Teaching Experience 2
GDip(Tchg) Primary
2014
Teaching Experience—HANDBOOK
For Students and Associate Teachers
Te Whānau o Ako Pai
General Information
Table of Contents
Abbreviations List ..................................................................................................................... 1
Contacts ................................................................................................................................... 2
Faculty of Education ................................................................................................................. 2
Dates........................................................................................................................................ 2
Introduction to Teaching Experience ........................................................................................ 3
ASSOCIATE TEACHER INFORMATION SECTION ................................................................ 4
Guidance for Associate Teachers during Teaching Experience ................................................ 4
Prior to the student’s arrival ...................................................................................................... 4
On arrival.................................................................................................................................. 4
In the classroom ....................................................................................................................... 4
Concerns .................................................................................................................................. 5
Tasks ....................................................................................................................................... 5
Forms ....................................................................................................................................... 5
Suggested Outline for TE2 ....................................................................................................... 6
Student’s Prior Learning ........................................................................................................... 7
STUDENT TEACHER INFORMATION SECTION .................................................................. 10
Teaching Experience Requirements ....................................................................................... 10
Expectations of the Student Teacher ...................................................................................... 10
Attendance on Teaching Experience ...................................................................................... 10
Visiting Lecturers .................................................................................................................... 11
Assessment of Teaching Experience...................................................................................... 11
Failing a Teaching Experience ............................................................................................... 11
Lesson Planning, Teaching and Evaluating ............................................................................ 12
Planning for Learning ............................................................................................................. 12
Setting the Goals for a Lesson ............................................................................................... 13
Reflecting on the Learning ...................................................................................................... 14
Forms for Teaching Experience.............................................................................................. 16
Teaching Experience Portfolio Requirements ......................................................................... 15
A–Z of TE: The Essential Guide for Students ......................................................................... 17
General Information
Abbreviations List
Abbreviation
Full
AD
Associate Dean
AO
Achievement Objective
AT
Associate Teacher
BB
Blackboard
FOE
Faculty of Education
GTS
Graduating Teacher Standards
NZC
New Zealand Curriculum
SC
School Coordinator
TE
Teaching Experience
VL
Visiting Lecturer
1
General Information
Contacts
Teaching
Experience Office
Postal Address:
Victoria University
Faculty of Education
Teaching Experience Office
PO Box 17 310
Karori, Wellington 6147
Courier Address:
Victoria University
Faculty of Education
Teaching Experience Office
Donald Street
Karori, Wellington 6012
Fax Number: 04-463 9546
Manager
Sally Selwood
T: 04-463 9731
e: sally.selwood@vuw.ac.nz
Administrators
Cheryl Cooper
Early Childhood
T: 04-463 9557
e: cheryl.cooper@vuw.ac.nz
Trudy Boyd
Primary
T: 04-463 9506
e: Trudy.boyd@vuw.ac.nz
Sally Selwood
Secondary
e: sally.selwood@vuw.ac.nz
Faculty of Education
Programme Director
(Primary Education)
Dr Jenny Horsley
T: 04-463 9704
e: jenny.horsley@vuw.ac.nz
Faculty Office
T: 04-463 9500
Student and Academic Services
e: education@vuw.ac.nz
Dates
Notes
Teaching Experience 1
Teaching
Experience:
11 August to
26 September 2014
Summary of
progress/Interim
Report
22 August 2014
Associate Teacher
Final Report
Associate Teachers are asked to
discuss the final report with the
student before they leave the
school.
26 September 2014
Teaching
Experience reports
and Summary
Students are required to submit
these in hard copy by hand, or
mail to the TE Office with a cover
sheet.
Thursday 2 October 2014
2
General Information
Introduction to Teaching Experience
The Graduate Diploma of Teaching recognises the relationship between theory and practice
and emphasises the importance of graduates being confident, capable and competent
classroom practitioners. In total there are 14 weeks of teaching experience during which student
teachers will experience two different contexts within their teaching specialisation (e.g., mixed
age, year levels, large, small, co-educational, single sex, rural, city).
The task requirements from each teaching experience emerge from the courses within which
each teaching experience is nested.
Associate teachers provide feedback throughout the teaching experience and a summative
assessment of the student’s teaching at the end of the period. Assessments are made against
clearly specified criteria, particularised for each teaching experience. Student teachers are then
required to submit their summative assessment reports as the evidence upon which the Faculty
determines an overall pass or fail for the teaching experience.
Assessments are made against clearly specified Graduating Teacher Standards as set out by
the New Zealand Teachers Council.
Teaching experiences are organised by the Faculty of Education Teaching Experience Office.
Close relationships with schools through Principals, School Coordinators and Associate
Teachers allow the Teaching Experience Office to monitor student teachers’ progress during the
teaching experiences and to pass on any difficulties arising to the appropriate channels so that
additional support can be provided to both the Associate Teacher and the student teacher
should it be necessary.
Student teachers are required to plan and teach learning activities in collaboration with
Associate Teachers and to undertake a period of major responsibility for a class or classes. A
crucial element of the TE concerns the student’s ability to develop warm, reciprocal and
responsive relationships with learners, together with effective, professional relationships with
teaching colleagues and, where appropriate, with parents and whānau.
Teaching Experience 2
During this second and final teaching experience student teachers need mentoring,
encouragement, support and direction from the Associate Teacher.
University staff will visit during the TE, to observe teaching and provide formative feedback to
the student as well as making summative assessments.
Student teachers are asked to complete a minimum of 16 days major responsibility for the
class. We ask that the student teaches at least 4 consecutive days and ideally for two weeks.
The other days do not have to be consecutive and can be done in a variety of ways, even some
½ days (provided its not all ½ days) depending on the class and school programmes.
During the seven weeks, provided it works within the class programme it can be beneficial for
the student teacher to visit classes within the school to observe other age ranges.
All student teachers are visited by University staff twice during this teaching experience, to
observe teaching and provide formative feedback, as well as making summative assessments.
3
Student Information
ASSOCIATE TEACHER INFORMATION SECTION
Guidance for Associate Teachers during Teaching Experience
Prior to the student’s arrival
When the student contacts you before TE, you should:




