References

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education.

Education Council. (2017). Our code our standards. Code of professional responsibilty and standards for the teaching profession: Ngaa tikanga matatika ngaa paerewa. Wellington: Education Council New Zealand.

Education Council of Aotearoa New Zealand. (2015). Graduating teacher standards. Retrieved from educationcouncil.org.nz: https://educationcouncil.org.nz/content/graduating-teacher-standards

Guerra, M., & Zuccoli, F. (2012). Finished and unfinished objects: supporting children's creativity through materials. Porcedia - Social and Behavioural Sciences, 51, 721-727.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (2 ed.). Frenchs Forrest, Australia: Pearson Prentice Hall.

Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2004). An introduction to kei tua o te pae: He whakamoohiotanga ki kei tua o te pae. Assessment for learning: Early childhood exemplars. Wellington, New Zealand: Learning Media Limited.

Ministry of Education. (2017). Te Whaariki: He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum. Wellington, New Zealand: Ministry of Education.

Ministry Of Education. (n.d). He reo tupu, he reo ora. Retrieved from TKI: Te kete ipurangi: http://hereoora.tki.org.nz/Teachers-notes/Teaching-te-reo-Maori-effectively

Pere, R. T. (1995). Te Wheke: A Celebration of infinite wisdom (2nd ed.). Gisbourne, New Zealand: Ao Ako Global Learning New Zealand Ltd.

Tyminski, C. (2006). Becoming a professional. In Your early childhood practicum and student teaching experience: Guidelines for success, 19-36.

Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In C. Blackmore (Ed.), Social learning systems and communities of practice (pp. 179-198). London: Open University.

MIT Bachelor of Education (Early Childhood Teaching) graduate profile

Upholding and displaying the dispositions of a MIT BEd (ECT) graduate.

The following evidence supports that I display the professional and personal dispositions of an MIT graduate:

Evidence 1 - Advocacy

During my first year as a student teacher I encounter a child and whaanau with language delays. Whilst working with this child I came to realise that as a teaching team we did not have the in depth knowledge and skills to support the needs of this child and his whaanau. I suggested to my home centre AT that as a teaching team we needing to embark on a learning journey to reflect and refine our practice to ensure that we could better meet the diverse language needs of our children. Because of this discussion we undertook professional development to learn strategies to support our tamariki. The professional development was completed in collaboration with whaanau, and our area speech therapist to ensure consistency and continuity of learning for our tamariki. The following evidence is a completion certificate of our PD and feedback from my AT.

Evidence 2 - 

The following evidence is practicum feedback from my AT's supporting that they have observed me display compassion, empathy, and sensitivity consistently throughout my practice.





Evidence 3 - Respect

The following evidence supports that I have display the disposition of respect throughout my practice. This evidence is from AT and lecturer feedback over the course of my practicums.

Work effectively within a community of practice.

I believe to work effectively within a community of practice requires teachers to have knowledge and understanding of what this means. The following evidence is an exert from an assessment explaining and providing strategies for creating collaborative partnerships and 'communities of practice'. This evidence is supported by lecturer feedback and marks.

Evidence 1 - Understanding Communities of Practice.

Evidence 2 - building relationships in the community


The following evidence is feedback from my AT supporting that I worked effectively within a community of practice at my final practicum, building relationships and connections within our community. This evidence supports that I am able to work effectively within a community of practice.

Evidence - 3 :Transitioning to school programme

At my home centre I was recently given the opportunity to lead our transitioning to school programme. This role encompasses creating a community or practice with children, whaanau, primary teachers, and external agencies. The following evidence is a copy of a letter to our whaanau included in our transitioning pack (transitioning packs include primary enrolment forms, key dates, and contact details), a wall display created for whaanau, and an evaluation and reflection of a hui I organised with whaanau, our local new entrant teacher, and our centre management.


Transitioning to School - Building a community of practice

Standard 7 - Graduating Teachers are committed members of the profession

7a. uphold Education Council's Code of Ethics/Ngaa Tikanga Matatika.

7b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers.

7c. work cooperatively with those who share responsibility for the learning and well-being of learners.

7d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning.

Tyminksi (2006) believes that professionalism will affect every aspect of a person’s life. By committing to a profession a person is also committing to a life-long journey of learning and service to others. This notion in early childhood Aotearoa is cemented within Our Code, Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Within is document is the standards for ethical behaviour and the expectations of effective teaching practice. The code reflects the expectations of conduct and integrity that we all share; what we expect of our learners, each other, whaanau, communities and what the public can except from us (Education Council, 2017). Therefore, it is essential that as graduating teachers we demonstrate and uphold Our Code, Our Standards, and have a sound understanding of the professional, ethical, and legal responsibilities of our profession (Education Council, 2012). This includes working alongside others and the ability to articulate our own personal and professional philosophies.

