BTI Graduate Profile Self-Appraisal

The first word in the self-appraisal begins with where I believe I sit on the ​Fail - Developing - Competent - Accomplished​ continuum that Bethlehem Tertiary Institute use for assessment against student teachers.

Key Point Description Self-Appraisal Self-Appraisal Self-Appraisal Links to Evidence

(23 February 2018) (12 June 2018) (17 October 2018)

Committed to on-going development dispositions (Te kete tuakiri) described as:

Wise Wisdom is defined by Developing: Competent: Accomplished: Below is the link to a Critical Incident that occured on PPE 3a that shows my
Scripture as the fear In this case, I would say I have definitely continued to I have grown in this area as I progression in wisdom in how I dealt with it:
of YHWH (Proverbs that I am beginning to have grow in this area. I am needed wisdom in ways to
9:10). wisdom for I have beginning to discern whether communicate my beliefs to https://drive.google.com/open?id=1ROwRbROuQjkicxCQoB6Iv3jx7GZJ6dd_
reverence of Him. Wise in a student is ‘putting it on’, or my Associate Teacher. This
this case is knowing the whether they are genuinely was also visible in the
right action/words to needing support, and figuring adaptations I made to the mihi First mihi booklet (p. 2):
take/say in any given out how to handle it. booklets so that the https://drive.google.com/file/d/1hct5GZUX-w7oCk5NcvRwv2UD8eefk96W/view?
situation. I am definitely statements were correct; I usp=sharing​.
growing in this. I have had a child and their parents
learnt that when a student approach me to inform me Second mihi booklet:
comes up to me, proud as that the statements I had on https://drive.google.com/file/d/1mR7H9N7YevQso81nmQKzQzbyM_xinCDe/view
punch that they have the booklet were incorrect and ?usp=sharing​.
finished some work, to they showed me what needed
congratulate them and not to be replaced.
ask for further insights.
This is because on my last
PPE, I had a student who
came up to me, he hadn’t
done any school work the
whole time I was there until
this point, and showed me
his maths work. I asked for
deeper thinking and did not
allow him to just revel in
completing some work.
The result was a
breakdown. Wisdom would
be discerning the level of
prompting individual
students need for their
learning.

Gracious a person who is humble, Competent: Competent: Accomplished: Please find attached the doc from my Associate Teachers’ comments on how
‘other’ centred, worldview
aware; being able to I try to do this, and I have I think that this is something I think that this is something teachable they believe I am:
genuinely engage to say that during my time that one cannot say they are that I have grown even more “​Peter listens and responds positively to feedback/feed forward and actively seeks
empathically with multiple advice and guidance.” ​(p. 8)
perspectives without
at BTI, this characteristic brilliant at; it is like saying “I in. In navigating getting the
compromising a has definitely grown. When am humble” for, by that very days off for the biblical
 commitment to their own I first started at BTI, I took phrase, one is being proud. I Feasts, I needed to be Retrieved from:
beliefs (whakapono).
offense quite easily, was am still growing in this. I am gracious in my attitude and https://docs.google.com/document/d/1VoEmnO_xWdQwRrx5Eg85OugyAtMdfvHL3v7G_
proud, and didn’t want to getting a deeper glimpse and responses throughout the d5jPBM/edit?usp=sharing​.
engage with others in case understanding of our Father’s whole placement.
they affected my beliefs. mercy on me, and how much
However, throughout this He loves me. It is only
course, I have developed a through this that I can truly
thicker skin, due to both extend graciousness (1 John
the nature of critically 4:19).
developing and analysing
my own practice, being
analysed and due to my
different belief of Messiah.
I used to enter into my
Associate Teacher’s
classroom thinking “how
can you serve me?” and
now I enter thinking “how
can I serve you?” This is a
huge mindset change,
where I have been really
learning how to love my
neighbor as Yeshua says
to. I also welcome
feedback, critical or
otherwise as I know it will
help me be a better
professional. In the end, I
need to get over myself
and not allow pride to get
in the way of developing
better teaching practice for
when I continually critically
engage with my own
practice, I am doing so for
the future of our nation.