explain how to get to your classroom
tell them what time you expect them to arrive in the morning
tell them what they need to bring or do prior to arriving
provide your email and contact phone number
arrange a suitable programme for the student teacher
On arrival

Induct the student into the school unless this has already been done by the School
Coordinator. Introduce them to the administration staff, Principal and other staff.

Provide the student with a timetable and school emergency procedures, school discipline
procedures and any other policies they may find useful.

Negotiate a regular weekly meeting time with the student teacher and during that meeting
time guide them to identify key areas to work on, to regularly evaluate their progress and
set new goals. Use the indicators in this booklet as a guide.

Sit with them in the staff room particularly at the beginning and introduce them to other staff
as staffrooms can be lonely and daunting.

Explain the duty procedures and when they will be required to help on duty. Although
students must not be left in charge on duty there is an expectation from the Faculty of
Education they will participate in this with the Associate or other staff members.
In the classroom

Ensure the student teacher is able to meet the teaching requirements including major
responsibility requirements.

Students must have planned teaching and learning experiences before every lesson and
must show and discuss their planning with the Associate prior to taking the lesson. (The
Associate should stipulate how far in advance they would like this.) The students do have a
suggested template to use, however, we are happy for students to use any form of planning
so long as it covers the elements of the templates.

Allow the student to trial things and support them to make them a success. Try not to be
too rigid. This can be a great learning time for both Associate and student.

Students may start taking groups and lessons as soon as the Associate thinks they are
ready (refer to suggested programme outline).

Discuss the teaching expectations of the class(es) with the student teacher including when
it is appropriate to withdraw from the room.

The student teacher is under the Associate teacher’s guidance however allowing the
student to have full control of the class is expected provided the Associate is available
nearby when necessary. If the associate teacher is away a relief teacher needs to be
assigned to give guidance and support to the student teacher.

Associate teachers need to keep notes on their observations and feedback to the students
as soon as practicable after the lesson so that they can make appropriate changes to their
teaching.
4
Student Information

Observations of lessons can be done at any time but the Faculty of Education has an
expectation that at least one formal observation lesson per week will be done and the
Lesson Assessment of Student Teachers form will be completed. The student teacher
should be providing you with the forms to complete each week.
−
The student teacher, in agreement with Associate Teacher, should choose 3–5 focus
points (from back of form) for feedback.
−
There should be a follow up discussion to feed forward into the next week’s Lesson
Assessment form. This provides further evidence of the student’s ability to construct
lessons with clear learning outcomes, and also to select activities that link to these
outcomes.
−
It is important that the student teacher is given weekly feedback of their progress
against the graduating teacher standards. If they reach the end of the teaching
experience and still require further development against these standards they may fail
the teaching experience.

The Summary of Progress form – weeks 1–2 needs to be completed by the end of week 2
which will be emailed to you. This is a very quick form and should not take long to
complete.

Provide advice to facilitate the gathering of data for assignments students are required to
complete.

