17th April 2012
Statement of Recommendation
To whom it may concern
Rebecca Goh undertook an induction and mentoring programme under my guidance as of the 31 May 2010 working in her capacity as a Provisionally Registered Teacher.
Through this period of support, Rebecca has gathered evidence of the progress being made towards meeting the standard for full registration. This is by way of anecdotal observations, examples of work in practice, and reflections. As Rebecca’s mentor, I have conducted formal observations, had both formal and informal discussions in regards to practice and provided feedback on the practice I have observed. Rebecca has during this time been assessed against the criteria specified by the Teachers Council.
During this time Rebecca has been able to develop and adapt professional and effective teaching practices, knowledge and relationships for meeting the needs of the Centre, children and whanau.
I hereby endorse Rebecca for the period of time detailed above.
Regards
Joann Radford
Reg number: 260036
Centre Manager
Natural Steps Ellerslie
75 Ballarat St, Ellerslie
Auckland 1051
Showing posts with label Support Information. Show all posts
Showing posts with label Support Information. Show all posts
Monday, April 16, 2012
Wednesday, December 28, 2011
Dec Observation Video
Kia ora,
I have uploaded the short video of you taken as you interact with children within your room. For the purpose of teacher reg, can you please watch the video and comment on several areas of your practice that you liked or were pleased about. And then comment if there you were able to observe any practice that you would change next time or would like to work towards improving.
Self reflection through video is a great way to objectively view your own practice as others see you.
You may also like to get a colleague to watch the video and see if their reflections mirror or are different to your own.
thanks
Joann Radford
I have uploaded the short video of you taken as you interact with children within your room. For the purpose of teacher reg, can you please watch the video and comment on several areas of your practice that you liked or were pleased about. And then comment if there you were able to observe any practice that you would change next time or would like to work towards improving.
Self reflection through video is a great way to objectively view your own practice as others see you.
You may also like to get a colleague to watch the video and see if their reflections mirror or are different to your own.
thanks
Joann Radford
Sunday, December 18, 2011
Reading for your perusal
Afternoon Rebecca,
Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.
Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:
An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf
Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf
Effective Educative Mentoring Skills: A Collaborative Effort LYN McDONALD AND ANNALINE FLINTTeacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning .
http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf
Happy reading-
Joann
Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.
Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:
An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf
Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf
Effective Educative Mentoring Skills: A Collaborative Effort LYN McDONALD AND ANNALINE FLINTTeacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning .
http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf
Happy reading-
Joann
Wednesday, December 14, 2011
December Teacher Registration Meeting.
Morena Rebecca,
Thank you for taking the time to sit and assess your progess so far, in working towards gaining your full Registration.
Rebecca, to date you have meet 2/3 of the goals, today have identified how you have or could further achieve and/or provide documentation that meets the rest of your goals. Those areas yet to be covered include:
kia Ora
Joann
Thank you for taking the time to sit and assess your progess so far, in working towards gaining your full Registration.
Rebecca, to date you have meet 2/3 of the goals, today have identified how you have or could further achieve and/or provide documentation that meets the rest of your goals. Those areas yet to be covered include:
- 3
- 5
- 8
- 9
- 15
- 18
- 22
- 26
- 27 &
- 28
Looking forward, we discussed that you feel that you need to be more consistant with your entries- rather than attacking it in 'bursts' as you currently do. I will be observing you before xmas, and trying to add a range of methods to capture you in practice such as videos, photos and formal observation.
Keep up the great work Rebecca, you are an inspirational teacher, who shows authentic empathy and passion for children.
kia Ora
Joann
Tuesday, September 20, 2011
Being with babies
An excert about interactions with babies-in particular the pikler and RIE approaches.
Babies have a marvelous affect on us. They enchant us. They touch us very profoundly.... And yet... many times it happens that in the important moments of being together we do not really pay attention to them, because we are preoccupied with the tasks relating to them: putting on their shirts, wiping their bottoms, adjusting their diapers. We touch them, move them around, and sometimes fail to notice the expectation in their gaze as they look at us." This view is expressed by Anna Tardos from the Pikler Institute in Budapest, Hungary, in her Exchange article, "Being with Babies." She continues...
