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4. Competency for reflection & development

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4. Competency for reflection & development

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During my studies, I have read a lot of books about pedagogy, subject knowledge as well as personal research topics such as ' global citizenship'. As a teacher you never stop learning and I know that I will be adding to my teacher's book case. I have already been eyeing a couple books to read over the summer.

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Anna is a friendly and approachable teacher and is enthusiastic which brings a positive dimension to a team. Anna came into a very challenging learning environment where the children are mixed age ranges and have a lot of freedom of movement in the learning environment. There are also a lot of staff to manage so she did very well to come into a busy unit and find her place within it.
- Year 4 mentor

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4. Subject knowledge & methodological competency

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4. Subject knowledge & methodological competency

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Anna planned suitable learning activities that demonstrated good subject knowledge. She carried out activities with whole class, groups, pairs and one-to-one working alongside them in order to support their learning. Activities, where possible, linked to the current Unit of Inquiry and incorporated, physical activities, paper-based activities, recording, role play and experimentation. After sessions she reflects with other staff members to find out if the activity needed to be adapted and if it suited all learners. Whilst she made the style of teaching her own, she was still mindful of the need for consistency so kept the format of the teaching the same as what the children were used to.
- Mentor Year 4

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8. Competency for reflection & development

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8. Competency for reflection & development

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Je hebt een lerende houding. Je ziet feedback krijgen niet als kritiek maar als een manier om jezelf te ontwikkelen. Als aandachtspunten aangegeven zijn, dan probeer je hier ook echt iets mee te doen. Ook als een les niet liep zoals je had gewild, dan ben je des te gedrevener om de volgende keer de les beter te geven. Je verdiept je dan in wat je anders had kunnen doen. Deze houding siert je.

- Year 3 mentor (Dutch school)

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Je waardeert altijd wat kinderen in te brengen hebben in je les. Het lesgeven juist vanuit wat de kinderen in te brengen hebben is iets waar jij heel goed op in kan spelen. In de onderwijsvorm van deze school (werken met methodes) is daar niet altijd tijd en ruimte voor. Terwijl dit juist wel iets is wat jouw sterke punt is.
Je vindt een positieve benadering en veel complimenten belangrijk. Dit omdat je ziet dat de kinderen ervan groeien. Je bent je bewust van de leeftijdsgroep en de omgang ervan (pre-pubers en pubers).

Tijdens bijv. WO probeer je aan te sluiten bij hun belevingswereld door de verhalen en voorbeelden die je inbrengt. Ook tijdens Engels paste je dit toe.

- Year 3 mentor (Dutch school)

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Je bent toegankelijk voor kinderen en hebt een open houding. Als kinderen met hun verhalen bij je komen, dan heb je interesse voor hun verhalen. Je reageert enthousiast en geïnteresseerd.

Je bent erg positief t.o.v. de kinderen je benoemt het gewenste gedrag en complimenteert leerlingen wanneer je goed gedrag ziet. Dit is een sterk punt van je. Je gaat uit van het positieve.
- Year 3 mentor (Dutch school)

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8. Competency for reflection & development

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8. Competency for reflection & development

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Je luisterde naar de feedback op je lessen. Het liefste wilde je het vanaf dat moment al verbeteren. De volgende les was je feedback vanuit de vorige les altijd goed terug te zien.
-Mentor Year 4 (Dutch school)

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7. Competency for collaboration with the work environment 

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7. Competency for collaboration with the work environment 

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Niet alles was geschikt voor in het Vrijeschoolonderwijs. Hier mistte de theoretische kennis van de vrije school, maar je was bereid om dit (in gesprek met mij) te veranderen, zodat het wel passend is bij de visie van de school. Goed dat je zo flexibel hierin bent.
- Mentor Year 4 (Dutch school)

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Je hebt een hele open en gemotiveerde houding, zowel naar de kinderen als naar volwassenen. De kleuters voelden zich prettig bij je en het contact verliep goed.
-Mentor Year 4 (Dutch school)

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4. Subject knowledge & methodological competency

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4. Subject knowledge & methodological competency

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During my final teaching practice in the Early Years, I worked together with two classroom teachers and three teaching assistants. We had planners for the adult led activities, student led activities and teacher led activities (circle time, maths, phonics). With all these planners, it is very important to communicate with each other. Not only do you have to contribute to the planners, you have to see who is doing what and what you can contribute that day. I really did learn to work closely together with colleagues during this teaching practice.

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When setting up writing tasks for the Early Years, I would set up the books, pencil and other materials, ready for the children to start. After a short introduction, I would send the children off to sit at the table. I would make sure that the children who needed a little extra support, were sitting at the edge of the table so I could sit next to them if needed.