Complete the Associate Teacher/Visiting Lecturer Report by the Wednesday of week 7.
This will provide further feedback based on the Teachers Council Professional Standards.
−
Use the indicators for competency which are based on the graduating teacher
standards that accompany this form to guide you to formulate your decisions.
−
Do not leave any categories as n/a
−
Circle only one grading. Do not span across two gradings.
−
Ensure that the comments support the grade given.
−
To clarify your judgement please refer to the Indicators for Teaching Experience 2 and
use these criteria to allocate grades in all sections of the report.
Concerns
Contact Sally Selwood at the Teaching Experience Office early if you have concerns about the
student teacher or their ability to meet the teaching requirements. It is important that concerns
are raised with the student during the teaching experience and the student is given the
opportunity to improve. It is imperative if you have concerns the regular lesson assessment of
student form is completely at least weekly and the rankings on the check list side are rated
appropriately. We recommend if students are getting ‘developing scores they should repeat
that the following week to try and achieve competency.
There
Course related tasks
Student teachers have copies of their tasks. However, their first priority on Teaching Experience
is to the classroom programme. The tasks may require them to gather data or apply ideas and
strategies to their teaching practise while in schools. Such tasks are not due until after
completion of the teaching experience.
Forms
Electronics versions available at
http://www.victoria.ac.nz/education/teaching-experience-office/ and follow the tabs.
5
Student Information
Suggested Outline for TE2
(To ensure all requirements are met)
Week 1
Observations – classroom management, classroom organisation, resources, monitoring and assessment.
Complete Associate Teacher observation forms in different situations.
Begin planning and teaching with evaluations for 1–2 groups of students in English and Maths.
Begin Teaching Experience Log.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher
(1).
Continue planning and teaching with evaluations in an increased number of groups and whole class. Begin to
participate in other curriculum areas. Associate Teacher’s unit plans may be used.
Week 2
Maintain Teaching Experience Log.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher
(2).
Plan together how the major responsibility requirement of 16 days major responsibility will be met over the next
weeks. Note this is a minimum requirement only: the student teacher should gain as much experience as
possible. The student teacher should take responsibility for day to day planning during major responsibility and
increasingly plan ahead at unit level and in particular for the two consecutive weeks of major responsibility.
Associate Teacher to complete the Summary of Progress form and return it to Teaching Experience
Office at the end of Week 2
Week 7
Week 6
Week 5
Week 4
Week 3
Student Teacher to complete the Interim Report and return at the end of Week 2.
Visiting Lecturer visit may occur this week or next
Continue planning and teaching with evaluations in all areas being undertaken by the class. Begin major
responsibility days.
Maintain Teaching Experience Log.
Visiting lecturer visit
Associate Teacher to complete lesson assessment of student teacher and share with student teacher
(3).
Continue major responsibility days.
Regular ongoing planning and teaching using formative
assessment. Associate Teacher’s unit plans may be used
but student teacher should take responsibility for their
implementation. Plan for all lessons taught. Weekly subject
or lesson sequence grids may be used in conjunction with
unit plans rather than individual lesson plans (eg. weekly
reading or maths group grids showing learning intentions
and activities).
Preparing towards undertaking major responsibility.
Associate Teacher to complete lesson
assessment of student teacher and share with
student teacher (4).
Daily evaluation of teaching for each curriculum area
taught focussing on student achievement and next
teaching.
Associate Teacher to complete lesson
assessment of student teacher and share with
student teacher (5).
Undertaking some major responsibility days preparing,
teaching and evaluating these days
Ideal week to complete week one of consecutive
days of major responsibility.
Associate Teacher to complete lesson
assessment of student teacher and share with
student teacher (6).
Continuing with major responsibility
Ideal week for week two of consecutive days
major responsibility.
Visiting lecturer visit ideally in this week
Associate Teacher Report completed by
Wednesday and shared with student.
Complete any Major responsibility requirements
Discuss the Associate Teacher report
This may be an ideal time to observe other class
levels in the school if all requirements are
completed.
Gather any material and artefacts for assessment tasks
Note: Associate Teacher actions in bold
6
Student Information
Student’s Prior Learning
Teaching practices that students have been introduced to in their courses before TE 2.
English literacy and EAL
Students should be able to:








Use the English language learning progressions (ELLP) matrix to analyse writing samples
from an EAL learner. (This is part of an assignment they have completed by TE one.)
Use e-asTTle (revised 2012 version) to assess samples of writing using the rubric and
supporting materials. (This is part of an assignment they have completed by TE one. They
may need guidance if analysing a text type they are not familiar with.)
Teach a writing lesson (written language, not handwriting)
Look closely at students’ spelling to discuss strengths and needs.
Take running records on Ready to Read or Journal texts, analyse cues and strategies and
identify students’ strengths and needs. They gather running records on TE for an
assignment. They may need assistance with levels or the Journal Surf catalogue.
Plan lessons using picture books or novel as part of the literacy programme
Plan a series of lessons in reading, and writing
Plan a series of lessons that interconnect the strands of English for example across the
curriculum
While these have all been introduced they will need some AT support please.
Expectations
Knowledge of
literacy learning
Instructional
strategies
EFFECTIVE
PRACTICE
Engaging
learners with
texts
Knowledge of
the learner
Partnerships
Maths
Student teachers have been introduced briefly to:







the NDP strategy and knowledge frameworks as a learning progression for numeracy
relationships between the number framework progression, NZC and the National standards
key ideas underpinning the NDP progression in the strategy domains of addition/subtraction;
multiplication/division; proportion and ratio
the NDP teaching model (materials↔imaging↔number properties)
using NDP diagnostic interview data to group students for strategy learning
planning a rotation for numeracy teaching, selecting appropriate materials and
representations (in the context of teaching place value)
key aspects of each of the maths strands
7
Student Information
They have been given opportunity to practise:



the diagnostic interview and plan for learning in multiplication based on evidence from this
information
planning and teaching a lesson or starter activity for a group of their peers and receiving
feedback planning for and teaching at least one maths group while on TE1
Some will also have had an opportunity to teach a group of their peers and receive feedback
Science Social Studies and Technology
The students have briefly considered:
 The connections and distinctions that exist between the nature and purposes of science,
social studies and technology
 Concept led learning in each subject
 Alignment to important outcomes in each subject
 Differing forms of inquiry in each subject.
Teaching methods and strategies
Students should be applying their knowledge of:
Deliberate acts of teaching including:
 modelling
 prompting
 questioning
 giving students feedback on their learning,
 telling
 explaining
 directing.
Strategies to support Māori and Pasifika Learners including:





pronouncing students’ names correctly
caring for students as culturally located individuals
strategies to support inclusion
respect and celebration of difference
the importance of classroom relationships.
A range of appropriate responses to managing behaviour including:




choice/consequences
redirecting students
mutual mana
proximity.
Planning including:




writing lesson plans
developing and using learning intentions and success criteria
identifying ‘evidence’ of graduating teaching standards in practice
identifying what each GTS could look like in practice.
8
Student Information
Students have also explored:




human development and theories of learning and motivation.
Te Whāriki and New Zealand Curriculum
websites such as MoE and TKI
the diverse needs of students and teaching strategies based on cognitive-constructivist and
social-constructivist theories.
9
Student Information
STUDENT TEACHER INFORMATION SECTION
Teaching Experience Requirements

be fully prepared and planned for all teaching and learning activities. They must plan to,
teach and evaluate lessons in a range of curriculum areas. It is important that they accept
and seek teaching opportunities and take every opportunity to be fully active in the activities
of the classroom and school
Planning must be approved by the Associate Teacher in advance of teaching

complete a minimum of sixteen days major responsibility for the class. While 4 consecutive
days are requested later in the TE and ideally this should be done for two weeks the other
days need not be consecutive depending on class /school programmes.

