2014

General Information
Abbreviations List ..................................................................................................................... 1
Contacts ................................................................................................................................... 2
Faculty of Education ................................................................................................................. 2
Dates ........................................................................................................................................ 2
Introduction to Teaching Experience ........................................................................................ 2
ASSOCIATE TEACHER INFORMATION SECTION ................................................................ 3
Guidance for Associate Teachers during Teaching Experience ................................................ 3
Prior to the student’s arrival ...................................................................................................... 3
On arrival.................................................................................................................................. 3
In the classroom ....................................................................................................................... 3
Concerns .................................................................................................................................. 4
Assignments ............................................................................................................................. 4
Forms ....................................................................................................................................... 4
Suggested Outline for TE1 ....................................................................................................... 5
Pre TE Learning ....................................................................................................................... 6
STUDENT TEACHER INFORMATION SECTION .................................................................... 7
Teaching Experience Requirements ......................................................................................... 7
Expectations of the Student Teacher ........................................................................................ 7
Attendance on Teaching Experience ........................................................................................ 8
Assessment of Teaching Experience ........................................................................................ 8
Visiting Lecturers ...................................................................................................................... 8
Lesson Planning, Teaching and Evaluating .............................................................................. 9
Planning for Learning ............................................................................................................... 9
Setting the Goals for a Lesson ............................................................................................... 10
Creating and Sharing Success Criteria ................................................................................... 10
Reflecting on the Learning ...................................................................................................... 11
Checklist for Lesson Plans ..................................................................................................... 11
Teaching Experience Portfolio Requirements ......................................................................... 12
Forms for Teaching Experience .............................................................................................. 13
A –Z of TE: The Essential Guide for Students ......................................................................... 14

Abbreviation
AD
AO
AT
CC
FOE
GTS
NZC
SC
TE
VL
Full
Associate Dean
Achievement Objective
Associate Teacher
Course Coordinator
Faculty of Education
Graduating Teacher Standards
New Zealand Curriculum
School Coordinator
Teaching Experience
Visiting Lecturer
General Information
1

General Information
Teaching
Experience Office
Manager and
Secondary
Administrator
Administrators
Postal Address:
Victoria University
Faculty of Education
Teaching Experience Office
PO Box 17 310
Karori, Wellington 6147
Fax Number: 04-463 9546
Sally Selwood
T: 04-463 9731 e: sally.selwood@vuw.ac.nz
Cheryl Cooper
T: 04-463 9557 e: cheryl.cooper@vuw.ac.nz
Courier Address:
Victoria University
Faculty of Education
Teaching Experience Office
Donald Street
Karori, Wellington 6012
Trudy Boyd
T: 04-463 9506 e: Trudy.boyd@vuw.ac.nz
Associate Dean
(Primary and Secondary Teacher Education)
Faculty Office
Student Administration Office
Dr Louise Starkey
T: 04-463 9768 e: louise.starkey@vuw.ac.nz
T: 04-463 9500 e: education@vuw.ac.nz
Teaching
Experience:
Summary of progress/Interim
Report
Associate
Teacher Final
Report
Teaching
Experience reports and
Summary
Notes
Associate Teachers are asked to discuss the final report with the student before they leave the school.
Students are required to submit these in hard copy by hand, or mail to the TE
Office with a cover sheet.
Teaching Experience 1
24 March to
23 May 2014
7 April 2014
23 May 2014
Thursday 29 May 2014
2

General Information
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 (eg. mixed age, year levels, decile ratings, large, small, co-educational, single sex, rural, city).
The assignment requirements from each teaching experience emerge from the courses within which each teaching experience is nested. In addition, student teachers may participate in online forum discussions with their student colleagues and course tutors. This close alignment with the university-based courses supports the students to experience teaching as praxis. It also reduces the sense of isolation that some student teachers may experience whilst on teaching experience particularly at a more remote location.
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 1
The first Teaching Experience (TE) is important in the process of student teachers defining their identities as teachers, rather than students, and enabling them to observe teachers and learners and take opportunities to help learners in the setting. The student teachers at this stage 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. During this TE, students are expected to have a minimum of 40 lessons over the seven-week period, including one week of 10 –12 lessons.
2

AT Information
When the student contacts you before TE, you should:
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 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
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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.
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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)
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.
3

AT 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 at least weekly.
− 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 stu dent’s ability to construct lessons with clear learning outcomes, and also to select activities that link to these outcomes.
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− 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 which will be emailed to you . This is a very quick form and should not take long to complete.
 Provide advice to facilitate the requirements of 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 −
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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.
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. There should be no surprises for the student at the end of the teaching experience.
Student teachers have copies of their assignments. However, their first priority on Teaching
Experience is to the classroom programme. The assignments may require them to gather data or apply ideas and strategies to their teaching practise while in schools. Such assignments are not due until after completion of the Teaching Experience.
Electronics versions available at http://www.victoria.ac.nz/education/teaching-experience-office and follow the tabs
4

