Presenting Evidence to meet the

Graduating Teacher Standards at the conclusion of

Edprac 608

The use of MyPortfolio

608 Learning OutcomesAt the completion of this course, it is intended that students will be able to:

1. Collect, analyse and critically engage with information from educational settings to inform, evaluate and enhance the effectiveness of their professional practice.

2. Demonstrate effective teaching practices known to enhance learning. These include planning, assessment, organisation, communication, and management of and within the learning environment.

3. Implement personal goals that enhance professional development.

4. Establish and demonstrate professional, ethical relationships in educational settings.

5. Demonstrate how their learning and practice meets New Zealand Teachers’ Council Graduating Teacher Standards.

• Presentations will be the final step in the process

• Prior to that, portfolios will be subjected to a peer-review process

• Use of e-portfolio means this does not have to be done in real time, as a group

• This will happen Oct 25 – Nov 5 • Written feedback will be given by peers against

GTS criteria - do the chosen artifacts establish what the author intends?

• Students obliged to provide and receive feedback, “graded” against criteria …..wait….there’s more…

Peer Feedback Sheet – Portfolio Artefacts

A Portfolio in the A range will:• link the artefacts clearly to the relevant Graduating Teacher

Standard/s• articulate cogently and in depth the manner in which the artefact

attests to your practice as a Graduating Teacher• integrate a wide range of appropriate artefacts• cover Graduating Teacher Standards comprehensively and in

detail• structure material in a way appropriate to the purpose of the

task, with clear and explicit links made• use conventions of writing and presentation accurately and in a

manner appropriate to the discipline and academic level

Presentations• Will take place in class time, final two weeks of the

last semester.• In half-class groups, brief, focusing on a single

standard, drawn at random • Students will show selected artefact, articulate

rationale, explain how it “fits” against the GTS• Students must submit printed copies of feedback

received from and provided to peers• All those present will grade presentation pass/ fail

Templates

• Use your existing filed material and the GTS template to check on your progress - which standards are you sure you have met? Which have you not yet covered?

• In the course of the second semester [Edprofst 612, Edcursec papers and Prac 2], ensure that you are gathering and filing material that will ensure you can attest to meeting all the standards.

Artifacts

• Be strategic about your selection of material – could one piece of work apply to many different standards?

• Don’t do unnecessary or extra work – use all of your unit plans, lesson plans, assignments, AT feedback, reflections etc to get “coverage”.

• For example…

Do these go together….?

• 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.

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

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

…or these…

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

• 5a.systematically 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.

…or even these…

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

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

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

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

• 6d.promote a learning culture which engages diverse learners effectively.

…or maybe these…

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

• 6c.build effective relationships with their learners.

• 6e.demonstrate respect for te reo Māori me ngā tikanga-a-iwi in their practice.

• 4e.use te reo Māori me ngā tikanga-a-iwi appropriately in their practice.