submit an interim report by email to the TE Office at the end of Week 2

maintain a teaching experience log

complete weekly lesson assessment forms…the student teacher should be giving these
forms to their Associate to complete each week

Hand in TE experience forms by Thursday 2 October 2014.
Expectations of the Student Teacher
Student teachers should:

arrange to meet regularly with the Associate teacher for feedback and planning purposes

all planning should be provided to the Associate at agreed times but well in advance of
teaching to allow for feedback and modifications to be made.
Planning must be approved by the Associate Teacher in advance of teaching
attend ALL TE days, be punctual and prepared to attend school between the hours of
8.00am and 5.00pm and be available for school meetings and co-curricular activities.

observe all school policies and protocols (including those relating to morning tea,
photocopying, and the use of school resources and cell phones) and respect the
professional expectations of the school

discuss their professional needs and strengths with the School Coordinator and Associate
Teacher/s.

discuss any difficulties regarding classes with the AT and contact the School Coordinator/
Principal and TE Office early if problems persist

liaise with visiting lecturers and inform Associate Teacher/s, the School Coordinator and the
School Office of visits

be familiar with and manage the TE documentation and ensure all requirements are fully
met.

take responsibility for their own learning and ensure that their time in school is fully utilised.
Attendance on Teaching Experience
Student teachers are expected to attend all the days of teaching experience for their
programme of study.
Attend school between 8am and 5pm daily
Leave will not be granted to undertake regular paid employment.
10
Student Information
Student teachers will attend fully for the duration of the teaching experience. Extended absence
(i.e., one week or more) must be discussed with the Associate Dean as it may mean the
teaching experience will have to be extended, repeated or lead to the failure of the teaching
experience.

If an absence is unavoidable due to illness, the student teacher must make contact with the
Associate Teacher to inform them of their absence before 8.00am. A text or email is not
sufficient they must make personal contact. Also advise the TE Office on 04-463 9506
each day they are away.

If the student teacher has class teaching responsibilities, it is essential that the Associate
Teacher is advised in sufficient time to be prepared to take over the teaching that day.

If, on the day of absence, the Visiting Lecturer observation is to take place, the Teaching
Experience Centre must also be notified by 8.00am so that the Visiting Lecturer can be
informed of the absence. Student teachers are then responsible for making another time for
the Visiting Lecturer’s observation.
Visiting Lecturers
Student teachers will receive at least two visits from a Victoria University Faculty of Education
lecturer during TE2. The purpose of the visits is to provide the student with constructive
feedback to promote professional learning. The feedback from this visit will also be used in the
assessment of the TE.
The Visiting Lecturer will observe the student teacher managing and teaching the whole class
and provide feedback to the student teacher on their progress towards Graduating Teacher
Standards. Usually the AT will not be involved in the lesson. After the observation, the Visiting
Lecturer will consult with the Associate Teacher to discuss the student’s progress.
Assessment of Teaching Experience
Passing two teaching experiences is a mandatory requirement of the EPOL 301. TEs are
graded as pass or fail. Information on the student’s ability to achieve teaching experience
learning outcomes in schools is reported by the Associate Teacher(s) and Visiting Lecturer(s).
To pass teaching experience students must reach the competency level in each of the
graduating teacher standards as measured against the indicators by the associate teacher and
visiting lecturers. A holistic decision regarding pass/fail of a teaching experience is made by the
Faculty of Education, considering all the reports from Associate Teachers and Visiting
Failing a Teaching Experience
Where a student teacher is assessed as not having satisfactorily met the criteria for the teaching
experience they will also fail the associated course EPOL 301 course. They will need to discuss
their progress and ongoing enrolment in the programme with the Programme Director or
Academic Dean. Such student teachers may be given the opportunity to repeat the course
when it is next offered (usually the next year). Students will be notified in writing of areas
requiring development to be successful.
11
Student Information
Lesson Planning, Teaching and Evaluating
It is expected that student teachers will begin to take a role in teaching part of a lesson as close
to the start of the TE as possible. This means that they should be involved in planning,
preparing and implementing aspects of the teaching and learning programme with guidance
from Associate Teachers.
Student teachers should be working alongside the Associate Teacher. However student
teachers are expected to develop greater independence over time and to write their own lesson
plans prior to teaching. We expect student teachers to take every opportunity to practise and
fine tune their teaching practice.
The Faculty of Education expects student planning to cover every aspect outlined below and be
done in sufficient detail to support student learning. Associate Teachers need to see planning
sufficiently in advance to allow time for discussion and change to be made. The Associate
should advise the student how much time they require for this process to occur.
Before teaching a lesson or series of lessons the student teacher needs to give careful
consideration to:

the objectives of the lesson (with clear links to NZC), learning intentions and success
criteria

what resources will be used and how

the pace of the lesson and what activities may be used

how to teach students who may not understand the concepts

class behaviour management

feedback and feedforward.

