Joy Hooker
Designing...Developing...Collaborating...Teaching
Graduate Attributes
Attribute
Articulate and implement their personal theory of practice and its evidence base, including what it means to be a dual professional as both a tertiary educator and an expert practitioner in the workplace.
Where I have shown this
My teaching philosophy statement articulates the foundation for my approach to teaching and programme development.
My teaching, programme design and course resource material I have produced show how I have implemented this in the workplace.
Reflection
Biography
Teaching Philosophy
Other supporting evidence
Lecturer and student workbooks and resources I have written
Learner feedback reports
Peer feedback reports
Certificate in Christian Ministries (Internship) Annual Report 2013
Internship Overview
PRAC-1 Course Description
Reflection on learner and peer feedback, programme evaluation and improvement, and research completed.
Advance learning and teaching practice through critical self-reflection, evaluation and research.
Teaching has been enhanced through learner and peer feedback.
Evaluation of the first year of EMTC's online internship programme resulted in significant enhancements which are detailed in the 2013 Annual Programme Report which I compiled.
Research was conducted as part of the Diploma redevelopment, particularly with regard to an appropriate model for workplaced learning and ways to mark self-reflective journals and assessments.
Honour Te Tiriti o Waitangi by integrating its principles into their teaching practice.
Practise and continue to develop their own cultural competence.
I compiled a report for EMTC's EER review (held in November 2014) which included an evaluation of EMTC's engagement with Maori and Pasifika learners as well as the South Auckland community.
Evaluation of EMTC achievements is contained in the EER report I compiled.
EER Report (selected aspects)
EER Report (selected Key Evaluative Questions)
Evaluation of EMTC activities is contained in the EER report I compiled.
The EER report I compiled included an evaluation of EMTC activities and how learners were guided and supported.
Primary stakeholder input was also compiled in a report.
Develop and promote professional, inclusive relationships with all learners in their care, relevant employers and the wider community.
Analyse relevant adult education and cognitive theory and draw on this in practice.
In 2010 I completed a 15 credit level 7 AUT course on Developing Distance and Flexible Learning. The learning I gained has formed the basis for ongoing development of online programmes.
Reflection on AUT course learning and subsequent practice.
Certificate of Proficiency from AUT
See Case Study 2
I developed EMTC's level 4 internship programme from 'scratch' then evaluated it and adjusted it for 2014.
Design, facilitate and guide learning for each individual's success, using a wide range of context-appropriate strategies.
See Case Study 1
EMTC's Diploma internship programme was redeveloped during 2014 using a work-integrated learning model.
Lead evidence-based assessment practices for learning in a range of contexts, including APL and work-based learning.
Curriculum mapping
Reflection on CTMES invovement, particularly focusing on the things I have implemented - e.g. I was through CTMES I learnt to do curriculum mapping.
During 2014 I have been involved in the Christian Theological and Ministries Education Society (CTMES) meetings. CTMES is the owner of NZQA qualifications for the religious studies sector which is currently involved in TRoQ.
Monitor developments and trends in tertiary education, technology and practice, anticipate changes and adapt teaching and learning accordingly.
See Case Study 1
Redevelopment of EMTC's level 5 Diploma required gaining input from stakeholders and staff in order to address deficiencies and redevelop the programme for online delivery.
Foster communities of practice, identifying and sharing good practices across the organisation and beyond.
Foster collaboration and collegiality in order to catalyse team solutions to enhance learning.
See Case Study 1
Redevelopment of EMTC's level 5 internship programme included intentional development of transferable skills.
Facilitate the ability of graduates to participate with confidence in the future workforce as capable and sustainable practitioners.