LEARNERS AND THE MEMBERS OF LEARNING COMMUNICATION

C: Build effective relationships with their learners.

I feel strongly that I have built strong reciprocal relationships with the various tamariki that I have come across in various away and home center experiences. I have been able to gather the courage to make the initial interaction/conversation with many whanau of whom I meet for the first time by introducing myself and slowly learning about who they are and knowing who their children are that attend the center/Kindy

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GRADUATING TEACHERS UNDERSTAND HOW CONTEXTUAL FACTORS INFLUENCE TEACHING AND LEARNING.

B: Have knowledge of tikanga and te reo Maori to work effectively with in the bi-cultural contexts of Aotearoa New Zealand.

I believe that I have met this GTS as I have always had a strong background in being able to understand Te reo Maori  and speak the Reo as I had done Bursary Maori in all of my high school years but never thought that I would need to use it in my life time ever. But now that I have had the opportunity to put it to good use through interweaving it into my practice I can confidently say that I have a genuine flow in my use while singing waiata, commands, singing the karakia mo te kai and greetings to whanau upon arrival and when leaving.

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I have used this piece of evidence as it shows how I have been able to  create an action plan that will effectively build on Maori language and instill in our tamariki the sounds and hyms of nga waiata being used over a time frame of four weeks. This will build on their existing kete of knowledge and build on their understanding of the stories behind these waiata. This action plan is also in place to uphold Te Tiriti o Waitangi by maintaining the Native language of Aotearoa NZ as it is seen as a Taonga (Treasure).

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This Evidence looks at a current Treaty o Waitangi Policy that is used in my home center and how this information has enticed me to create an action plan that will help improve learning of the Native tongue.

This is of significance to all people within Aotearoa NZ as this native language is at risk of being lost if the implementation of Maori language is not used frequently within our practice and in the centers we occupy..

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This Evidence recognizes my commitment to working with and alongside colleagues in our staff meetings, for the development of our tamariki and creating ideas together as a team to make appropriate changes to our planning and implementation of different areas of development. This meeting shows a beginning discussion around my research project around sleeping arrangements for our children that have rest after lunch.

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The Evidence that I have used to uphold this GTS in showing my responsibility to the learners and their well-being by firstly understanding what kind of Leadership Style I work under. I resonate with working with and alongside others as the Democratic style represents this aspect. I believe that understanding who I am as a person will reflect how I able to work with others.

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A.T FEEDBACK FROM AWAY PRACTICUM 2017 AKA MANGERE WEST KINDERGARTEN.  

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A.T FEEDBACK FROM AWAY PRACTICUM 2017 AKA MANGERE WEST KINDERGARTEN.  

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This Evidence is a comments made by my A.T Bex Barretta who shared that I had great confidence building relationships with whanau since the very first day of Practicum.

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GRADUATING TEACHERS USE PROFESSIONAL KNOWLEDGE TO PLAN FOR A SAFE , HIGH QUALITY TEACHING AND LEARNING ENVIRONMENT.

C: Demonstrate high expectations of all learners focus on learning and recognise and value diversity.

As a practicing teacher I understand that we are living in a country that is vastly growing in population and that we are among a multicultural nation that sees us working with and along side diverse cultures and families. I believe that through building relationships with tamariki and whanau, can we truly begin to understand and value who they are as people and where they come from as this is a significant role for teacher to understand. Therefore we can provide a safe learning and teaching environment for all.

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COOK ISLAND RESOURCE USED IN MY 1ST PRACTICUM

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COOK ISLAND RESOURCE USED IN MY 1ST PRACTICUM

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Here I chose my Care and Education Plan as my second form of evidence which looks at the  attachment theory as my preferred way to build relationships with tamariki.
I feel strongly that robust relationships are formed when an attachment is created with a child, which then slowly allows the child to trust in their caregiver eventually forming a strong bond and relationship.

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EVIDENCE 1 I believe that I have met this GTS as I have provided an environment that demonstrated high expectations for all learners to explore through play and experiencing the cultural costume that I had made.  I had planned and created this play resource that was a cook Island costume to introduce a new culture into the center.This enabled diverse cultures, girls and boys to gain new knowledge and understanding of how to wear and use this resource through wearing it and having fun also during this Practicum.

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Using this piece of evidence shows the many social interactions that I had encountered during my time at Bizzy Kids Educare 2016. Through Mat times I was able to gather children's interests regarding the 2 different topics that they were currently working on already. I had planed 2 learning experiences from our mat time discussion and recorded their thoughts about wanting to plant strawberries and look at bugs. These were experiences that enabled me to build on my relationships with the tamariki, and effectively develop their learning capabilities where they would trust in me and in the learning that we were doing.

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REFLECTION 1A-1B,2 & 3 OUTDOORS PRACTICUM

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PROFESSIONAL INQUIRY 3. Inclusive Practice:

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PROFESSIONAL INQUIRY 3. Inclusive Practice:

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HOME PRACTICUM 2016 White Heron L/C.
Comment  made by Kylie Smith Wisiting Lecturer.

This evidence stipulates that I use a good range of Te Reo Maori language with my Infants and Toddlers on a daily basis as they seem to understand basic commands when I am speaking to them in Te reo.

