Graduating Teacher Standard 3:

Graduating teachers understand how contextual factors influence teaching and learning:

Have an understanding of the complex influences that personal, social and cultural factors may
have on teachers and learning.
I have been able to complete my practicums in schools that have been low decile and have
seen how factors outside the school and the schools control have had an impact on the
students learning. Through these experiences I have been able to consider what are the driving
forces that are causing the effects i the student education. This has been reinforced through
studying at BTI, in particular the Diversity paper, and the Teaching Children from Diverse
Cultures. During the Diversity paper we were taught about the various areas that affect learning
in students. We were challenged to not just see the various areas, but rather the child who is
front of you. This is the challenge that I will take into my teaching. During the TCDC paper, we
were to complete a week long immersion experience where we would immerse ourselves in an
environment where we would be the ones who were the outsiders. I chose to complete my
immersion experience at the Mangere Refugee Resettlement Centre (MRRC). I was helping
teach in classes where the students were from war torn environments and from a place of
uncertainty. Through this experience I found myself adapting my teaching style and technique to
meet the child in their place and help shift them through to the next area of their learning.
Through this experience, as well as completing my teacher training with BTI, I have been able to
examine myself and my practices to change and adapt these practices to suit children and
parents at individual levels.

Have knowledge of tikanga and te reo Mori to work effectively within the bicultural contexts of
Aotearoa New Zealand.
I am of Maori descent and will be incorporating Te Reo in the classroom every chance I can get.
I completed papers at BTI that incorporate Te reo and Maori culture as part of the foundation of
education. There have been many opportunities to participate and be active an person in
activities that stimulate and promote First Nation custom in my teaching practice. However this
first starts with what I know about myself, with importance of knowing who I am. I have my
whakapapa that goes back to the foundation of the Marae that is my home (and I might add that
won the Pa Wars for 2016). My studies at BTI have set in concrete that knowing who I am and
who I am to become is what shapes my teaching. It is what I will take into the classroom as a
method to engage students through knowledge of where they are and how this great Pacific
Island nation became what it is today. We are Bicultural nation that has roots that are
honourable and worthy of praise.

Have an understanding of education within the bicultural, multicultural, social, political,

economic and historical contexts of Aotearoa New Zealand.
During the first year of study at BTI, one of the papers was the Introduction to education in
Aotearoa, NZ. This paper covered the history of education in Aotearoa, New Zealand (ANZ)
and how todays education system has been shaped through migration to ANZ. We were given
detailed information on the background of Education of Maori and Pakeha students, and how
specific areas had better funding due to the economic growth. There was also insight into how
Maori students were originally given good education from the teaching by missionaries.
Throughout other papers we have been given direction and education into the bicultural and
multicultural aspects and needs for sound and proper education to be delivered. Having an
understanding of how to meet the students where they are to help promote new learning and
understanding is helping shape my teaching and presence in the classroom.

As part of my practicum I have been placed in areas where students have come from areas with
what could be deemed to have lesser social and economical issues, and some where the social
and economic culture(s) work against the students basic needs. Having grown up in a poor
environment I am able to use my experience to be able to form stable and professional
relationships with students from this culture to help engage them with their learning.

Graduating Teacher Standard 5:

Graduating Teachers use evidence to promote learning:

Systematically and critically engage with evidence to reflect and refine their practice.
During the three years of study with BTI, we have been constantly been reminded of the
importance of critical reflection of our practice. As I have progressed with completing the
degree, I have found my personal reflections have moved from being condemning of my my
faults, but now have been more critical and future focused. Instead of asking questions of that
focused on the bad event and how I let it happen, but rather the event happened, how best to I
change my actions and responses to help not create that environment again.

Throughout my practicums I have engaged with critical feedback from visiting tutors and
associate teachers to help further advance myself in my practice as a teacher. During my fourth
practicum, my visiting tutor provided some feedback on a lesson which I worked to immediately
apply to my teaching practice. It was noted by the tutor on the next visit and observation that I
had changed my teaching style to meet what was needed, however work was still required. I
was pleased that I had a nature where I am willing to change and adapt my practice through the
observations of others to become the teacher that is needed for the students to learn and
engage with the lessons and myself as a professional.