Evidence 1 - links to 7b & 7c.

The following evidence is feedback from my AT which supports that I have demonstrated a commitment to the teaching Profession within my practice. 

Evidence 2 - links to 7a,7b & 7c.

During my third year of study I conducted a small action research project within my home centre. The following evidence supports that I have understanding and knowledge of ethics and uphold Our Code, Our standards (Ministry of Education, 2017). This was demonstrated by working co-operatively with colleagues and whaanau to conduct the research. The research was aimed at understanding the the factors which contribute to eportfolios and engaging whaanau in their children's learning, thus adding an additional layer to the well-being our all our learners. Within this research were ethical consideration including cultural awareness. This evidence is an exert from my research project and is supported by assessment marks.

Evidence 3 -links to 7c

The following evidence is feedback from my AT regarding making connections with whaanau at home to extends a child's learning. This evidence supports that I am able to and understand the shared responsibility of learning between teachers and whaanau.

Standard 6 - Graduating Teachers develop positive relationships with learners and the members of learning communities

6a. recognise how differing values and beliefs may impact on learners and their learning.

6b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whaanau and communities.

6c. build effective relationships with learners.

6d. promote a learning culture that engages diverse learners effectively

6e. demonstrate respect for te reo Maaori ne ngaa tikanga-a-iwi in their practice.

Fundamental to teaching and learning is building and maintaining positive, reciporcal, and responsive relationships with tamariki, whaanau, and staff (Ministry of Education, 2017). Relationships or the concept of whanaungatanga (Pere, 1995) underpins by own personal philosophy. Whanaungatanga encompasses the concept of 'communities of practice'. Communities of practice is the sharing of knowledge and resources to develop, problem solve and enable learning, by liked minded members (Wenger, 2010). Communities of practice are crucial in early childhood settings and allow centres to connect with the wider community. It is through the relationships formed within a community of practice that whaanau are able to actively participate and engage in the tamariki's learning and where a  sense of belonging and well-being are created for all stakeholders. 

Evidence 1 - links to 6b & 6c.

The following evidence is feedback from my Associate Teacher (AT) during my 1st away practicum visit. The feedback demonstrates that I have the knowledge and dispositions to work effectively with colleagues, parents, whaanau and communities. This evidence is supported by my Visiting Lecturer (VL) feedback This evidence is also supported by a video I made to summaries my learning experiences.

Feedback from AT & VL

Supporting video summary of practicum.






Evidence 2 - Links to 6a, 6b, 6c, 6d.

The following evidence is feedback from my home centre AT about engaging diverse learners and whaanau. To further support and enhance our knowledge as teachers, we undertook Professional Development as a teaching team to ensure the needs of our tamariki are met.

Evidence 3 - Links to 6b & 6c

The following evidence is feedback provided my AT on my final practicum which demonstrates I am able to build effective relationships not only within the centre, but also within their community. This evidence is supported by an exert from my eportfolio, Mahara.

Standard 5 - Graduating Teachers use evidence to promote learning

5a. systemically and critically engage with evidence to reflect on and refine their practice.

5b. gather, analyse and use assessment information to improve learning and inform planning.

5c. know who to communicate assessment information appropriately to learners, their parents/caregivers and staff.

Effective communication is crucial to establishing meaningful, responsive and reciprocal relationships with colleagues, children and whānau (Ministry of Education, 1996). As a teacher in Aotearoa we have a responsibility to our children and whānau to ensure that we are able to articulate clearly to children, colleagues and staff assessment information that is relevant and meaningful. 

Through socio-cultural assessment teachers, children and whānau are able to collaborate in partnership to be active participants in children’s learning (Ministry of Education, 2004). As teachers we must have knowledge and use a range of strategies to communicate assessment information to all those involved in children’s learning.

Teachers can use child portfolio’s, wall displays, online tools, newsletter and whānau evenings as strategies effectively communicate assessment information.

The following evidence supports that I know how to gather, analyse, and communicate information appropriately to learners, whaanau, and staff. 

Evidence 1 - links to 5a, 5b, 5c.

Documenting Children's learning.

The following book was created to share with tamariki, whaanau, and staff the learning that occurred during an inquiry project. The documentation is a compilation and sequence of the tamariki's learning, understanding, and knowledge. This evidence demonstrates I am able to effectively communicate assessment information. This evidence is further supported by whaanau back, and assessment feedback, and marks.

Whaanau Feedback supporting the sharing and documentation of our tamariki's work.

Lecturer Feedback

Evidence 2 - links to 5b, 5c.