AT Information
(To ensure all requirements are met)
Arrange regular weekly meeting times between each Associate and student teacher.
Observations, teaching and learning – classroom management, classroom organisation, monitoring and assessment, and resources.
Complete Associate Teacher Observation forms in different situations.
By the end of the week teach 15 minutes
Begin TE Log.
Organise TE folder.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (1).
Begin Teaching starting with one leaning activity collaboratively planned, taught and evaluated by the student teacher and AT
Maintain TE log.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (2).
Interim report completed electronically and emailed to TE Office
Continue to self-evaluate.
Meet with your AT weekly to discuss your progress and goals.
Planning, teaching and evaluating full lessons in one or more classes
Maintain TE log.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (3).
Meet with your AT weekly to discuss your progress and goals.
Student sets Personal and Professional Goals for the next four weeks of TE.
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (4).
Planning and teaching for a series of lessons using formative assessment and a variety of teaching strategies.
Meet with your AT weekly to discuss your progress and goals.
Continue regular meetings with Associate to review progress and get feedback
School holidays for 2 weeks
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (5).
Maintain TE Log.
Meet with your AT weekly to discuss your progress and goals
Preparing, teaching and evaluating 10
–12 timetabled lessons in one week
Associate Teacher to complete lesson assessment of student teacher and share with student teacher (6).
Visiting Lecturer assessment visit during weeks
4, 5 or early week 6.
Meet with your AT weekly to discuss your progress and goals.
Associate Teacher Report completed by Wednesday and shared with student.
Student gathers artefact evidence suitable for assessment tasks.
Complete TE self-evaluation
Meet with your AT weekly to discuss your progress and goals
Note: Associate Teacher actions in bold
5

AT Information
Students should be applying their knowledge of:
Deliberate acts of teaching including:
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 modelling prompting questioning giving students feedback on their learning telling explaining directing.
Strategies to support M āori and Pasifika Learners including:
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 p ronouncing 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:
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 choice/consequences redirecting students mutual mana proximity.
Planning including:
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 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.
Students have also explored:
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 human development and theories of learning and motivation
Te Wh āriki and New Zealand Curriculum
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 websites such as MoE and TKI the diverse needs of students and teaching strategies based on cognitive-constructivist and social-constructivist theories.
6

Student Information
 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
 students should plan for teaching and evaluating the effectiveness of a minimum of 40 hours major responsibility for the class. These hours 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
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Hand in TE experience forms by Thursday 29 May 2014.
Student teachers should:
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 arrange to meet regularly with the Associate teacher for feedback and planning purposes 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. If unable to attend because of sickness or other exceptional circumstances, students should inform the School Coordinator and Associate Teacher before 8.00am
 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.
 submit an interim report by email to the TE Office at the end of Week 2.
 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. This includes submitting the appropriate forms on the completion of their TE
 take responsibility for their own learning and ensure that their time in school is fully utilised.
7

Student Information
Student teachers are expected to attend all the days of teaching experience for their programme of study.
Leave will not be granted to undertake regular paid employment.
Student teachers will attend fully for the duration of the teaching experience. Extended absence
(ie. 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 and also advise the TE
Office on: 04-463 9731.
 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.
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
Student teachers will receive at least one visit from a Victoria University Faculty of Education lecturer during TE 1 and two during TE 2. 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 GT 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.
8

Student Information
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
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 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 for.
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.
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 4/5 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.
9

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.
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:
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As a learning objective/outcome (an indication of how the learning will be measured) eg.
“Students will be able to describe and explain the earth’s orbit around the sun” .
As a learning intention (WALT): eg. “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’) eg. “Today we are learning that the earth moves in relation to the sun”
 As a question, eg. 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.
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 how day and night are connected to the spin of the earth. o 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 “ w hat am I l ooking f or in the stud ents’ 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?
10