"We don’t think about how happy they would be ‘to help’ if we had a discussion with them in the meantime, and if we told them what we were up to:
"'Now, I am going to take off your diaper to see if there is anything in it. I am going to wipe your skin, lift your bottom. Will you allow me to do that? Now, I am going to put this coat on you. You see how pretty it is? Your grandmother made it for you. First I am pulling up on one arm, then the other. I have to lift you up a little bit. It’s not very easy, but we have made it.'
"Would they help? Yes. The baby would pay attention to what we are doing, would relax his arms, and, at the age of only a few months, he would reach his arms towards us when we show him the shirt. A real conversation can be formed this way between the adult and the baby. In this way, the hasty and careless movements that often cast a shadow on the joint activity during times spent together could be avoided: legs lifted too high, too swiftly being turned on the side, the baby&rsqu o;s arm getting stuck in the sleeve, or legs stuck in the zippered (not very practical) overalls. This can be a very unpleasant experience for the baby. And it also happens that, instead of a rich and meaningful dialogue realized in the course of the pleasure of being together, the adult must dress a crying and protesting baby. At this time, the adult would try to calm the baby down: 'I can see that you are tired. Alright, I am going to hurry, and we’re going to be done real soon.' Meanwhile, the movements become even faster, and quite often overhasty, thus even more unpleasant for the child. It’s a shame. Why? Because the activity of getting dressed or changed, repeated several times a day, can also be a joyful encounter of being together!"
Joann
Babies have a marvelous affect on us. They enchant us. They touch us very profoundly.... And yet... many times it happens that in the important moments of being together we do not really pay attention to them, because we are preoccupied with the tasks relating to them: putting on their shirts, wiping their bottoms, adjusting their diapers. We touch them, move them around, and sometimes fail to notice the expectation in their gaze as they look at us." This view is expressed by Anna Tardos from the Pikler Institute in Budapest, Hungary, in her Exchange article, "Being with Babies." She continues...
"We don’t think about how happy they would be ‘to help’ if we had a discussion with them in the meantime, and if we told them what we were up to:
"'Now, I am going to take off your diaper to see if there is anything in it. I am going to wipe your skin, lift your bottom. Will you allow me to do that? Now, I am going to put this coat on you. You see how pretty it is? Your grandmother made it for you. First I am pulling up on one arm, then the other. I have to lift you up a little bit. It’s not very easy, but we have made it.'
"Would they help? Yes. The baby would pay attention to what we are doing, would relax his arms, and, at the age of only a few months, he would reach his arms towards us when we show him the shirt. A real conversation can be formed this way between the adult and the baby. In this way, the hasty and careless movements that often cast a shadow on the joint activity during times spent together could be avoided: legs lifted too high, too swiftly being turned on the side, the baby&rsqu o;s arm getting stuck in the sleeve, or legs stuck in the zippered (not very practical) overalls. This can be a very unpleasant experience for the baby. And it also happens that, instead of a rich and meaningful dialogue realized in the course of the pleasure of being together, the adult must dress a crying and protesting baby. At this time, the adult would try to calm the baby down: 'I can see that you are tired. Alright, I am going to hurry, and we’re going to be done real soon.' Meanwhile, the movements become even faster, and quite often overhasty, thus even more unpleasant for the child. It’s a shame. Why? Because the activity of getting dressed or changed, repeated several times a day, can also be a joyful encounter of being together!"
Joann
Saturday, August 27, 2011
Leadership
Morning Rebecca,
Leadership... not only tricky to define but also to work towards. Leadership when effective can take on many possbilities, open many doors and empower teams and teachers to work together to achieve amazing outcomes for teams, children and families.
Im sure that you have read lots about Leadership and have also in your teaching career come across a range of leadership styles(some effective and sadly others detrimental).
