Jean Crane - Tertiary Teaching Excellence Teaching Profile
Teaching profile from Jean Crane (Tutor, Insight Learning Academy) - a Sustained Excellence winner 2009
Tutor, Insight Learning Academy
Building on her extensive teaching and leadership experience in early childhood education in the Pacific, Jean has developed and led the delivery of the National Certificate in Early Childhood Education (Level 3) at the Insight Learning Academy since 2004. Most of her students have had little prior academic success, and Jean is extraordinarily effective in working closely with them to develop their confidence and learning skills. In many cases the students have gone on to achieve at levels they originally thought were well beyond their capabilities.
Jean is highly supportive of her colleagues and also works extensively with external service agencies for the benefit of her students and their communities. Jean relates how fortunate she is “to have had such rich and varied learning experiences throughout my life and how drawing on this knowledge and sharing these wonderful experiences with others has enabled me to assist students to catch the vision for their own lives and move on to realise their own potential”. Jean won the New Zealand Association of Private Education Providers’ Tutor of the Year Award in 2008.
Professional Development
Throughout the years my professional development has been an ongoing, ‘on the job’ learning process. From 1965 to 2009 there have been many factors that have had a profound influence on this growth.
From an early age, my one desire was to be a teacher and during my childhood many hours were spent ‘teaching my dolls’. Upon leaving school in the mid 1960s I undertook Community Nurse training as I was not successful in my application for Kindergarten Teacher Training. In 1968 I relocated with my husband to Fiji, where we remained for 33 years.
In due course I completed my Early Childhood Education training and went on to manage my own multicultural preschool and then moved on to coordinate the University of the South Pacific (USP), Continuing Education, Pacific Preschool Teachers Certificate programme (PPTC). As PPTC Programme Coordinator I supervised approximately 300 tertiary level students per semester. The training enabled isolated teachers who had no access to financial support or face-to-face training to receive at least basic ECE training via extension studies.
Visiting the students to run workshops and summer schools was one way I had of helping the students understand the course content. Many of these visits were to outer islands, where working conditions were very primitive, but seeing the students’ enthusiasm and keenness to learn made it all worthwhile. Just being with the students was a wonderful learning experience for me. To facilitate the observation of quality care and good teaching practice I was active in helping set up model ECE Centres in some Pacific Island countries.
In 2000 I provided the ECE component as part of the Marshall Islands’ School to Work Basic Teacher Training Programme. This was a joint initiative between the Marshall Islands Government and the USP. I also coordinated and developed a basic ECE Curriculum for the Head Start programme for the Marshall Islands Department of Education. Emphasis was placed on the extensive use of environmental materials, as many ECE centres operate on small atolls at some distance from the main island, limiting access to resources.
In 2004 I joined the Gracelands’ Insight Learning Academy, a Private Education Provider in Hamilton NZ, as the tutor for the Caring 4 Young Children programme. Students taking the course are working towards the National Certificate ECE Level 3.
Empowerment
My teaching philosophy has been influenced to a large extent by the lasting impression my high school testimonial had on me. This document stated that I was below average academically and would never accomplish much in my life! This of course did little for my self-esteem. It did however make me very determined as an educator to inspire my students to develop in knowledge and skill, so they feel empowered to make a valued contribution to society.
Because the students in my training programme are unemployed adults, the main focus of the programme is to prepare them for employment or further training. To do this I work closely with them to support and encourage them as they each embark on their own wonderful journey of discovery. I see my role as that of a facilitator, sharing ideas with students but not dominating them, setting up a supportive learning environment, having a consistent, warm relationship with them and providing learning resources.
My learning environment is a large, airy room full of natural light. It is set up to create a positive atmosphere and to display the cultural values of ECE. Students have their own allocated learning space and I encourage them to be fully involved in creating a classroom environment that is inviting and culturally relevant. This promotes ownership of the room and a sense of pride. Having a diverse range of cultures and abilities in my learning environment, I cater for each student’s individual development and personal dignity through good tutor-learner relationships and fostering of good peer relationships. I provide inspiration by being a good role model. I am passionate, committed and have an open door policy. One on one meetings with students are an on-going daily occurrence with their learning needs and pathway plans being discussed. This helps me recognise student concerns and build mutual respect and trust. By creating an environment where students feel empowered, rapport is built between everyone. This is vitally important because students are together from 9 a.m. to 3 p.m. in the same learning environment all year and need a supportive, safe and caring place, where they enjoy learning. Various methods are used to measure the students’ performance. These include a combination of formative and summative assessments. Students undertake a combination of unit standards as set down by NZQA to complete the Caring 4 Young Children Programme. These cover the National Certificate ECE Level 3 units, as well as pathway planning and employment skills units. The unit assessments evaluate the extent to which the students have understood the content covered in the teaching process. As students work towards their certificate they are also heading towards their NCEA Levels 1, 2 and 3.