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During my final teaching placement in the Early Years. I did a lot of formal and informal observations. I would take pictures, describe the action of the child and link these to the Early Years outcomes of EYFS.

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7. Competency for collaboration with the working environment

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7. Competency for collaboration with the working environment

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While writing my thesis at my final teaching placement, the classroom teacher asked if I could make a display about my thesis research for the parents and other teachers. For my thesis I read 10 books to the children. The display shows all ten books with quotes form the children as well as pictures from the books.

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During my teaching placement in the Early Years, I used cooperative work and group tasks during Math. I would give the children different tasks throughout the assignment. Here, some children are counting the tallies to see how many cups of water they took away from the big bucket of water. The children were highly competitive so I had them work in two groups.

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4. Competency for subject knowledge & methodology

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4. Competency for subject knowledge & methodology

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During the Dutch minor, I worked on a portfolio to practice my own cursive writing. At the same time, I read a book on how to teach writing and how children learn to write.

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7. Competency for collaboration with the work environment

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7. Competency for collaboration with the work environment

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During the Arts & Culture minor, I designed different

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During the Arts & Culture minor, we designed visual arts, drama and music lessons. We taught these at a refugee centre in Emmen.

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4. Subject knowledge & methodological competency 

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4. Subject knowledge & methodological competency 

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During my studies at Iteps, I often had to give presentations about what I had learnt. In this

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8. Competency for reflection & development

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8. Competency for reflection & development

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When finding a topic for my research, I like to use word webs. This helps me explore themes and narrow down the research topic. I sometimes struggle with narrowing down my research topic.

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Uploaded by Anna Robertson on 2016-06-22.

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7. Competency for collaboration with the working environment

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7. Competency for collaboration with the working environment

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Anna is a hard-working young woman with excellent skills in communicating with people across cultures. She likes exploring new ideas about teaching and is eager to expand her skills. She is loyal to the people she works with and is always willing to undertake anything extra.
- Ton Gelmers (Head of Bachelor Iteps)

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7. Competency for collaboration with the working environment

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7. Competency for collaboration with the working environment

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ITEps (International Teacher Education for primary schools) is developed by a consortium of 6 Universities from Czech Republic, Turkey, Sweden, Norway, Denmark and the Netherlands. Unfortunately only three partners (due to the strict regulations about teacher education in the several countries) could continue their cooperation: University College Zealand, Denmark; University College of Southeast Norway, Norway and Stenden University, The Netherlands.

It was necessary for ITEps to have an accreditation. The ITEps consortium decided to achieve this accreditation via the European approach for quality assurance of joint programmes. The site-visit of the accreditation panel was on March 4, 2016. Part of the process to this site-visit were the preparation days on March 2 and 3. During those preparation days the consortium discussed for instance about quality assurance, roadmap to the future and teaching qualification. The two days were also used for a role-play of the site-visit and to practice a presentation for the accreditation panel. Anna participated fully and with enthusiasm. She also prepared the presentation (with a student from Norway) for the accreditation panel.

On March 4 the presentation was a great success (thank you Anna). Also the meeting with the panel, the briefing and debriefing was, also due to the efforts of Anna, successful.

Anna is a great student with good ideas how to improve the ITEps programme.

Best wishes

Peter Elting

Programme manager ITEps.

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Anna has excellent communication skills and a real enthusiasm to learn more about the children and teaching methods. She was in constant discussion with the class teacher about the child's learning and understanding, she was also able to engage in educational dialogue with any professional working in either Year 3, 5, or the PE department or as a member of the support staff. - Mentor Year 2

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7. Competency for collaborating with the working environment

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7. Competency for collaborating with the working environment

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Anna has a contagious enthusiasm towards teaching and learning and fitted immediately into the school environment, where she easily made relationships with both staff and children, which reflected genuine care and understanding. Her natural positivity was transmitted to the children who responded well to her warmth and praise feeling valued and respected. She was able to develop a positive growth mind-set, thus creating an enthusiastic learning environment, where the children felt safe to be able to push themselves and take risks. - Mentor Year 2

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The topic of my bachelor thesis was Global Citizenship and how this can be taught through cosmopolitan themed picture books. I read 10 picture books to the children and recorded their answers. I analysed the responses of the children.

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For my Bachelor Thesis, I read 10 cosmopolitan themed picture books to the children. After reading the books, I would set up some objects that were related to the book. I would ask the children questions about the book or the objects. The children were very interested in the globe and enjoyed exploring how big and small the countries are on the globe. They asked a lot of questions about the world and where they all were from.

