Professional Values & Relationships

Cameron 2

C) build effective relationships with learners

JUSTIFICATION:

Building relationships with my students is at the core of my teaching. I have attached several artifacts from two of my mentors that demonstrate this :

‘ Jess’s 1:1 discussions with students are truly an inspiration. Jess is so calm and the students respond so well to this ( it calms them as a result )’

‘ Jess forms personal connections with her students, her calm presence is infectious and helps in setting the lesson tone’

‘Fantastic circulation of the room, great how you really take time to sit with students when you engage with them’

(Jonathan Cameron)

‘Jess has fantastic relationship with the kids and is quick to adapt to any situation, this was a great way to keep the class calm’

'Jess is intuitive and perceptive in understanding of students needs, and is highly socially aware’

(Ashleigh Wilding)

D) promote a learning culture which engages diverse learners effectively

JUSTIFICATION:

This artifact is an assignment from EDPROF 738 where we created a topic and lesson plan. Mine focused on the search for our own turangawaewae, expressed through a mixed media work that would become a visual pepeha for each student. We explored at some length the cultural genesis of this notion of a place to stand and its dependence on language and tikanga. Having acknowledged that origin, we moved to make the notion accessible to student’s from other cultures. In this way the Maori element was both respected and shared.

This artefact is an assignment from EDPROF 738 –Taumahi 2. It offers a critical discussion of my own social and cultural location, and explores the cultural competencies of Ako – learning from each other, and identity, which involves being in charge of your own life – Rangatiratanga.

This artefact is an assignment from EDCURSEC 700 where we had to build a culturally responsive unit. Twig City respected tikanga and Te Reo elements in its choice of vocabulary and terminology. The task itself of building a city had no cultural prescription around it and the diverse cultures that made up the classroom were all able to find their place, both separate and connected

Turangawaewae

EDProf-738

twig city

E) demonstrate respect for te reo Maori me nga tikanga-a-iwi in their practice

JUSTIFICATION:

Both these assignments demonstrate respect for te reo Maori me nga tikanga-a-iwi in my practice the first is an assignment for EDCURSEC 700 where we had to create a culturally responsive unit and justify pedagogical and content choices. The unit I created called Twig City respected tikanga and Te Reo elements in its choice of vocabulary and terminology. The task itself of building a city had no cultural prescription around it and the diverse cultures that made up the classroom were all able to find their place, both separate and connected. From the different styles of the houses through to the different languages of the signposts and the flags, this was a city that respected diversity and belonged in the bicultural context of Aotearoa.

This artifact is an assignment from EDPROF 738 where we created a topic and lesson plan. Minefocused on the search for our own turangawaewae, expressed through a mixed media work that would become a visual pepeha for each student. We explored at some length the cultural genesis of this notion of a place to stand and its dependence on language and tikanga. Having acknowledged that origin, we moved to make the notion accessible to student’s from other cultures. In this way the Maori element was both respected and shared.

twig city

turangawaewae

Standard 7: Graduating Teachers develop positive relationships with learners and the members of learning communities

A)uphold the New Zealand Teachers Council Code of Ethics /Nga TikangaMatatika

JUSTIFICATION:

My artifact is feedback from my final practicum report where by my mentor was asked to use their professional judgment to attest if I was fit to be a teacher. This report demonstrates the level of ‘always ‘being ticked for this standard.

I have also included feedback from both my mentors reports that demonstrates my commitment to my learners, from running highly engaging and effective lessons that challenge students to think critically about significant social issues.

‘Jessica has prepared a thorough and imaginative lesson plan with clear Achievement Objectives and success criteria pertinent to Year 11 photography ,New Zealand curriculum 7’

(Jonathan Cameron)

B)have knowledge and understanding of the ethical, professional and legal of teachers

JUSTIFICATION:

I have read the education council’s code of ethics and have visited the Educational Council’s of New Zealand website during the EDPOF 758 course, gone through the ‘code of ethics for certified teachers’.

Both my practicum reports demonstrate that I not only have knowledge and understanding of ethics, professional and legal responsibilities but have been implementing them by meeting all standards of being ‘fit to be a teacher’ by demonstrating trustworthiness, honesty, reliability and respect.

wilding

C)work co-operatively with those who share responsibility for the learning and well being of learners

JUSTIFICATION:

I have attached my practicum reports that demonstrate that I have worked co-operatively with my mentors by sharing the responsibility for the learning and the well being of their classes.

‘Jess fully embraced Camerons approach to his 2017 class where focus is to make senior classes feel more adult and resemble a more university feeling .Fostering student ownership and ability to manage self’’ ( Jonathan Cameron)

'Jess ran a number of classes around the working creative process in photography ,making /recording then responding critically’ (Jonathan Cameron )

‘Fantastic relationships with students, colleagues and staff’(Ashleigh Wilding)

‘Communication with other staff was great, Jess has been really involved in the department and contributed to the department wide enquiries’(Ashleigh Wilding)

‘Jess fits in well with the school culture of embracing high trust levels in our students as well as our goals to foster independence in our learners, this lesson was an awesome example of this in action’(Jonathan Cameron )

cameron

D)are able to articulate and justify an emerging personal, professional philosophy of teaching and learning

JUSTIFICATION:

I have used a practicum report from two of my mentors which highlights feedback on how I demonstrate effective practices that are responsive to adolescent learning, and demonstrate my emerging personal, professional philosophy of teaching and learning.

‘ Jess clearly places high value on the importance of framing strong student relationships and bonds of trust with her students.This enables her to be responsive to students needs but also enables her to express her needs she has of the class to students.Jess can be directive and clear without feeling harsh ‘(Jonathan Cameron )

‘Jess reflected on feedback throughout the practicum , always taking on board any constructive advice’(Jonathan Cameron )

‘Jess’s ability to form meaningful relationships with students enabled her to understand where students were at in their learning process and plan her lessons accordingly’(Jonathan Cameron )

‘Jess has developed a reflective teaching practice, she takes feedback critically reflects on strategies she develops and adapts these to fit different situations.’(Ashleigh Wilding)

My practicum three report also demonstrates that I not only have knowledge and understanding of ethics, professional and legal responsibilities but have been implementing them by meetingall standards of being ‘fit to be a teacher’ by demonstrating trustworthiness, honesty, reliability and respect.

cameron