Delivering a unit is either done in small groups or individually. During these sessions I clarify the concepts by using techniques such as demonstrating, describing, encouraging, listening and questioning. These techniques help students think about things in a new way and this in turn extends their understanding. One of the main techniques I use is scaffolding. To do this, I ako or work in collaboration with the students, so there is a connection between them as learners and me as the educator. I take into account the learning styles of the students involved and mix the use of visual, kinaesthetic and auditory learning aids. Ample opportunity is provided to reflect on what they are learning and to receive and give feedback. All these techniques empower the students to take increasing responsibility for their own learning and in doing so develop their confidence and self-esteem.
Another means of helping students gain valuable practical knowledge outside the classroom environment is work experience. Students are able to apply theory learnt in the classroom to real-life situations. At regular intervals throughout each practicum I meet with the student and centre supervisor to discuss progress. This experiential learning helps students consolidate their learning.
Throughout the programme students are encouraged to compile a portfolio of resources they can utilise in the future. This is a very popular activity and some excellent work is produced. Students also learn children’s songs and rhymes, present play activities workshops and participate in Māori culture sessions.
When students complete their course they attend a special graduation ceremony. For many students this is the first time they have ever received a certificate, so it is a very proud moment, not only for the students but for their families and for me as well.
In 2007 I nominated one of my students for the New Zealand Association of Private Education Providers’ Student of the Year Award and she was the successful candidate. Winning this award inspired her to enrol at Waikato University and undertake a B.Ed. Primary. This was something she presumed to be beyond her capabilities when she enrolled in the Caring 4 Young Children course.
In 2008, when I was honoured with the New Zealand Association of Private Education Providers’ Tutor of the Year Award, I thought I had reached the pinnacle of my teaching career. But winning an Ako Aotearoa Tertiary Teaching Excellence Award has now opened up a whole new world of possibilities as far as my future professional development is concerned. I now have the potential to pursue avenues of learning I never thought possible. Attending conferences and seminars relevant to ECE will be high on my priority list, as will further studies in ECE and Adult Teaching. I feel very privileged to have won the highest accolade that a tertiary educator can achieve and to have had such a rich and varied career with so many wonderful opportunities for growth and development.
Peer and Student Comments
“This is the first time I have done any study since I left school 10 years ago because I didn’t think I could, but with Jean’s help I am enjoying this course.”
Jessica Pegler, GIL Student, 2007-8
“…I have worked with Jean at the Insight Learning Academy since 2005 and have great admiration for her dedication to her students, her professionalism and commitment to her work…She has an infectious laugh and a relaxed attitude, is very supportive of all staff and a real pleasure to work with…”
Annette Van Lamoen,Literacy Tutor GIL 2009
“... Jean gives time and thought to her colleagues, gladly sharing ideas and being willing to learn from them. All with the one purpose: to encourage and be encouraged without any sense of competition. Jean has no interest in promoting herself as she is tirelessly involved in giving support to others.”
Katryna Latif, Tutor, National Certificate ECE Level 3, Onehunga College, Auckland, 2009
“…I have appreciated Jean’s expertise and support. She has a wealth of knowledge, which she generously shares, always with a smile... Jean has created many of the resources, which help the students navigate the programme successfully. A parent of a student Jean tutored about 5 years ago told me recently that her daughter is now studying for a Social Work degree and said that without Jean’s non-judgmental approach there would have been a far different outcome for her...”
Colleen Bolt, Tutor, Community Support Services, GIL, 2009
“...Jean is an excellent tutor who goes the extra mile with students, and is a wonderful role model for both our students and staff. Jean faces a variety of challenges in her position. Over the past 12 months she has had a number of students with English as a second language and a variety of students with mental health issues, physical disabilities and learning problems. At our graduation ceremonies, the success of Jean’s programme is evident in the number of students receiving a National Certificate, and the number moving into employment or further education. Jean is continually looking at ways of improving her programme. She creates innovative and student-friendly workbooks and resources to assist them with their unit achievement. Her classroom is a visual delight – her students are assisted by her to bring forth their creativity and this is of the utmost advantage to them, when going on to work with small children in childcare centres. Jean is also an inspiration and a great help to staff – she listens to problems, is generous with her time, is compassionate and caring and is always there for any of us if needed.”
Chris Russell, Manager, Graceland Insight Learning 2009