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During some lessons, I try to record what the children are saying. In this example, the children were explaining to me how they could divide the 10 raindrops between the cloud and the sea. The comments made by the children are recorded and shared on the display. Not only does this show that I value student voice and input, it is also interesting for the parents to read.

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I have really enjoyed mentoring Anna; she has a true passion for the job, and generally just wanted to be in the classroom with the children. She has a natural ability to bond with children and build relationships and these relationships are certainly one of her strengths. - Mentor Year 2

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Numeral recognition/ numeral representing. Can you show me......?

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                                                         Welcome!

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                                                         Welcome!

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Thank you for visiting my teaching portfolio. The past four years, I have been training to become an International Primary School teacher at Stenden University in The Netherlands. Throughout these four years I have experienced and learned a lot. With this portfolio I want to give you an insight to what I have done and achieved whilst studying to become a teacher. The portfolio is categorised into 8 competencies. These are:

1. Intercultural competency
2. Interpersonal competency
3. Pedagogical competency
4. Subject knowledge and methodological competency
5. Organisational competency
6. Competency of collaborating with colleagues
7. Competency for collaborating with the working environment
8. Competency for reflection and development

All the evidence in this portfolio is labelled under one of these competencies. The evidence is all in one place as I believe that learning happens simultaneously and that the evidence for the eight competencies cannot be categorised into years or as separate pages.

Please feel free to comment or post any questions you might have. I will be happy to elaborate or provide you with more information.

Anna Robertson

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Every week, I would collaborate with the classroom teachers to make a planning for the following week. I would have to play around all other activities and ensure that all lessons planned for the next week, were taught to the children.

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8. Competency for reflection and development

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8. Competency for reflection and development

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During my fourth year, I was asked to teach English to the Erasmus exchange students at Stenden University. The students were. like myself, studying to become Primary School teachers. All students had different levels of English. I designed my lessons based on what the students wanted to work on. These couple of months, were an incredible learning experience. I had to keep reflecting on what I was doing and what the students wanted to do as well. I had support from the teachers of the exchange students as well as the English teacher from my University. After every lesson, I would ask the students if they thought what we did was valuable and what they would like to do the next day. The very last lesson, I asked all students to write something they liked about the lessons and something they thought I should do next time. Teaching students my own age was challenging but also such a good experience for my personal development as a teacher.

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For some activities, I would make sure to observe the children and ask questions about their thinking. I would write the quotes down. Sometimes we would use these as a pre-assessment of knowledge, to check for understanding, or we would use them in displays to show what the children were doing.

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I was fortunate enough to be invited to help out at the ECIS Early Childhood conference. Together with other students from Iteps, I helped out the organization. I met and talked to a lot of wonderful educators. Not only did I learn a lot, I made a lot of connections with educators from different countries and schools. This, to me, is incredibly valuable as a nearly newly qualified teacher.

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During my teaching practice in the Early Years, I had several activities set up to check if the children could recognise and produce numerals up to 20. During all of these activities, I tried to record which of the numbers the children could produce or recognise. After a week, I put all my checklists together and noted for each child which numbers they could produce and recognise. Based on these findings, I designed more Math lessons for the following weeks to fit the needs of the children.

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4. Subject knowledge & methodological competency

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4. Subject knowledge & methodological competency

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When teaching Maths, I like to create hands on problems for the children to solve. For this particular problem the children had to measure how long their hands were by using cubes. I introduced the 'rules of measuring' and let the children explore how many cubes fit into their hands. We them compared them to see who had the biggest and smallest hands.

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Throughout my studies, I have had to collaborate and work with the students at my University.

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8. Competency for reflection & development

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8. Competency for reflection & development

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After the Arts & Culture minor, I gave a presentation as myself in 40 years. I reflected on what I learnt and how I would use this as a teacher throughout my teaching career.

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6. Competency of collaborating with colleagues

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6. Competency of collaborating with colleagues

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During the Arts and Culture minor, we did a couple whole group projects. We had to collaborate with each other to make murals, plays or design lessons. Although at times challenging, I prefer working collaboratively. This is also an approach I use a lot when teaching.

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7. Competency for Collaborating with the working environment

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7. Competency for Collaborating with the working environment

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During the accreditation for Iteps, I got to work together with lecturers and students from Iteps Norway and Denmark. We shared experiences and prepared ourselves for questions and a presentation.