Below is an excert about the benefits of collaborative leadership- enjoy.
A recent issue of the Harvard Business Review (July 2011) focused on "collaboration." In discussing how life for a collaborative manager is different, the magazine noted...
"In the old world of silos and solo players, leaders had access to everything they needed under one roof, and a command-and-control style served them well. But things have changed: The world has become much more interconnected, and if executives don't know how to tap into the power of those connections, they'll be left behind.
"Leaders today must be able to harness ideas, people and resources from across boundaries of all kinds. That requires reinventing their talent strategies and building strong connections both inside and outside their organizations. To get all the disparate players to work together effectively, they also need to know when to wield influence rather than authority to move things forward, and when to halt unproductive discussions, squash politicking, and make final calls.
"Differences in convictions, cultural values, and operating norms inevitably add complexity to collaborative efforts. But they also make them richer, more innovative, and more valuable. Getting that value is the heart of collaborative leadership."
Leadership... not only tricky to define but also to work towards. Leadership when effective can take on many possbilities, open many doors and empower teams and teachers to work together to achieve amazing outcomes for teams, children and families.
Im sure that you have read lots about Leadership and have also in your teaching career come across a range of leadership styles(some effective and sadly others detrimental).
Below is an excert about the benefits of collaborative leadership- enjoy.
A recent issue of the Harvard Business Review (July 2011) focused on "collaboration." In discussing how life for a collaborative manager is different, the magazine noted...
"In the old world of silos and solo players, leaders had access to everything they needed under one roof, and a command-and-control style served them well. But things have changed: The world has become much more interconnected, and if executives don't know how to tap into the power of those connections, they'll be left behind.
"Leaders today must be able to harness ideas, people and resources from across boundaries of all kinds. That requires reinventing their talent strategies and building strong connections both inside and outside their organizations. To get all the disparate players to work together effectively, they also need to know when to wield influence rather than authority to move things forward, and when to halt unproductive discussions, squash politicking, and make final calls.
"Differences in convictions, cultural values, and operating norms inevitably add complexity to collaborative efforts. But they also make them richer, more innovative, and more valuable. Getting that value is the heart of collaborative leadership."
Wednesday, August 10, 2011
Transitions
Morning,
Below is a snippet from an article on transitions, and the effect they can have on the classroom and childrens ability to follow through and develop interests. happy reading.....
Joann
In their Exchange article, "Eliminating Transitions," which forms the basis for the newest Out of the Box Training Kit, Barb Gallick and Lisa Lee make a case for keeping to a minimum the number of transitions children confront in early childhood classrooms:
"Picture a group of children in the block area who have spent 15 or 20 minutes building an elaborate car wash. They have just gotten to the point where they will be using cars to develop a story and act it out when the teacher says it’s time to clean up for snack. Of course, after snack there’s group time and then the class will be heading outside. Are these children also wishing that they could have had an extended time to relax and focus on enjoying their car wash and the dramatic play possibilities? Do they also feel like they have no control over their schedule?
"Having a daily schedule that creates routines for young children is an essential part of an early childhood classroom. Evaluating the daily schedule on a regular basis is an integral part of creating a quality program that meets the needs of both the children and adults who ‘live’ in the classroom each day. We would suggest that you look (with a critical eye) at your daily schedule once a year to determine whether it works for the group of children currently enrolled in your classroom. One of the most important things to consider when reviewing your schedule is the number of transitions that occur throughout the day.
"Transitions tend to be some of the most difficult and stressful moments in an early childhood classroom. At these times teachers often find themselves dealing with more challenging behavior s and feeling more like police officers than nurturing caregivers. If you are feeling uncomfortable or frustrated during transition times, that is a sign that your current schedule may need to be revised to better meet the needs and developmental levels of the children in your care."
Below is a snippet from an article on transitions, and the effect they can have on the classroom and childrens ability to follow through and develop interests. happy reading.....