The following evidence is a wall display created to share the tamariki's learning. The wall display includes photographs, reflections, and the tamariki's voices. The display was designed to share our learning with children, staff, and whaanau. The photographs of the wall display are supported by whaanau feedback, lecturer comments.

Wall Display

Photographs of the wall

Whaanau Feedback

Evidence 3 - links to 5b & 5c

The following evidence are extracts from a child portfolio I created. These extracts demonstrate I am able to plan, evaluate and communicate a child's learning and development. These extracts are supported by lecturer feedback and marks for this assessment.

Standard 4 - Graduating Teachers use professional knowledge to plan for safe, high quality teaching and learning environment

4a. draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating.

4b. use and sequence a range of learning experiences to influence and promotion learning achievement.

4c. demonstrate high expectations of all learners, focus on learning, recognise and value diversity.

4d. demonstrate proficiency in oral and written language (Maaori and/or English), in numeracy and in ICT relevant to their profession.

4e. use te reo Maaori me ona tikanga-a-iwi appropriately in their practice.

4f. demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners.

In early childhood education in New Zealand it is vital that teachers create authentic relationships within their environments. It is because of these relationships with children, whānau and the environment that teachers are able to notice, recognise, and respond appropriately to children’s learning (MacNaughton & Williams, 2009). Having content and pedagogical knowledge ensures that teachers are able to respond and plan for children's learning. This can occur overtime and/or spontaneously with a moment. 

As graduating teachers it is crucial that teachers demonstrate a commitment to Te Tiriti o Waitangi as outlined by Te Whaariki (2017). My commitment to Te Tiriti o Waitangi is demonstrated through the daily use and incorporation of te reo Maori me ngaa tikang-a-iwi.

Evidence 1 - links to 4a, 4b, 4c

The following evidence is AT feedback from an away practicum. This feedback supports that I have demonstrated content and pedagogical knowledge when planning, teaching, and evaluating.

Evidence 2 - links to 4b, 4d, 4e.

The following evidence is a representation of ta e reo Maaori books I created to use with tamariki. The book was created as an extension of the tamariki's interests and learning, and was used to promote te reo Maaori and incorporate ICT within our teaching and learning environment. This evidence is also supported by feedback from my lecturer.

This book was created in 2015 and accompanied by a sound game where tamariki would watch a short video, hear the unique song of each bird and match photos of the birds. Engaging the tamariki and whānau in te reo Māori is not only about the words or phrases used, it is also about developing ngā tamariki understanding and knowledge of ngā  tikanga Māori and te ao Māori. A person cannot promote linguistic competency without supporting a child's socio-cultural competence (Ministry Of Education, n.d). 

Supporting lecturer feedback

Evidence 3 - 4b, 4e & 4f.

This te reo Maaori resource was created as a resource to further extend te reo Maaori within my home centre. By extending the tamarikis interest in the natural environment and using a familiar face within the book created a sense of identity for our tamariki. This strategy of using a familiar child in the book also created a connection for our tamariki. This evidence is supported by feedback photographic evidence and assessment marks.

Standard 3 - Graduating Teachers understand how contextual factors influence teaching and learning

3a. have an understanding of the complex influences that personal, social and cultural factors may have on teachers and learners.

3b. have knowledge of tikanga and te reo Maaori to work effectively within the bicultural contexts of Aotearoa New Zealand.

3c. have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of Aotearoa New Zealand.

Understanding the contextual factors which influence both teaching and learning is crucial in a diverse multicultural society such as Aotearoa. Who we are as individuals and within our whaanau is hugely influenced by our personal, cultural, and societal beliefs and values. Te Whāriki (1996) emphasises the importance of relationships for both teachers and learners with people, places, and things. It is within these relationships that kaiako develop trust and a sense of knowledge and understanding of who we are as teachers and who our learners are as individuals. Te Whāriki also highlights the importance of honouring both parties of Te Tiriti o Waitangi and a commitment to te reo Māori me ona tikanga within early childhood education (Ministry of Education, 1996). The commitment to Māori as tangata whenua (indigenous) of New Zealand also extends to all cultures in early childhood settings, and is reiterated in Te Whāriki in the strand of contribution “Opportunities for learning are equitable, and each child’s contribution is valued” (p16).

We cannot be successful teachers and create successful tamariki if we do not recognise and understand the contextual factors of teaching and learning within our communities, and the value and importance of positive relationships with our communities (Education Council of Aotearoa New Zealand, 2015).

The following evidence supports that I have knowledge and understanding of the contextual factors which may influence teaching and learning.

Evidence 1 - links to 3a & 3c

The following evidence is a link to a blog I created to examine and understand the value and contextual factors which influence our teaching and learning in relation to people, places, and things.  The Blog demonstrates I met the learning outcome of understanding the significance of people, places, and things within an early childhood setting. This evidence is also supported by lecturer feedback and marks.

