2017

Faculty of Education and Social Work

Master of Teaching
(Secondary)
Report from Mentor Teacher

Practicum Four
8 May to 9 June 2017

Preservice Teacher: Muhammad Muzaffar Ali

School: Aorere College

Mentor: Angela White

University Liaison Teacher: Claudia Rozas

Teaching Learning Area Digital Technologies/Technology

Y9 DTP (Digital Thinking and Problem Solving)
Classes and Levels: L1DIT (Y11 Digital Technology NCEA L1)
L2DIT (Y12 Digital Technology NCEA L2

I have seen this report:

Preservice Teacher: Date:

PART TWO:MENTOR REPORT Relevant GTS
L01 Collect, analyse and critically engage with information about learners to inform, 1, 2, 4, 5
evaluate and enhance their teaching practice.

L02 Demonstrate effective practices that are responsive to adolescents learning 3, 6, 7

L03 Use inquiry cycles to improve practice during a sustained period of teaching. 4

Feedback in relation to L.O. 1

Strengths:
Continues to exhibit very competent content knowledge in Digital Technologies and Design fields, including developing
sound understanding of relevant curricular and assessment standards relating to senior courses.
Able to develop and confidently use a wide variety of suitably engaging activities to progress student learning and
understanding of knowledge, skills and processes.
Able to co-construct and develop evaluation criteria with students to enable self/peer/stakeholder evaluation of concept
developments.
Aligned learning activities with Key competencies in NZC elements of managing self, relating to others and participating
and contributing evident throughout. Strong emphasis this practicum on Thinking and Using Language, Symbols and text.
Able to critically reflect on practice and adapt accordingly using collected information about students, such as from 1:1
conferencing, formative marking of selected work, checking task completion, verbal and written feedback
Further Development:

Further develop literacy strategies to scaffold and support development of student reports and portfolios
Continue to develop and explore ways of developing/collecting evidence for assessment portfolios and tracking/marking as
project progresses to allow ongoing feedback/feedforward. Use milestones or evaluation points.

Feedback in relation to L.O. 2

Strengths:
Has developed positive, mutually respectful relationships with students from Y9 to Y12 a safe, trusting learning
environment developed where students are confident about expressing themselves.
Muzaffar continues to exhibited and model a very calm, positive demeanor with a sense of humour he appears more
relaxed and confident.
Able to break up and drip feed activities that are engaging to maintain student engagement and focus, particularly during
2 hour blocks.
Is confident managing behavior in a positive, restorative way. Uses AO Way values as reference.

Further Development:

Continue to be aware of time spent with individuals as some students are a lot more vocal about seeking support. Develop
process for individuals needing support, eg refer to prior knowledge, ask peer, ask Google, finally ask teacher.

Feedback in relation to L.O. 3

Strengths:
Has continued to develop well-constructed sequences of learning activities that were designed to be inclusive and allow for
differentiation eg. For development of concepts 4 examples with evaluation and selection of 3, then those 3 evaluated
and 2 selected, those 2 evaluated and final selected. Deadlines set but this process allowed for monitoring of students
thinking in developing ideas.
Has demonstrated ability to embed reflective and evaluative practices throughout through thorough lesson planning

Further Development:
Develop confidence in use of te reo Maori
Education Council Aotearoa New Zealand Graduating Teacher Standards
Professional Knowledge

Standard 1: Graduating Teachers know what to teach

a) have content knowledge appropriate to the learners and learning areas of their programme

b) have pedagogical content knowledge appropriate to the learners and learning areas of their programme

c) have knowledge of the relevant curriculum documents of Aotearoa New Zealand

have content and pedagogical content knowledge for supporting English as an Additional Language (EAL) learners to succeed in
d)
the curriculum

Standard 2: Graduating Teachers know about learners and how they learn

a) have knowledge of a range of relevant theories and research about pedagogy, human development and learning

b) have knowledge of a range of relevant theories, principles and purposes of assessment and evaluation

c) know how to develop metacognitive strategies of diverse learners

d) know how to select curriculum content appropriate to the learners and the learning context

Standard 3: Graduating Teachers understand how contextual factors influence teaching and learning

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

b) have knowledge of tikanga and te reo Maori to work effectively within the bicultural contexts of Aotearoa New Zealand

c) have an understanding of education within the bicultural, multicultural, social, political, economic and historical contexts of
Aotearoa New Zealand