Joann
In their Exchange article, "Eliminating Transitions," which forms the basis for the newest Out of the Box Training Kit, Barb Gallick and Lisa Lee make a case for keeping to a minimum the number of transitions children confront in early childhood classrooms:
"Picture a group of children in the block area who have spent 15 or 20 minutes building an elaborate car wash. They have just gotten to the point where they will be using cars to develop a story and act it out when the teacher says it’s time to clean up for snack. Of course, after snack there’s group time and then the class will be heading outside. Are these children also wishing that they could have had an extended time to relax and focus on enjoying their car wash and the dramatic play possibilities? Do they also feel like they have no control over their schedule?
"Having a daily schedule that creates routines for young children is an essential part of an early childhood classroom. Evaluating the daily schedule on a regular basis is an integral part of creating a quality program that meets the needs of both the children and adults who ‘live’ in the classroom each day. We would suggest that you look (with a critical eye) at your daily schedule once a year to determine whether it works for the group of children currently enrolled in your classroom. One of the most important things to consider when reviewing your schedule is the number of transitions that occur throughout the day.
"Transitions tend to be some of the most difficult and stressful moments in an early childhood classroom. At these times teachers often find themselves dealing with more challenging behavior s and feeling more like police officers than nurturing caregivers. If you are feeling uncomfortable or frustrated during transition times, that is a sign that your current schedule may need to be revised to better meet the needs and developmental levels of the children in your care."
Tuesday, April 5, 2011
How do we communicate with children
Just a quick quote that relates to the importance of conversation- authentic conversations with children on a daily basis- by adults that are genuinely interested in listening to the 'childs voice'.
Have a read... Any thoughts?
Jim Greenman- What kind of place for childcare in the 21st Century.
"Perhaps the quickest and most fundamental evaluation of a child care setting is to observe the quantity and quality of conversation. To note whether adults are listening to children, provoking the ideas of children, and offering a child one of their most precious gifts — undivided attention and their full human presence. How can this occur with real world rat ios and group sizes and all the daily demands of care? It can only happen in environments that support teachers and are well designed and prepared for independent use by children. And how would the environment change if designed for conversation? Perhaps with acoustics and places that lend themselves to conversation: couches, benches under a tree, a seat that puts the infant right there for all the murmurs and reassuring words."
Monday, March 28, 2011
Teacher Registration Meeting 29th March 2011
Kia Ora Rebecca,
It was rather exciting for me as your support person to get together today- you are amazing!
I am serious, in that you are constantly looking at yourself, your practice and knowledge and reflecting on how you are evolving or how new knowledge impacts on your practice.
You reguarly add reflections to your blog, being learning stories, photos, videos and reflections- the variety of entries show that you are able to reflect on and provide a range of documentaiton that captures your practice.
Rebecca, you have set a goal to include more links/ theorists/quotes in both your teacher regisration posts and the socumentation for parents/whanau (wall displays) within your room. This also shows that you are continuing to evolve and develop your practice in light of research or new theories.
Ka Pai Rebecca, You are well on track, self directed and require little support, you are taking this process seriously- reflecting that this is for your benefit, any knowledge gained will only enrich your practice.
You obviously love your job and value the profession.
Kia Ora
Joann
It was rather exciting for me as your support person to get together today- you are amazing!
I am serious, in that you are constantly looking at yourself, your practice and knowledge and reflecting on how you are evolving or how new knowledge impacts on your practice.
You reguarly add reflections to your blog, being learning stories, photos, videos and reflections- the variety of entries show that you are able to reflect on and provide a range of documentaiton that captures your practice.
Rebecca, you have set a goal to include more links/ theorists/quotes in both your teacher regisration posts and the socumentation for parents/whanau (wall displays) within your room. This also shows that you are continuing to evolve and develop your practice in light of research or new theories.
Ka Pai Rebecca, You are well on track, self directed and require little support, you are taking this process seriously- reflecting that this is for your benefit, any knowledge gained will only enrich your practice.
You obviously love your job and value the profession.
Kia Ora
Joann
Monday, August 23, 2010
Tuesday, April 6, 2010
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