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CONFIDENT USE OF TE REO MAORI IN MY PRACTICUM 2017 SEM2 away Practicum: Mangere West Kindergarten

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CONFIDENT USE OF TE REO MAORI IN MY PRACTICUM 2017 SEM2 away Practicum: Mangere West Kindergarten

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Observed and commented on by Mary Moeke  about my use of Te Reo Maori language in practicum and how I'm a competent practitioner.

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White Heron Whanau and Tamariki pull together as 1 for Xmas FLOAT and PARADE 2016

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White Heron Whanau and Tamariki pull together as 1 for Xmas FLOAT and PARADE 2016

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EVIDENCE 2 is where diverse families are seen here working collaboratively to embrace the xmas spirit by helping our tamariki get ready for the big walk down towards and around Mangere Bridge Villiage.

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GRADUATING TEACHERS KNOW ABOUT LEARNERS AND HOW THEY LEARN.

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D: Know how to select curriculum content appropriate to the learners and the learning context.

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D: Know how to select curriculum content appropriate to the learners and the learning context.

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I believe that I have met this GTS through ensuring that I have set up learning experiences that help to engage our learners and display their learning In meaningful ways. It has been a journey getting to know new children in my care and learning what their interests are can be challenging but so far has been rewarding to say the least.

Also having feedback from staff management about my development as a practicing teacher has enabled me to reflect on their comments and respond as best as I can in my practice to select curriculum content that is appropriate to the learners and the their learning context.

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GRADUATING TEACHERS KNOW WHAT TO TEACH

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A: Have content knowledge appropriate to the learners and learning areas of their programme.

I believe that I have met this GTS by learning and understanding over time how important it is to lead children's learning through firstly building  strong relationships with them and building a sense
of trust between one another. Also understanding that having this foundation has helped me to better understand our children's interests by getting down to their level and observing their learning unfold in various learning areas. Furthermore creating learning experience that best reflect their interests and that have an environment set up to extend on their learning fosters development in all curriculum areas.

EVIDENCE FROM YEAR 2 SEMESTER 1 HOME CENTER PRACTICUM - White Heron Learning Center. EPORTFOLIO.

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This evidence shows how I can effectively gather information about "N"  and use assessment information to extend on his learning through the use of Maths and Science learning experiences that I have planned and implemented

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RESEARCH PROJECT at my HOME CENTER PRACTICUM

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RESEARCH PROJECT at my HOME CENTER PRACTICUM

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I believe that I have met this through conducting my own research about finding strategies to better transition our tamariki from lunch time to sleep time effectively. By gathering baseline data from colleagues to plan and promote a better resting environment for tamariki through out our winter period.

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RESEARCH DISCUSSION WITH KYLIE 2017 HOME PRAC

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This position paper made me realize that our tamariki require the best in quality care. This means having qualified teachers working with and alongside our tamariki to extend and further promote positive learning environments where children can learn and develop. This then becomes important for their overall development and the building of their confidence and competence as learners and unique individuals in our society.

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EVIDENCE ONE:

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Position_Paper - Quality Qualified Teachers teaching Infants and Toddlers.

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TASK ONE - What is Social Justice?
-Valuing Multicultural Diversity.
EVIDENCE 3:
The evidence represents all cultures that are present in our centers today. I feel that I have understood this standard that celebrating everyone's cultural background will surely bring a sense of belonging in the center for all children.

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Understanding that in majority of our low Socio economic communities that many of our Pasifika and Maori families are associated with English as an additional language, and therefore providing a learning environment that emulates their cultural background with their particular language being encouraged is a positive way for tamariki to learn in a safe and inclusive environment.  This evidence from my recent Away practicum shares my understanding of my learners and how they learn.

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Comments made:
"Margarette learnt about our children and community being English as a second language, so has adjusted her teaching styles to meet the needs of the children and also does a lot of hands on opportunities which she knows how our children like to learn."(Bex A.T) Mangere West Kindergarten.

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STRAWBERRY LEARNING STORY - BIZZY KIDS EDUCARE

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STRAWBERRY LEARNING STORY - BIZZY KIDS EDUCARE

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Adding to evidence around relationship building during this Away practicum 2016.

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I believe that this assignment helped me to further extend on children's interests based on Dinosaurs.

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EPORTFOLIO 2017 SEMESTER 2 FINAL AWAY PRACTICUM AT Mangere West Kindergarten

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EPORTFOLIO 2017 SEMESTER 2 FINAL AWAY PRACTICUM AT Mangere West Kindergarten

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CREATIVE BOOKLET to extend children's expressive selves through different materials used and experiencing different curriculum concepts such as Science and Maths

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CREATIVE BOOKLET to extend children's expressive selves through different materials used and experiencing different curriculum concepts such as Science and Maths

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EVIDENCE 3:
This evidence shows how a costume that I made on my first year of practice which allows for diverse cultures to actively wear and celebrate materials that are not normally available in the center. This enables children's curiosity and wonder to flourish through out their dramatic play and imaginative play.

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EVIDENCE 4:
This evidence is of a panel that my group members and I had brought together using symbols that represent what is so significant to us as an individual and our cultural background. Through weeks of collaboration and team work, we were able to put together a panel that not only flowed with the patterns we chose but actually understanding the meaning behind the symbols is what made this experience significantly amazing.

This can also be a strong way to co-construct a center Tokutoku Panel that can be worked on by the whole center as a long term project that ties in with patience and perseverance. This also builds on once self efficacy as it is representing a piece of themselves on the panel. All divers cultures participate to uplift their sense of belonging.