Professional Practice

Standard 4: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning
environment

a) draw upon content knowledge and pedagogical content knowledge when planning, teaching and evaluating

b) use and sequence a range of learning experiences to influence and promote learner achievement

c) demonstrate high expectations of all learners, focus on learning and recognise and value diversity

demonstrate proficiency in oral and written language (Maori and/or English), in numeracy and in ICT relevant to their professional
d)
role

e) use te reo Maori me nga tikanga-a-iwi appropriately in their practice

f) demonstrate commitment to and strategies for promoting and nurturing the physical and emotional safety of learners

Standard 5: Graduating Teachers use evidence to promote learning

a) systematically and critically engage with evidence to reflect on and refine their practice

b) gather, analyse and use assessment information to improve learning and inform planning

c) know how to communicate assessment information appropriately to learners, their parents/caregivers and staff

Professional Values & Relationships

Standard 6: Graduating Teachers develop positive relationships with learners and the members of learning communities

a) recognise how differing values and beliefs may impact on learners and their learning

b) have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whanau and communities

c) build effective relationships with their learners

d) promote a learning culture which engages diverse learners effectively

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

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 Tikanga Matatika

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

c) work co-operatively with those who share responsibility for the learning and wellbeing of learners

d) are able to articulate and justify an emerging personal, professional philosophy of teaching and learning
Indicative feedback of progress towards meeting the Graduating Teacher Standards

Professional Knowledge [GTS 1, 2 and 3]

Strengths see above

Has demonstrate sound ability and processes to understand individual student learning needs and plan and execute accordingly

Areas for further development see above

Development of literacy strategies

In your professional judgement, the PST Meets the Does not yet meet
standards the standards
Yes

Professional Practice [GTS 4 and 5]

Strengths see above

As a young teacher, Muzaffar is aware and able to understand adolescent culture and be responsive to learning needs.

Areas for further development

Ensuring coverage of all students.

In your professional judgement, the PST Meets the Does not yet meet
standards the standards
Yes

Professional Values and Relationships [GTS 6 and 7]

Strengths see above

Respectful of diversity including ethnicity, gender, orientation

Areas for further development

In your professional judgement, the PST Meets the Does not yet meet
standards the standards
Yes

Fit to be a teacher
Please use your professional judgment to attest to the pre-service teachers fitness to teach.

Demonstrates Doubts as to
fitness fitness

Trustworthiness Yes

Honesty Yes

Reliability Yes

Sensitivity and compassion Yes

Respect for others Yes

Imagination, enthusiasm and dedication Yes

Communication Yes

Physical and mental health Yes

Signed Mentor: Co-ordinator: Date:

Thank you for your continued work with on behalf of our future colleagues in the profession.

Part One of this Practicum Three Milestone Report is to be completed collaboratively by the Mentor and the Preservice
Teacher.
Part Two of this Practicum Three Milestone Report is to be completed by the Mentor and then discussed with the
Preservice Teacher.
This report is formative and is to be used to enhance learning, ensure transparency of any concerns and will inform
professional development planning for Practicum Four.

PART ONE: CONTEXT and EXPERIENCE

This section is to be completed collaboratively by the Mentor and Preservice Teacher.

Describe the contexts in which you have worked in your Professional Learning School. Name and describe the classes
you have worked with and outline the ways that you have worked with the class and the students. This may include
quantifying the number of lessons you have taught and any wider school activities you may have been involved in.

Y9 DTP (Digital Thinking and Problem Solving)

Class of 30 mid/mixed band students. One term core Technology rotation.
Three units Going Google, Makerspace with Makey Makey and Pencil Code.
Every student had access to digital learning space via Chromebooks and Classroom
Collaborative and individual learning activities designed

L1DIT (Digital Technologies, NCEA L1)

Class of 24, 16 males, 8 females
Unit of work Design Elements external report 3 credits
Unit of work Web Development (Design elements was introduction) Students develop and brief, concepts and
build a prototype website using HTML and CSS - 16 credits, 4 achievement standards
Literacy support needed, especially for report writing and portfolio development
During this practicum students begin developing conceptual designs after completion of initial brief

L2DIT (Digital Technologies, NCEA L2)

Class of 25, 18 males, 7 females
Unit of work Computer Graphics focus is skill building for application in next unit, 3 credits
Unit of work School Ball concept development and prototyping of an outcome to promote ball. Technological
modelling report for external from this. 15 credits, 3 achievement standards
Unit of work Web development digital media outcome using HTML and CSS, 4 credits
During this practicum students are developing digital mockups and progressing to selection of final concept