Tobias McRae
Initial Teacher Education candidate, builder of educational tools, learner of mātauranga Māori
Tēnā koe
Welcome to my professional teaching portfolio. I am a provisional teacher currently completing the Graduate Diploma in Teaching (Secondary) at the University of Auckland. My teaching areas are Social Studies and Digital Technologies.
In 2025 I taught Year 8 homeroom and Social Studies at Mangakōtukutuku College in Raglan, where I also built Te Kete Ako — this platform — as a curriculum development and resource-sharing tool for New Zealand educators. That year was one of significant learning: about what it means to show up for students, about the depth of mātauranga Māori I still need to acquire, and about my own capacity and limits as a beginning teacher.
In 2026 I am enrolled at Waipapa Taumata Rau (University of Auckland) in the EDPROFST 614A/B course sequence — The Inquiring Professional — completing the CIA (Curriculum Inquiry Assignment) and two practicums. This portfolio documents that journey honestly.
Venture & Business
Te Kete Ako — Venture Overview
The business case for Aotearoa's curriculum intelligence platform — pitch, market analysis, financial projections, and grant funding arc.
→ Velocity Ideas Challenge 2026 · UoACompetition Submission
Full 1,000-word entry for the Velocity Ideas Challenge — Arts & Education Prize and Kura Roa Award categories.
→ Business Plan · 2026Full Business Plan
Lean canvas, competitive analysis, 3-year financial projections, and the full grant funding pipeline from Velocity to NZTE.
→Portfolio Sections
PLD Goals
2025 professional learning and development goals — with honest reflections on what worked, what didn't, and what I'm carrying into 2026.
→Professional Learning
Workshops, PD sessions, marae visits, self-study in te reo Māori, and course work at UoA in 2026.
→Observations & Feedback
Mentor teacher observations, associate/professional supervisor feedback, and critical self-reflections from practicum.
→Evidence Collection
Artefacts, documentation, and teaching resources showing curriculum development and classroom practice.
→Student Impact
Student achievement data, work samples, voice, and evidence of learning progression over time.
→Assignments & Academic Work
Lesson Design — Rights & Participation in Aotearoa
Three-lesson Social Studies sequence for Year 9. NZC Level 4 Political Literacy. Rangatiratanga as a live analytical lens throughout. Includes designed resource and ~500w justification.
80% · A- → EDPROFST 614 · CIA Part 1Student Engagement — Literature Review
How can I engage the learners in my classroom? A scholarly essay drawing on Te Kotahitanga, Alton-Lee's BES, and Webber's identity research. ~1050 words.
97.5% · A+ → EDPROFST 614 · CIA Part 2Inquiry Portfolio & Reflections
Reflective inquiry on student engagement strategies at Mangakōtukutuku College, evidenced by peer/mentor observations and pseudonymised student work. ~1030 words.
Ready to Submit → EDPROFST 613 · Ecological MapBronfenbrenner Eco-map
Interactive ecological systems map exploring the contextual factors that shape my teaching identity and professional context.
86.5% · A → EDPROFST 613 · Narrative Discussion — 60ptsMotivation & Engagement — Narrative Discussion
A narrative discussion drawing on two adolescent participant interviews, analysed through self-determination theory, expectancy-value theory, and attribution theory. ~1480 words.
83.3% · A- → EDPROFST 613 · Collegial Discussion — 20ptsKōrero Ngaio — Collegial Discussion
Professional collegial kōrero with Vidya Ram (Year 8 LF) exploring ākonga engagement, literacy across the curriculum, and cross-curricular learning at Auckland Zoo.
100% · A+ → EDPROFST 614 · Posting 2 of 4Historical Significance & Changed Perceptions
A reflective response to Graeme Ball's presentation on the ANZH curriculum, the "lottery" of historical knowledge in NZ schools, and placing Te Tiriti at the centre of history teaching. ~370 words.
→ EDPROFST 614 · Posting 1 of 4CALD Learners — Lecture Reflection
A critically reflective response to Constanza Tolosa's materials on culturally and linguistically diverse learners, exploring BICS/CALP and Social Studies strategies. ~460 words.
→ EDPROFST 614 · Posting 3 of 4Literacy Strategies — Lecture Reflection
A critically reflective response to Aaron Wilson's lecture, focusing on disciplinary literacy, cognitive load, and scaffolding in Social Studies. 474 words.
→ EDUC 603 · Film Analysis — 50ptsFilm Analysis — Two Cars, One Night
An 800-word analysis of Taika Waititi's 2003 short film as a text for teaching. Examines the film through Dalton's Hollywood Model, Freire's banking education critique, and Bishop & Berryman's Te Kotahitanga framework. ~840 words.
100% · A+ → Independent ResearchSovereign Lattice Hypothesis (SLH)
A proposed computational topology framework reconciling quantum-relativistic dissonance via the IΩ constant.
→ Full Goal ArchiveDetailed PLD Goals Record
Complete standalone PLD goals document with detailed evidence and reflection narrative.
→CV, Profile & Core Documents
Full CV & Teaching Profile
Master profile with experience, impact evidence, references, and leadership background.
→ Printable CV2-Page CV (Print Version)
Clean print-first format for applications, interviews, and attachment to assignment submissions.
→ PLD RecordProfessional Goals & Reflections
Goal tracking and critical reflection evidence linked to teaching standards and growth.
→ITE Programme Context
University of Auckland ITE
EDPROFST 614A/B — The Inquiring Professional. My current programme context, course structure, and key readings.
→ITE Programmes Compared
Comparative overview of all NZ Initial Teacher Education providers — useful context for my own programme choices.
→Critical Reflection Module
Notes and resources from the pedagogical module on critical reflection — core to the CIA inquiry cycle.
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