Secure a person who is secure has a
strong sense of belonging,
design and purpose. They are
‘self-aware’, know their
strengths and weaknesses
and understand
how these influence or shape
their teaching. A secure
person is well grounded in
professional knowledge and a
vision of how their
contribution as teacher
makes a
difference in the lives of their
Competent:
I am fairly secure, again
more secure than I used to
be, however I am still
unsure of my own ability to
be an effective practitioner
and nurture children in
their learning. I know that
everything I say and do will
have an impact on
Accomplished:
I am secure in who I am. As a
practitioner however, I am still
uneasy as to where I fit in,
which I am sure will come
with my first job where I get to
be a part of a whole school
community for a long period
of time.
Accomplished: My Associate Teacher’s comment regarding my security, teachability and
I am confident in my role as graciousness:
teacher. “​Peter is very teachable. He takes advice onboard and acts on it. Evidence would be that
his organisation of classroom materials improved, cutting out the ‘down time’ with
students while he got ready.” ​(p. 2).
Retrieved from:
https://docs.google.com/document/d/1m_kAdJxskgSLYAbCzEmLf0_0e-fM0BBnP4Suisdf
2QM/edit?usp=sharing​.
 students. students and their lives,
and it is the kind of impact
that I have that I am in
control of. I think my
strengths are relationships,
yet my weaknesses are
communicating effectively.
This seems ironic, but what
I think in my head is not
always what comes out.
This happens in my
lessons as well. On the
other hand, I know why I
am here (to glorify and
obey YHWH), I know am
designed the way the
Almighty designed me and
if I am unhappy about it, it
is my perspective that
needs changing.

Teachable a person who is teachable
has both the disposition and
skill to seek and receive
internal and external
feedback through critical
reflection, revelation,
professional inquiry, dialogue
and reading. They are not set
in ‘a’ way, but are committed
to continual and on-going
personal and professional
growth for the purpose
of growing in wisdom.
Competent:
I am sure I have definitely
grown in this area, and I
believe I am very
teachable. In fact, my VT
last year said that I have
the Growth Mindset. This
was after a PE lesson at
Merivale where students
were running around, not
listening and being
disruptive. I was eager for
feedback to learn how I
could be better, with little
offense taken. My pride
was a bit hurt, but that is
good because pride comes
before the fall (Proverbs
16:18), so the smaller the
pride, the smaller the
height to fall.
Competent:
I think that this is the same as
gracious, in that one cannot
say “yes I am teachable”
because once that is uttered,
they come across as
arrogant. However, I do
recognise that I do not know
nearly enough, that there are
others who are wiser, more
experienced and have more
wisdom than I who I can
glean from.
Accomplished:
I know that I do not know
everything and I am willing to
ask to learn more about ways
to improve or learn different
strategies.
This is a comment from my Associate Teacher from my final placement:
“I​ f Peter is given some feedback he immediately acts upon it and folds it into his practice
e.g. after folk dancing outside he tried to move into a maths lesson immediately. When
advised to do something to calm them down first, he took the feedback and for the next
day he found a maths story to read after folk dancing and saw much better results in
their focus.”​ (p. 8)
Retrieved from:
https://docs.google.com/document/d/1m_kAdJxskgSLYAbCzEmLf0_0e-fM0BBnP4Suisdf
2QM/edit?usp=sharing​.

Committed to ongoing development of quality professional practice (Te kete mau pukenga) described as relational, responsive and transformative.