pedagogical approaches

what the learners already know and can do
Lessons need to be evaluated by student teachers so that future planning can be fine-tuned and
the next learning steps for learners are identified and planned.
Visiting Lecturers will want to see evidence of this planning and evaluation during their visit. It
should include any relevant assessments and assessment data that have been used to inform
planning.
Planning for Learning
Linking to the New Zealand Curriculum – Working towards the Achievement Objectives
(AO)
Student teachers are required to help their students work towards the achievement objectives
listed in the New Zealand Curriculum. The AO(s) should be noted in the lesson plan, without
alteration, for example: (The examples in this material relates to a Level 3/4 Science AO)
All lesson planning should reflect the principles, values and key competencies as indicated in
the New Zealand Curriculum.
Some learning areas have requirements in addition to the AOs. The connections to these
requirements should be made clear in the lesson plan.
Lesson plans should also provide information about where the students have come from in
terms of their learning and where the next lesson will head.
12
Student Information
You will need to discuss the long term goals with your Associate Teacher. The
department or scheme/long term plan outlines these goals.
Setting the Goals for a Lesson
An AO is a large chunk of learning and may take months to achieve. A lesson plan breaks this
objective down into a clear and manageable step for learners’ progress towards the AO. There
are a number of ways in which the goals for a lesson may be expressed, for example:

As a learning objective/outcome (an indication of how the learning will be measured) e.g.,
“Students will be able to describe and explain the earth’s orbit around the sun”.

As a learning intention (WALT): e.g., “Today we are learning to connect our experiences of
the solar system with some science theory”

As the main point of the lesson (‘big idea’, ‘conceptual understanding’) e.g., “Today we are
learning that the earth moves in relation to the sun”

As a question, e.g., Why does the earth move around the sun?
Sometimes learning outcomes are used for a whole unit and are further subdivided into learning
intentions for individual lessons.
Different teachers, schools and lecturers use a variety of approaches to goal-setting for a
lesson. This is in response to particular needs, situations and curricula, and differences in
educational philosophies. There is no one ‘correct’ approach.
In whichever way the goals for learning are expressed, they should have clear links to AOs and
other curriculum requirements. Use the language of the curriculum to help write learning goals
for the lesson that are clear to students. Explore opportunities to co-construct these goals with
your students.
Learning experiences (‘strategy’, ‘task’, ‘activity’) are deliberately chosen to enable students to
achieve the goals for the lesson. Each learning experience in your lesson plan must be
connected tightly to a learning outcome, objective, intention or big idea.
Make sure you share the lesson goals with your students: make the ‘secret’ of the lesson
explicit right from the outset! This is a good time to establish the relevance of the lesson,
why the learning is important.
Creating and Sharing Success Criteria
Success criteria are succinct statements of what will count as success in relation to the learning
goals for each lesson
Example:

Students will have achieved the learning intention when they can explain:
o
o
how day and night are connected to the spin of the earth.
Why NZ has the seasons it does.
Success criteria maybe developed in discussion with students, but thinking through success
criteria as you are planning is essential for an effective lesson. Ask yourself “what am I looking
for in the students’ learning?” Co-construct or communicate these WILFs with/to your students.
Think like your students…will they be able to see how each learning activity helps them
achieve the purpose and goals of the lesson?
13
Student Information
Reflecting on the Learning
Remember to allow time in your lesson plan for evaluating the learning. This should occur after
each activity (i.e., in transitions) and at the end of the lesson. The success criteria for the
learning experience/ lesson are a vital basis for this discussion.
There are many strategies for reflecting on learning. The following are useful formative
assessment questions that should be asked in some form each lesson.

What have I learnt in this activity/lesson?

How well have I met the success criteria?

How do I know I have learnt?

Can you now answer the question posed at the start of the lesson?

What are the next steps in my learning?
Consider the time devoted to reflecting on the learning in this skeleton lesson plan:
1/5 of
Opening
lesson time




3/5 of
Engagement/
lesson time Sustaining
1/5 of
Closing
lesson time

Hook-in or focussing activity
Recap on previous learning
Share or co-construct today’s learning intentions and success
criteria or set the question for the lesson
Establish the relevance of the lesson

Learning experience #1 and #2:
o describe how students will learn
o what you will do
o what the students will do
What students will learn



