Blog 4: Teaching in a Foreign Classroom

●     Discuss your teaching experiences, challenges, and successes in a foreign classroom.

●     Share insights into the local education system.

My teaching experiences so far have been limited as I am being moved through various classes to see how different teachers approach their lessons for students who are identified with special needs. I have gotten to do the most with students who go down to the Learner Support Center (LSC). I am in this area for a period or two a day. Students come here when they are not able to work in their general classes. This is where I have gotten to fully work with students. I have helped a student through his science lessons who was too overwhelmed to be in a class with a large number of students. I have also gone with Andy a Learner Support Coordinator to do observations on students who have had behavioral issues or suspected transition issues, to check in with students, and to help encourage students to attend their classes on their own. We have created documents for the general education teachers about various disabilities students may have to give them information and general accommodations that may be helpful. So far, I have enjoyed working with Andy the most as I can directly see how he is helping the students and I am allowed to be more involved.

The main challenge I have experienced is being on my own from the beginning. Cheryl tells me the schedule she would like me to follow, but then I am to find the rooms and introduce myself to the teachers. Cheryl is considered a SENCO, she is in charge of coordinating the learning support for all of the students in the school. This requires her to have a lot of admin time. I observe the one class she teaches, but I am not with her outside of that. Luckily, the teacher aides have been helpful each day I am given a new classroom to find. By now, I feel that I know the school's campus fairly well leaving my current challenge to gain some control or a more collaborative relationship with the teachers and aides rather than just observing. After meeting with Cheryl this week, I discovered she plans for me to maintain more of an observation role, however, the teachers of the rooms I am in have been more open to me actively participating in lessons and working with them on their planning.

My successes include building relationships with students in the short periods I have with them and collaborating with Andy. There are two students specifically who ask me at the end of class questions about Ohio, or America in general. I enjoy these conversations and love hearing their questions as some of them are so detailed. In one of the classes, I was lucky enough to take the last few minutes to do an introductory activity where we got to know more about each other. However, this was with students that I only see twice a week. I had hoped to do this on a larger scale with each group I get to be with. My collaboration with Andy is also a success because he fully shares what he is doing each day with me. He asks for my input and encourages discussion that helps me to learn.

New Zealand's education system is built on levels 1-6. Each level has 3 sections, Basic, Profiecent, and Advanced. Students take the government exams called the PATs and a schoolwide exam called an E-asTTle to determine their scores. The levels are not strictly associated with their years in school but students are expected to score around a 4P when entering college. The students I am working with in the math class scored between a 2B and 3A, which is how they got placed in this class.

Once students are in Years 11-13 they begin working on their credits to graduate with an NCEA certificate. There are three levels, they are expected to achieve one level a year during this time. Students reach these levels through their competency in learning or achievement standards as shown on their exams. There are the required classes such as reading and math, but students are able to achieve credits towards these levels in classes such as woodworking or hospitality as well.

Schools used to be ranked with a decile ranking, based on the socioeconomic status of their area. When this was in effect Howick College was a 10, the highest level. This kept them from receiving some of the funding that is now used for students with special needs. Schools are now ranked on the equity index as of January 2023. This system is used to allocate funding in a way that counters the effects of poor socioeconomic areas. Funding for special needs includes something called ORS. This is funding for the students with higher needs and guarantees they will be provided with a teacher aide in their classrooms. However, this is hard to achieve and many students do not qualify. Based on the explanation I was given, it would be for students who fall in the intensive needs category, and who are sent to a satellite school off of Howick College's campus. I have enjoyed learning about how New Zealand helps its students with special needs and am excited to learn more about their satellite school in the next few weeks.