Relational is characterised by patterns Developing: Competent: Accomplished: This is a comment from my Associate teacher from my final placement:
of relationships where love for
Teaching God, I have definitely grown in I really believe that this has This is an area that I am “​This is Peter’s strength. He was always kind, interested and positive with the students,
 neighbour and self are
nurtured and where integrity,
respect, teachability,
reconciled
relationship and
servant-leadership is the
norm.
this area, but still need always been a strength of strong in - building even when faced with a very challenging student.”​ (p. 8).
work. I love the theme of mine, and it has just been relationships.
reconciled relationships, cemented and strengthened Retrieved From:
https://docs.google.com/document/d/1m_kAdJxskgSLYAbCzEmLf0_0e-fM0BBnP4Suisdf
restorative practice. I used throughout my PPE’s.
2QM/edit​.
restorative practice every
single day on my PPE last
year at Merivale School,
reconciling students and
their friendships. I have
grown in this through an
incident with a student
from my first PPE. On this
PPE, during a PE lesson, I
yelled at a student for not
listening, and stopped the
lesson until he obeyed me.
He eventually got off the
field, and sulked. I felt
really guilty, so I went to
him afterwards to talk
about it, but he was upset
by the injustice of it for I
was being unjust. He
wasn’t the only student not
obeying the rules, but I
picked him to make an
example out of. Super
rough. For the rest of that
PPE, he would not talk to
me, and I spoke with my
AT about it. My AT said
that he would be fine. Last
year, I felt convicted to sort
it out, so I went and visited
the school, met the student
and apologised for the way
I had behaved and asked
for his forgiveness. This
experience has also
humbled me.

Responsive Responsive teaching is
characterised by the
Teaching teacher’s commitment to
engage in
‘critical connected
consideration’ with the
multiple sets of beliefs, values
assumptions
Developing:
I definitely need work in
this area, I have not had
much experience in being
a responsive teacher.
Rather, I have mainly been
Competent:
I am still in need of growth in
this area. I really want to
ensure I have the learners’
needs at the forefront of my
planning, but sometimes it is
Competent:
I am becoming more
responsive in my teaching,
however I sometimes wrestle
with the ‘need to finish what
was planned’.
When I noticed that a student was struggling to read due to his misconceptions
of phonics, I brought in some phonics cards which helped him.
See page 1 of the guided reading plan below:
https://docs.google.com/document/d/1eW6ExtK5OUWvXhQCaWupEILwIteToc4
MiKfV-5vHj1Y/edit?usp=sharing​.
 and structures which
influence the learning
moment without
acquiescence to the status
quo. The teacher is motivated
by love, informed by faith and
inspired by hope and has
a strong sense of
responsibility for all students
and their whānau and,
equipped with sound
knowledge and skill,
demonstrates their
commitment to each student’s
well-being and the
‘unwrapping’ of their gifts and
talents.
teaching what I was told to not. I have however, changed my
teach, or what I thought planning in response to
would be a good idea. student needs.
Being motivated by love,
inspired by hope and
informed by faith is
something I am growing in
though. I am growing more
in my love for others as He
first loved me (1 John
4:19). I have a desire to
see students reach their
potential, however I do not
know how to do that, and
have not yet had the
freedom to try different
strategies to do this.

Transformative is characterised by a view of
learning from a whole person
Teaching perspective noting the
influence of affective,
relational, cognitive,
behavioural and
spiritual factors in that
process. It recognises that
teaching is both complex and
a reciprocal process which is
itself embedded in
philosophical,
socio-cultural-historical-
political contexts.
Developing:
Definitely on a journey for
this one. I understand that
each student mentally
brings their whole life to
the classroom, and as
result, what I see is an
outworking of who they
are, who they are
becoming, their
self-beliefs, their
experiences and their
ideals. As yet, I am unsure
how to outwork this into my
teaching. I have read and
heard the theory of it, but
what it actually looks like I
have no idea.
Competent:
I believe I have definitely
grown in this area. On PPE
3a, there was a student
whose grandmother had
cancer and she did not know
how to process the
information. As a result, she
would sometimes burst out
with random statements. It
was important for me to be
aware of what was going on
in her world so that I didn’t
accidentally trigger
something.
Competent: Below is a comment from my Associate Teacher from my final placement
I noticed on my final regarding my transformative practice:
placement that there was a “​He really notices the small but important details … Have you noticed that *student
child who struggled to name* likes to have something in his mouth at all times - and it’s the front part of his
concentrate - through mouth?​” (p. 8)
observations I noticed he
Retrieved from:
always needed something in
https://docs.google.com/document/d/1m_kAdJxskgSLYAbCzEmLf0_0e-fM0BBnP4Suisdf
his mouth. My Associate 2QM/edit?usp=sharing​.
Teacher then got him
something to chew on and it
seemed to help. This child
also had many external
factors that he didn’t have the
tools to deal with so required
wisdom in dealing with him.