Reflect on today’s learning: where have we got to?
Establish next steps for individuals and as a class
Fore-shadow the next lesson
Formative assessment is a critical part of the learning process. Leave time in the lesson
to discuss learning progress with your students.
Checklist for Lesson Plans
1. Are you able to track backwards from the learning experiences to the learning goals to the
AOs and see a clear pathway?
2. Have you planned for what your learners will be thinking and doing throughout this lesson
(as opposed to what your role will be)?
3. Have you built in an opportunity for you to give individual students their feedback on
learning?
4. Could someone else follow this plan if you gave it to him or her?
Examples of lesson plans and a variety of blank planning documents are available on the
website.
www.victoria.ac.nz/education/teaching-experience-office/information-forstudents/graduate-diploma-of-teaching-primary-and-secondary
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Teaching Experience Portfolio Requirements
A TE portfolio is a professional organisational tool which includes TE artefacts.
It is recommended that your portfolio contains the following:
Obtain or complete
Notes
Make a plan of the classroom/s, e.g., seating plans and notes on the use of
space and resources that assist student learning.
Classroom
Organisation and
Timetables
Describe key aspects of classroom environment, e.g., wall displays,
whiteboards, charts, learning areas.
Describe key aspects of the classroom environment/s that cater for the diversity
of learners.
Include class timetable.
Class Lists and
Description
Include notes that demonstrate your knowledge of the learners in your
class(es).
Observations
Observations in the first week of teaching experience assist student teachers to
gain understanding about how the school and in particular, their Associate
Teacher’s classroom works. These observations ensure that established
routines and practices are continued by the student teacher so that the
classroom programme continues.
Information gained from observations of Associate Teachers need to be filed in
your folder.
How do Associate Teacher/s gain attention, ask students to move, maintain an
acceptable level of noise? What other routines are operating?
Classroom
Management
Strategies and
Approaches
Planning
How does the Associate Teacher/s develop the students’ self-esteem, eg.
Giving responsibility, opportunities for success in their learning, sharing
expectations, positive comments, non-verbal signals, reward systems?
Describe ways in which the Associate Teacher/s ensures that all students have
opportunities to learn and participate in the classroom. Consider gender,
language, cultural background and special learning needs of students when
answering this.
How does the teacher know what learning has occurred?
Keep your planning sequenced within unit plans or long term plans.
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Forms for Teaching Experience
Form ID
Title
Completed
by
Due by
Notes
2013.A.2.1
Lesson Assessment of Student
Teachers by Associate Teacher –
TE2
Associate
Teacher
Weekly
2013.A.A.2
Summary of Progress: Weeks 1–2
Teaching Experience
Associate
Teacher
End of Wk2
2013.A.A.5
Associate Teacher/Visiting Lecturer
Report
Associate
Teacher
Last week
of TE
2013.P.A.1 Teaching Experience Log Primary
Student
End of TE
Observation of Associate Teacher
by Student Teacher
Student
Not submitted – for use in AT
/student Teacher
discussions only
Student
End of Wk2
2013.A.A.1
2013.A.A.3 Interim Report
To be filled in
throughout TE
2013.A.A.4
Information sheet for Visiting
Lecturers
Student
Before
Visiting
Lecturer
arrives
2013.A.A.6
Summary of Associate Teacher and
Visiting Lecturer Assessment
Student
End of TE
2013.A.A.7 Teaching Experience Cover Sheet
Student
End of TE
2014.A.A.8 Lesson Planning template TE 1
Student
Used as
necessary for
all lessons
2014.A.A.9 Lesson Planning template TE 2
Student
Used as
necessary for
all lessons
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A to Z
A–Z of TE: The Essential Guide for Students
Absences
Behaving Ethically
In the event of an unavoidable absence from
school, you must advise your Associate Teacher or
the School Coordinator by 8.00am ( make sure
you make voice contact a text or email is not
sufficient as your Associate may not check
their email or phone prior to the start of the
day.) Also advise the TE Office (463 9506 for
Primary and 463 9731 for Secondary). Please
avoid arranging personal appointments during
school hours.
Behaving ethically means:
Arrival Day One
Arrive at your school by 8.00am, unless you have
been given an alternative time. Dress well because
first impressions count. Have an awareness of
protocols in the staffroom. For example, some
chairs and cups are ‘special’; arcoroc cups are
usually a safe bet because they are generic!
Some schools have a pōwhiri, usually the you will
be advised of this by the TE Office.
Associate Teachers
Associate Teachers (ATs) have student teachers in
their classrooms because they have a strong
commitment to their profession. It is a partnership.
Your AT provides unique professional input,
guidance and support while you bring your own
knowledge, enthusiasm and skills into a classroom.
Associate Teachers are there as your mentors and
not as your slaves. The ATs work with their classes
all year and have established protocol for working
in the classroom. Please consult with your AT
before you change the protocol of the classroom.
ATs come in all ages, sizes, colours, creeds and
sexual preferences; use your developing
professionalism to work together.
Associate Feedback
Feedback about your teaching is best face-to-face.
Teachers often do this ‘on the run’, for example,
informally at morning tea/ lunchtime and in school
corridors. You also need to designate time for this.
Please talk to your AT and ask to diary weekly
times for discussion and to set specific goals about
your teaching. Discuss your assignment
requirements and report forms early in your TE with
your AT.
 working within the professional code of ethics
for registered teachers, relevant legislative
frameworks, governance and rules that apply
within the schools in which you are placed for
teaching experience
 seeking your Associate Teacher’s approval for
plans before proceeding with any teaching and
classroom initiative
 not intervening or seeking information from
school students/family or whānau that are
beyond the scope of your teaching practice
 maintaining a high degree of ethical and
professional behaviour with particular
consideration of confidentiality issues when
deciding what to record, develop, and share
from teaching experiences
 treating experience-based information shared by
peers within the context of the programme (such
as in tutorials or studio time) as confidential
 keeping the identity of students, teachers or the
schools in which they teach confidential when
presenting information about your teaching
experiences through discussions, tutorials,
