Hannah Nicole Taylor
Organizational
Feedback
Hannah’s planning is inclusive of all children and used differentiation to meet the learners' needs.
- Debbie Smit (Year 1 Mentor)
By organizing a science day for all Year 1 students of the ITEps course Hannah not only proved her organizational competencies, but also her interpersonal competencies. She showed her skills by making a good planning, by recruiting, instructing and motivating a group of students to help her during the preparation and execution of the activities and by cooperating with the staff of ITEps.
- Ton Gelmers (ITEps Principal, Science Day Feedback)
Hannah organizes herself extremely well, both professionally and privately. She organizes her instruction, approaches to learning outcomes and resources with a high degree of effectiveness. Hannah’s approach to organization is such that, even when unexpectedly not present, it was possible to make whole use of her material to achieve the desired learning outcomes.
Hannah’s specific goal this term was to develop her time management, a skill in which she exhibited tremendous improvement. She was able to consistently manage her learning time to meet her objectives, and shows remarkable adaptability in revising these objectives on the fly when required.
-Jason Wilson & Martin Van Hooijdonk (Year 3 Mentors)
Well-organised, had assigned numbers 1 and 2 in a pair and indicated which partner should collect what materials from the resources. [...] Confident managing transitions, unhurried but focused on moving on to the next activity.
- Natalie Shaw (Year 3 Visiting Lecturer Observation)
Year 4
Experience & Self-Assessment
This teaching experience required a lot of organization. Luckily, prior to COIVD-19, I spent months developing this competency. During this time, I was designing and planning a 9-week gamified IPC unit. Since I was going to be completely changing around the students' day and it would be my first time teaching an entire unit, I was very detailed in my organization.
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I created both weekly and daily schedules, recommended study plans, and pre-made all of the materials and worksheets. When the unit started, I thought I was fully prepared and everything would run fairly smoothly. I knew to underestimate the time in order to be flexible for unexpected events and such. I also had planned in time for the students to rehearse for the musical their were going to perform. Still, obstacles appeared.
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First, I was told we needed to make time for the new Mindfulness sessions the students would have access to. Then, they needed extra time for the musical. Finally, the world went into a pandemic. Throughout all of that, I was able to quickly and efficiently adapt the planning with careful organization. In the end, 3/4 of the planned material was still able to be taught - even through online learning.
Evidence of Development
Gamification Website:
To support the students and increase the immersion into the game environment, I designed a website for the unit. It worked like a dashboard where students could find all of the materials, check the leaderboard, and much more. Designing the website required a vast amount of organization and preparation prior to the start of the unit.
Weekly and Daily Plans:
Below are the original weekly and daily plans I created for the gamified IPC unit.
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Below is an example of the weekly learning plans I created with the other teachers for the students and parents during the time with online learning.
Daily Plans ZIP
Weekly Learning Plan Example ZIP
Reflection & Future Development
Overall, I think this is one of my most developed competencies this year. I was able to take on the full responsibilities of the class teacher, including the development of the schedule and time management. Through extensive planning, I was able to successfully implement an entirely new schedule under entirely new circumstances.
Although the future may not allow for as much time to plan, I hope to be able to apply the knowledge I have gained to the next unit I design or class I teach.