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
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