lectures studio time or assignments.
Camp
Sometimes the TE dates are at the same time as
school camp. Usually it is a great opportunity to
attend camp. As a student teacher your status is
equivalent to a Parent Helper, where you may take
a small group activity. However you will not have
responsibility for the whole class at any stage.
(Refer to Responsibility)
Cell Phones
Most schools have policies in place about the use
of cell phones and you need to follow these
guidelines. It is inappropriate to be texting or using
a cell phone at any time when in class whether you
are observing or teaching.
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A to Z
Childcare
Dress Code
It is important that you have a really good system in
place for child care while you are on TE. It is wise
to have a backup in place in case there is a
problem with your usual arrangements. Arriving
late or leaving early because of childcare difficulties
does not portray a professional image and can
seriously inconvenience your AT.
Student teachers must follow the accepted dress
code of the school in which they are placed (this
includes school protocol on piercings and tattoos).
Do discuss the dress code for your school with
your Associate when you start. If in doubt
“overdress” rather than be too casual.
Email Addresses
Computers, Photocopiers and
Whiteboards
At orientation in your school (or shortly afterwards)
you will be given access information regarding the
usage of computers and photocopiers. If at any
time you are not able to access such resources you
should let the School Coordinator know
immediately.
Your use of these services will come at a cost to
the school, therefore responsible use of the school
computers and photocopiers is expected.
Photocopying should only be used for planning and
teaching resources.
Always ask before copying plans or work or other
resources to ensure the staff involved are happy for
you to have a copy of their own material. If you are
copying a lot of resources for your own use you
need to come to some cost arrangement with your
AT.
Confidentiality
You must treat information relating to students or
parents as confidential. As a visitor in the school
please maintain a professional responsibility and
integrity for any school information for which you
may have access. Be discreet and do not gossip.
This involves all mediums of communication (text,
online chat, blog sites etc).
Contact Details
Should your contact details change at any time
during your studies, please update this on
myVictoria immediately as this information is
crucial to ensuring that Visiting Lecturers are able
to contact you prior to their visit.
You may need to consider the appropriateness of
your personal email address and change it to
something that reflects the professional nature of
teaching.
Education Review Office
The Education Review Office (ERO) visits occur in
schools all the time. You may be in a school when
such a visit occurs. Use this opportunity positively.
Failing a Teaching Experience
If you are assessed as not having satisfactorily met
the criteria for the Teaching Experience you will
need to discuss your progress and on-going
enrolment in the programme with the Associate
Dean. You may be given the opportunity to repeat
the course including the associated TE when it is
next offered at the discretion of the Associate
Dean.
A school is entitled to withdraw a placement should
there be serious concerns about you. In such
cases, you will be informed by the Manager of the
TE Office that this withdrawal may occur.
Getting in Touch with your School
While a visit may not be practical you must make
contact with your AT prior to arriving in the school
either by phone or email as there may be particular
information you need to know before starting. Also
look at the school’s website to help inform you
about the school.
Grievances and Conflict
Conflict resolution is an important part of teaching.
We encourage you try to resolve any issues that
may arise with your Associate Teacher. Following
are some helpful ideas which may help you to
resolve any issues.
Think through what the issues are:
 Is there something you can do that will fix the
situation?
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A to Z
 Ask for a time to talk with your AT to discuss
the issues.
 Outline what you are finding difficult and ask
for ideas of how these issues could be
solved.
 Allow time to see if the situation changes.
 If the problem persists, or you feel you
cannot discuss the issue with your AT
contact your School Coordinator/School
Liaison Person or Principal and talk through
the issues.
 If this process is not satisfactory or you need
further guidance, contact your Course
Coordinator or the Teaching Experience
Office.
 Do not write letters of complaint without first
seeking professional advice from the school
coordinator, principal, course coordinator,
programme director or Teaching Experience
Office manager.
Hours of Work
You must be punctual and prepared to attend
school between the hours of 8.00am and 5.00pm.
Be available for school meetings and co-curricular
activities as requested.
Jobs and TE
Where possible reduce any other work
commitments whilst on TE. Your first priority must
be to your TE and gaining as much from it as you
can. This includes being available after school for
meetings and other professional responsibilities.
You will not be released from your TE to undertake
any paid work during the school day.
Language
Have a sense of occasion, i.e., “think before you
speak”. Like all professions, teachers frequently
use jargon words, ask if you are not sure.
 going against school practices (chewing gum or
eating in class, dressing inappropriately for the
school)
 arriving late and leaving early.
Non-Contact Lessons
Classroom teaching is just one part of the whole
school experience and needs to be integrated with
the administrative and pastoral care responsibilities
of being a teacher. As you are in the school in a
professional capacity, you are expected to be as
professional as any teacher employed at that
school. Show a willingness to get involved in
school life and avoid leaving straight after school. It
is unprofessional to leave the school during the last
lesson of the day even if you are not teaching.
Photos and Videos
Most schools have policies regarding the use of
photographs and videos. Check the school policy
regarding this before taking any photos or videos.
Never post photos of the class or any photo that
would allow a student to be identified on social
media sites. This is a breach of the child’s privacy.
Planning and Preparedness
Most schools operate the policy of “No Planning,
No Teaching”. All planning must be discussed with
your AT well in advance so that you can implement
suggested changes before you teach.
When you are in class you should be actively
watching your AT and the techniques they use both
in classroom management and curriculum delivery.
You should not be using this time to undertake your
own planning and preparation.
In primary schools the 8.30–8.40am slot is for