Student Information
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Remember to allow time in your lesson plan for evaluating the learning. This should occur after each activity (ie. 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 lesson time
Opening
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Hook-in or focussing activity
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Recap on previous learning
Share or coconstruct today’s learning intentions and success criteria or set the question for the lesson.
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Establish the relevance of the lesson
3/5 of lesson time
1/5 of lesson time
Engagement/
Sustaining
Closing
 Learning experience #1 and #2: o describe how students will learn o what you will do o what the students will do o what students will learn.
 Reflect on today’s learning: where have we got to?
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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.
1.
2.
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Are you able to track backwards from the learning experiences to the learning goals to the
AOs and see a clear pathway?
Have you planned for what your learners will be thinking and doing throughout this lesson
(as opposed to what your role will be)?
Have you built in an opportunity for you to give individual students their feedback on learning?
Could someone else follow this plan if you gave it to him or her?
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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
Student Information
Classroom
Organisation and
Timetables
Class Lists and
Description
Make a plan of the classroom/s, eg. seating plans and notes on the use of space and resources that assist student learning.
Describe key aspects of classroom environment, eg. wall displays, whiteboards, charts, learning areas.
Describe key aspects of the classroom environment/s that cater for the diversity of learners.
Include class timetable.
Include notes that demonstrate your knowledge of the learners in your class/es.
Observations
Classroom
Management
Strategies and
Approaches
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?
How do 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?
Planning
Describe ways in which the Associate Teacher/s ensure 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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A to Z
.
Form ID Title
2013.A.1.1
2013.A.2.1
2013.A.A.2
Lesson Assessment of Student Teachers by Associate Teacher – TE1
Lesson Assessment of Student Teachers by Associate Teacher – TE2
Summary of Progress: Weeks 1 –2
Teaching Experience
2013.A.A.5 Associate Teacher/Visiting Lecturer Report
Completed by
Associate
Teacher
Due by weekly
Associate
Teacher weekly
Associate
Teacher
Associate
Teacher
End of
Wk2
Last week of TE
2013.S.A.1 Teaching Experience Log Secondary
2013.A.A.1
Observation of Associate Teacher by
Student Teacher
2013.A.A.3 Interim Report
2013.A.A.4 Information sheet for Visiting Lecturers
2013.A.A.6
Summary of Associate Teacher and Visiting
Lecturer Assessment
Student
2013.A.A.7 Teaching Experience Cover Sheet
2013.A.A.8 Lesson Planning template
Student
Student
Student
Student
Student
Student
Notes
End of TE
To be filled in throughout TE
Not submitted – for use in AT
/student Teacher discussions only
End of
Wk2
Before
Visiting
Lecturer arrives
End of TE
End of TE
Used as necessary for all lessons
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A to Z
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.
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 (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.
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.
Behaving ethically means:
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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
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not intervening or seeking information from school students/family or whānau that are beyond the scope of your teaching practice
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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
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treating experience-based information shared by peers within the context of the programme
(such as in tutorials or studio time) as confidential
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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.
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)
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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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.
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.
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).
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.
A to Z
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.
You may need to consider the appropriateness of your personal email address and change it to something that reflects the professional nature of teaching.
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.
Experiencing how to set and mark exams is a great opportunity to learn so be willing to help in the examination process (including doing exam supervision). Marking exam papers can be valuable experience for you. Follow all the guidelines your AT sets for this.
You may even be asked to be a reader/writer. This can be an interesting experience working one-toone with students who have specific support needs.
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.
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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.
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?

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.
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.
In secondary schools attend all morning briefings.
(remove all iPod and cell phone distractions during briefing sessions.)
If you are allocated a form class, it is your responsibility to attend form times and assume form teacher duties.
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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.
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.
Small negative behaviours, some that may seem petty to you, can have an impact on your future employment opportunities so are best avoided.
Some examples include:

being disinterested in what is going on (listening to an iPod or texting during staff meetings)

going against school practices (chewing gum or eating in class, dressing inappropriately for the school)

arriving late and leaving early.
During non-contact lessons you are expected to be on site preparing for lessons or carrying out your course requirements. If you leave the school during school hours (except lunchtime) please advise your Associate and School Coordinator or
Principal.
In your timetable you may have some extra noncontact time, use this time effectively and take advantage of opportunities that are made available to you.
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.
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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 student ’s privacy.
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.
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.
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.
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’.
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Student teachers will be given support if special circumstances arise. Discuss with your
Associate Teacher.
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.
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.
If your AT is absent it is appropriate for you to take any lessons that you have planned for and 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.
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.
Be there on time (8.00am until 5.00pm). Get your
AT’s contact number for emergency purposes.
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All reports and documents relating to TE can be found on our website at www.victoria.ac.nz/education/ Teaching
Experience
Ensure all school resources that have been used to support your teaching are returned before you leave the school.
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.
The Faculty will investigate any serious formal complaint of unprofessional conduct under the
Student Conduct Statue see: www.victoria.ac.nz/policy
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.
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.
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.
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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.
You will meet with the School Coordinator, be given a timetable and a booklet or may even be given a guided tour.
Coordinators prepare for your arrival in schools.
They prepare your timetable, frequently in advance of your arrival. Sometimes you may be given a
‘skeleton timetable’; more classes will be filled in on your arrival. Talk to your School Coordinator about adjustments to your timetable. School
Coordinators are your liaison point when you need more than consultation with your AT.
Your School Coordinator will have spent time preparing your timetable. During this process consideration will have been given to class and
Associate Teacher availability. Please do not ask your Associate Teachers to make changes to your timetable. They generously offer their time and availability and may find it hard to decline such requests.
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.
Student teachers are not permitted to take groups or classes out of school without the AT or other suitably qualified person accompanying them.
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Visiting Lecturers will contact you to arrange a suitable time to visit. Ensure you have time free after the visit to discuss your observation.
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.
Arrange for your Visiting Lecturer and ATs to have a conversation whilst the Visiting Lecturer is still in the school.
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.
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.
Whilst on TE make sure you go to bed early – you will need the rest!
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