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7. Competency for collaboration with the working environment

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7. Competency for collaboration with the working environment

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During the Arts & Culture minor, we went to Denmark to prepare a play with students from Iteps in Denmark. The program was called 'Writing a science opera.' We had to write a play, think of the music and characters and perform them for each other. A couple weeks later, we had to prepare a play about Pre-History, which we performed six times, for a total of 200 school children. The Danish students came over to support us with the play. It was a lot of fun to work together with the students from Denmark. It was stressful and frustrating at some times, but we did do it and the play was a success.

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During my teaching practice in Curacao, my class competed in a dance competition. We had to come up with the choreography, practice and film during school hours. This took a lot of organisation.

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4. Subject knowledge and methodological competency

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4. Subject knowledge and methodological competency

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Short, snappy and fun activities to energize the children before starting the literacy lesson.

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During my teaching practice in Curacao, I taught 'group' 6 and 'group' 7 in one classroom. This asked for a lot of organisation and planning. In the beginning this was a real challenge but after a couple weeks, I started to become a lot more organised and learnt how to manage the time.

Feedback from my Year 3 mentor (Dutch school)
Elke ochtend schrijf je de planning op het bord. Dit bespreek je met de leerlingen, daardoor weten ze wat ze kunnen verwachten. Je tijdsplanning kwam in het begin niet altijd uit, nu aan het eind van je stage zie ik dat je dit goed op de rit hebt. Inspelen op onverwachte situaties kun je erg goed, je bent erg flexibel en oplossingsgericht.

Je neemt de leiding voor de groep en voelt je verantwoordelijk. In het begin was je even zoekende hoe je alles moest managen, dit omdat je dan vb groep 6 les gaf en ondertussen ook groep 7 in de gaten moest houden om te zorgen dat zij rustig aan het werk bleven of andersom. Gaandeweg heb je hier je weg in gevonden en ook daardoor de rust in de klas gecreëerd die nodig is voor het werken in een combigroep.

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During my practice at 'Het Kleincollege', I worked with the Dutch National Curriculum. I had to read up on the curriculum and in some cases, practice the grammar and spelling lessons before teaching these to children aged 9/10. I wanted to feel secure about what I was teaching and make sure I understood the methods and strategies before teaching them.

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In my third year, I did my teaching practice at a Dutch Primary school in Curacao. The island has a culturally rich history and has a lot of Dutch influences. Most of the children were Dutch, but some of the children were from the island. It was very interesting to teach the National Dutch curriculum outside of The Netherlands.

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Je bent je bewust van de behoeftes van de leerlingen. Een aantal kinderen hebben moeite met verandering, je speelt hierop in door duidelijk aan te geven wat er gaat veranderen en waarom. Ook neem je prikkels weg bij leerlingen door bijv dingen weg te laten leggen.
- Mentor Year 3 (Dutch school)

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4. Subject knowledge & methodological competency

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4. Subject knowledge & methodological competency

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When teaching maths, I like to make use of math manipulatives. All children learn in different ways and have different intelligence. According to Gardner's multiple intelligence theory, some children have a strong visual intelligence.

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4. Subject knowledge and methodological competency. 

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4. Subject knowledge and methodological competency. 

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She was able to use her knowledge of the children and their learning to group in a variety of ways including socially, by achievement, by learning styles and target groups linked to previous learning and formative assessment.

Anna used many AfL strategies in her teaching and planning, during her proud plenaries she would use traffic lighting as a form of self-assessment or stars and a wish, so all the children could be involved in their learning and plan their next steps. She used ‘think, pair and share’ and talk partners to enable all children to voice their ideas and opinions. She was involved in assessment such as levelling reading using the APP grids from the National Curriculum and learning ladders, which then helped to inform her planning. She marked books using our marking scheme and implemented next steps and targets.
- Mentor year 2

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8. Competency for development and reflection

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8. Competency for development and reflection

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The first two years of my studies, I collected hard copies of lesson observations, lesson plans and feedback. After a while, I started to collect them on an online platform.

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4. Subject knowledge and methodological competency

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4. Subject knowledge and methodological competency

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Note from Drama teacher:

Anna,

Wat ben jij goed te regisseren Anna. Je pikt aanwijzingen onmiddellijk op en houdt ze vervolgens ook nog eens vast. Je rolontwikkeling was fantastisch om te zien, ik heb genoten!! Knap hoe je daarin zelf weer steeds nieuwe mogelijkheiden ontdekte. Je stemgebruik is erg goed, prachtige uitspraak, perfecte timing en geweldig improvisatievermogen. Vandaag en morgen mag het publiek dat bewonderen.

Speel de sterren van de hemel en geniet met volle teugen!

Toi toi toi!!

Irma Smegen