Gather, analyse and use assessment information to improve learning and inform planning.
During my practicums I have completed assessments through student work that have helped
shape my lessons going forward to meet the needs of the students. As I was teaching a math
lesson to year 0-1 students, I was able to identify that one of the students was well advanced
with his ability to complete addition. After that lesson I was able to adjust and create a suitable
lesson plan for this student in the group, as well as my lesson for the others who worked
alongside this student to ensure that they were still also receiving quality education.

Through personal interaction and student feedback I have been able to also shape and create
lesson plans that are not only shaped by what is required from the learning intentions, but also
engage the students by incorporating their passions and loves throughout the lessons. My
lessons and deliberate acts of teaching are shaped by student assessment and through
interactions with the students.

Know how to communicate assessment information appropriately to learners, their

parents/caregivers and staff.
To be able communicate the assessment information to students, I will have needed to have
built a relationship of trust with the students where they can confidently trust that I am sharing
information that is going to help them progress. The feedback I give students is through verbal
and nonverbal communication.

Communication of students progress to parents will be through teacher-parent/caregiver

meetings, report cards,and will always be in a formal method of communication that reflects the
level of professionalism that is required by teachers when dealing with parents/caregivers.

Being able to communicate with other staff members is of paramount importance. This is done
through all forms of assessment as well of any records kept that of relevance to others of the
profession.

Graduating Teacher Standard 6:

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

Recognise how differing values and beliefs may impact on learners and their learning.
The country being Aotearoa New Zealand has become a melting pot of cultural diversity,
language, beliefs, and personal views that shape family/whanau, communities, and personal
attitudes. All these shape the way we need to be able to develop and shape our teaching. I have
made a personal effort to be able to understand who and where students have come from in
order to become a teacher who is respectful, relational and transformative.

Have the knowledge and dispositions to work effectively with colleagues, parents/caregivers,
families/whnau and communities.
I am a person who does not want to create or foster an environment where there is conflict.
Throughout my working career I have been able to develop a personal attitude where I am
always seeking other points of view before making any judgements or decisions that affect
relationships and others. I personally take the approach to where I can work alongside those
who may be difficult, yet there is more to the picture to what may be seen. As a man of faith, I
am called also to be a man who is not quick to anger, or will be dishonest with emotions or
stories. It is with this faith that I also seek to build, or repair relationships. I am well aware
through communication to me by Associate teachers, other teachers, and parents who have had
issues that have left a negative impact of their thoughts and relationships with schools.
During my first practicum I was approached by a parent in confidence that I would act with all
manner of professionalism, in regards to a matter with their child. Knowing the position I hold as
a teacher I was able to communicate with the parent and this helped shape my teaching and
understanding of the student and their needs. To have had the parent come to me with this
information, in confidence, I would have needed to have the trust of the parent. Being a man
who is approachable and can be be approached without judgement is of importance to me. To
be an effective teacher for the students, I will also need to be a person who is able to interact
and be professional as the teaching profession requires.

Build effective relationships with their learners.

My practice is shaped by the students and their needs. For me as their teacher in the
classroom, I am shaped by their passions, language, needs, and motivators. My planning and
personal demeanour is constantly shaped and, when required, adjusted to create and foster
relationships that meet the needs of the students. I also seek to help build relationships with
students from other classes to help further my ability to be an informed and effective educators
for my own class, as well as for the school as a whole.

Promote a learning culture that engages diverse learners effectively.

In all my practicum placements I have been given positive feedback about how I manage and
create a learning atmosphere in the classroom through effective and suitable planning. My
planning and classroom management is a combination of thoughtful and informed assessment
of the students learning needs, as well as the specific personal needs of the students. I have
also been able to set high, yet achievable expectations of the students. These expectations
include behavioural and learning expectations that are at a level that I know are suitable for the
class and social levels.

Demonstrate respect for te reo Mori me ng tkanga--iwi in their practice.

During my fourth practicum, it was identified that I use and apply Te Reo in all my teaching. My
use and understanding of the language had helped me engage with the students and also keep
their attention. To have an understanding of the practice and correct pronunciation is key to
being able to effectively understand and apply this understanding in the classroom.