Blog - People, Places, Things, and Events.

Lecturer Feedback - supporting my blog.

Evidence 2 - Links to 3a & 3c.

The following evidence is an extract from a social justice assessment that examines and reflect on the social issues (contextual factors) to enhance  my pedagogy to support equity and diversity. This evidence is supported my assessment marks and feedback.

Social Justice Assessment

Evidence 3 - 3a

The following evidence is Associate Teacher Feedback from my practicums which highlight I have demonstrated and have knowledge and understanding of contextual factors which influence learning in my practice.

Standard 2 - Graduating Teachers know about learners and how they learn.

2a. have knowledge of a range of relevant theories and research about pedagogy, human development, and learning.

2b. have knowledge of a range of relevant theories, principles, and purposes of assessment and evaluation.

2c. know how to develop ,metacognitive strategies of diverse learners.

2d. know how to select curriculum content appropriate to the learners and the learning context.

As graduating teachers it is important that we have an understanding of theories, pedagogies, assessment tools and strategies to engage and enhance the leanring of all children. By knowing and understanding how tamariki (children) learn, teachers are better able to scaffold and co-construct knowledge based on current and relevant pedagogies (Alton-Lee, 2003).

It is highlighted throughout The New Zealand Early Childhood Curriculum Te Whāriki (1996) the importance of encouraging and supporting children to become creative and abstract thinkers. By developing metacognitive strategies teachers are able to incorporate these strategies into their daily practice ensuring that we are fulfilling our role in creating confident, capable and competent learners (Ministry of Education, 1996).

Evidence 1 - links to 2c

The following pieces of evidence highlights that I understand metacognitive strategies of diverse learners and that I am to articulate and develop strategies. I developed a wall poster for an away practicum centre highlighting metacognition and how to implement in practice. This evidence is also supported by feedback from my Associate teacher (AT).

Evidence 2 - links to 2c

The following evidence is an exert from a planned activity to support metacognitive strategies in my teaching practice. This evidence is also supported by feedback from my AT.
This evidence is further supported by my visiting lecturer and reflected in my marks.

Evidence 3 - links to 2c

The following evidence is VL feedback from a practicum visit which supports I use and develop metacognitive strategies in practice. 

Standard 1 - Graduating Teachers know what to teach.

1a. have content knowledge appropriate to the learners and learning areas of their programme.

1b. have pedagogical content knowledge appropriate to the learners and learning areas of their programme.

1c. have knowledge of the relevant curriculum documents of Aotearoa New Zealand.

1d. have content and pedagogical content knowledge for supporting English as an additional Language (EAL) learners to succeed in the curriculum.

As a graduating early childhood teacher in Aotearoa New Zealand it is vital that I have a sound knowledge and understanding of the content and pedagogical content of early childhood education in Aotearoa. Early childhood education in Aotearoa is underpinned by The New Zealand Early Childhood Curriculum, Te Whāriki (2017). Te Whāriki (2017) is the Ministry of Educations curriculum policy statement and is a framework for providing tamariki (children) early learning and development within a socio-cultural context (Ministry of Education, n.d). Te Whāriki (1996) emphasises the partnership between kaiako (teachers), tamariki, parents and whānau (family). Most importantly Te Whāriki  (2017)  emphasises the cultural heritages of both partners of Te Tiriti o Waitangi which is reflected in the structure and use of English and Te Reo Māori in the text (Ministry of Education, n.d).

It is vital as graduating teachers that we understand what is appropriate for our learners and how best to engage, extend, and support their learning. I firmly believe that play is an important vehicle which children use to explore and make sense of their world. It is our  role to extend children’s play to develop critical and creative thinkers (Guerra & Zuccoli, 2012).  

Evidence 1- links to 1a.

The following piece of evidence is feedback Associate Teachers (AT) which supports I know and understanding what is appropriate for our learners. This supported by photographic evidence.

Evidence 2 - links to 1a, 1b.

The following introduction was written for a child portfolio assessment which demonstrates I have pedagogical and content knowledge relevant to the tamariki I work with. This piece of evidence includes links to constructivist theories of Vygotsky and Piaget (Santrock, 2008). It is essential as teachers we understand the developmental and learning needs of our tamariki to ensure we provide appropriate learning opportunities.

Evidence 3 - links to 1b & 1c.

The following letter was drafted during my studies as a class activity to inform whaanau about Te Whariki (1996). I have since revised this letter and it has now become a part of my home centres welcome pack for new whaanau. This piece of evidence supports I have knowledge of ECE curriculum documents.