teachers to be in the classroom building
relationships with students, not a time to discuss
planning for the day’s lessons or be racing to the
photocopier. Schedule in other times to complete
photocopying or collect resources.
Negative Behaviour
Recruitment in Schools
Small negative behaviours, some that may seem
petty to you, can have an impact on your future
employment opportunities so are best avoided.
Principals frequently employ student teachers who
have had successful TEs in their school. Make the
most of your teaching experience opportunities and
remember to create a great impression.
Some examples include:
 being disinterested in what is going on (listening
to an iPod or texting during staff meetings)
19
A to Z
Relationships
Associate Teacher:
Accept and respect the advice and guidance your
AT gives you. Sometimes this advice may be hard
to take but it is worth pondering as they do want to
help you and see you succeed.
arranged but a relief teacher should also be
provided to take responsibility for the class.
If you are concerned about what you are being
asked to do, contact the TE Office for clarification
of roles and responsibilities.
Parents/Caregivers:
It is likely that you will have contact with parents/
caregivers (especially in primary schools). You are
in the school as a professional and your dealings
with parents and caregivers needs to show that
professionalism. Be particularly careful to respect
confidentiality if you are friends with people in the
community in which you are placed. It is essential
that what happens at school remains at school and
does not form the basis of ‘dinner party gossip’.
Responsibility
Student teachers will be given support if special
circumstances arise. Discuss with your Associate
Teacher.
Reports
Students:
It is okay to be friendly, but the students you teach
are not your friends.
Professional Role:
Go into your school with an open mind and be
prepared to teach and learn. Look for the broader
professional role of a teacher, and work beyond the
minimum University requirements of the TE.
School culture:
It is important that you follow the culture or protocol
of the school. If you are in a church school be
mindful of practices.
Students with individual needs:
If there are special needs students in your class or
classes, ensure that you plan and teach these
students as part of your classroom programme.
During TE this may involve working with teacher
aids/in-class support workers who have been
employed to support students.
You are responsible to the Principal, the School
Coordinator and the AT and must act on their
advice and guidance. You cannot be left with the
sole responsibility for a class either in school or on
an EOTC activity.
Reliability
Be there on time (8.00am until 5.00pm). Get your
AT’s contact number for emergency purposes.
All reports and documents relating to TE can be
found on our website at
www.victoria.ac.nz/education/ Teaching
Experience
Resources
Ensure all school resources that have been used to
support your teaching are returned before you
leave the school.
Safety
For your own safety you should take care to avoid
the following:
 being alone in a private place with a student
 embracing or touching others inappropriately
 speaking or interacting in a manner which could
be interpreted as sexually threatening or as
sexual innuendo
 losing your temper or self-control.
Serious Misconduct
The Faculty will investigate any serious formal
complaint of unprofessional conduct under the
Student Conduct Statue see:
www.victoria.ac.nz/policy
Relief Teaching
Smoking
It is not appropriate for you to carry out relief
teacher duties. Your role in the school is that of
student teacher and as such you should not be
given any responsibilities beyond this.
By law, all schools are 100 percent smoke-free,
both indoors and on the grounds. Go off site (out of
sight) for a nicotine fix. Standing at the gate does
not give a good look.
If your AT is absent it is appropriate for you to take
any lessons that you have planned for and
20
A to Z
Social Media
Visiting Lecturers (VLs)
Never post any comments or photos about the
school you are doing a TE at or any social media
site. Also never make comments about your AT or
such sites.
Visiting Lecturers will contact you to arrange a
suitable time to visit. Ensure you have time free
after the visit to discuss your observation.
Staffroom
As a student teacher when you arrive in the school
you become a member of the staff. You have the
privilege of working and relaxing alongside ATs.
Remember to respect and follow the protocol of the
staffroom. Morning tea break is often used as a
time when messages are communicated to staff, so
be there.
The staffroom is a place to unwind, but remember
that it is still a ‘public’ arena.
TE Contact Teacher/Principal (Primary)
Every school does orientation differently. You may
get a booklet or you may be given a guided tour.
Your first point of contact is your Associate
Teacher. If you need additional advice then you
would talk to your TE Contact Teacher/Principal.
Teaching Experience Log/Diary
Complete your TE log as you progress through the
TE and hand it in with your other TE
documentation.
School Coordinators sometimes request a copy of
your TE log so they can collate time spent with
each Associate Teacher.
As they have to complete many visits to students to
complete promptly responding to a visit request by
a Visiting Lecturer is necessary. It is important that
you check your email address (the one provided to
the TE office) text messages and phone calls every
day as Visiting Lecturers may use different modes
to contact you. Failure to do this may mean that a
visit cannot be arranged and therefore your
Teaching Experience may not be able to be
assessed.
Inform the School Office, your Associate Teacher
and School Coordinator of the date and time for
this visit. Arrange a place for you to have the
discussion after the observation. Meeting in a
corridor is not appropriate.
Visiting Lecturer and Associate Teacher
Post-Observation Conversation
Arrange for your Visiting Lecturer and ATs to have
a conversation whilst the Visiting Lecturer is still in
the school.
Website
Most schools have very extensive websites. It
would be wise to have looked at the website of the
school that you are going to before arriving there.
Workload
Trips
Student teachers are not permitted to take groups
or classes out of school without the AT or other
suitably qualified person accompanying them.
The workload on TE is substantial. You have class
preparation and planning to do as well as coursebased assignment work. Your first priority is to your
teaching programme and planning. Take care to
know what you need to gather from the school for
your assignments so that you have the material
ready to use when writing. However remember that
your assignments are designed to be completed
after the TE, not during it.
ZZZZZZZZZzzzzzzzz
Whilst on TE make sure you go to bed early – you
will need the rest!
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