Key question - The University of Auckland

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Practicum Information for Associate Teachers
Whakatauki
Ahakoa he iti,
he pounamu
Thank you for welcoming a
student teacher from the Faculty
of Education teacher education
programmes into your centre or
kindergarten. We appreciate
your support.
Nga mihi nui, Debora Lee,
Practicum Coordinator (ECE)
([email protected])
To assist in achieving the Learning
Outcomes we recommend that students
 visit the centre prior to the practicum and meet with associate
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teacher, contact their university supervisor
prepare a one-page introduction with a photograph, to display at the
centre
Include their EDPRAC 102 course work in your practicum file or
folder
discuss and sign the contract
engage in professional dialogue and negotiation with their associate
teacher
become fully involved in the teaching and learning environment
regularly reflect on their own learning and teaching (1 each week)
begin to gather evidence of NZTC Graduating Teacher Standards
complete the self-assessment report in time for the triadic discussion
Processes
 the student is asked to contact you and to visit the
centre prior to the practicum
 a university supervisor is allocated to each student
teacher, they will visit twice, once an initial visit and
one triadic assessment visit
 associate teachers are asked to give weekly written and
verbal feedback and to complete a written assessment
report towards the end of the practicum
 a DVD of the triadic assessment processes is available
to borrow
Learning Outcome 1
 Describe a beginning awareness of the teacher’s
role in enabling learning in complex
environments
Key question?
 What roles does a teacher have in the education
and care centre or kindergarten?
 How do influences outside the early
childhood setting impact on the decisions the
teacher makes about teaching and learning?
Assessment Criteria
 1.1 the complex roles that teachers carry out within
the early childhood centre and the wider early
childhood professional environment are explored
 1.2 social, cultural and political factors that impact
on the teaching/learning process are identified and
discussed thoughtfully
Social, cultural and political factors include
 Parent/whanau/community expectations
 Funding issues
 Cultural and language differences
 Te Whāriki
 Educational achievement of Maori
 Diverse nature of learners and their families
Suggestions for students
 Write down the things that the teacher is
involved in professionally both within the early
education and care centre or kindergarten
environment and outside it.
 Discuss with your associate teacher the different
ways the wider early childhood community
influences the teacher’s role as a professional.
e.g. ask questions to explore the relationship
between assessment and family and whanau
involvement.
Learning Outcome 2
Demonstrates ability to communicate and establish
professional relationships
Key questions?
 What are the features of effective professional
relationships?
 Share your written answers to this question with
those around you
Assessment Criteria
 2.1 Appropriate communication with learners and
colleagues is established competently
 2.2 Appropriate professional relationships with
learners and colleagues are established positively
Appropriate and competent
communication means
 writing, speaking and reading fluently and accurately in English or te
reo Maori
 adjusting communications to consider purpose, context or need (e.g.
first language)
 using appropriate listening skills/body language
Positive relationships include
 working collaboratively and positively
 treating children and adults with respect
 developing equitable relationships
Briefly discuss and describe
 what they have learnt about establishing professional relationships
 what they have learnt about their own language when communicating
with children
 Student teacher’s beginning use of te reo Māori
Learning Outcome 3
Demonstrate an emerging pedagogical practice that
contributes to children’s learning and is informed by
theory and research
Key question
 What informs/influences pedagogical practice when
optimising learning?
Assessment Criteria
 3.1 planning is clearly informed by observations of
children’s interests and abilities
 3.2 different ways of teaching to suit children’s
interests and learning needs are identified and
discussed
 3.3 planning is appropriately informed by
relevant curriculum documents
 3.4 teaching/learning experiences are carefully
planned, implemented and evaluated in relation to
theory and research
Curriculum
 “….the sum total of the experiences, activities, and
events, whether direct or indirect, which occur within
an environment designed to foster children’s learning
and development” (Ministry of Education, 1996, p. 10).
Learning Outcome 4
Consider and demonstrate what it is to be an emerging
professional Aotearoa/NZ
Key question:
 What does it mean to be a professional teacher in
Aotearoa/New Zealand?
Assessment Criteria
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4.1 positive personal and professional
responsibilities are demonstrated appropriately
4.2 requirements stipulated by the NZTC are
demonstrated appropriately
4.3 practicum related professional development goals
are actioned and evaluated with support
4.4 professional dilemmas are recognised and
discussed with beginning insight
4.5 bicultural practices and issues of diversity are
identified and discussed thoughtfully
Appropriate Professional
Responsibilities For Students
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being punctual
being prepared
using initiative
documenting involvement in teaching and learning
engaging in regular professional discussion
being professionally responsible
recognising professional dilemmas
completing at least one reflection each week focussed on own role in the
teaching/learning process
 considering how your practice actively demonstrates a responsibility to Maori
and Pasifika learners
 preparing professionally and contributing to triadic assessment
 completing self assessment report before triadic assessment
Noticing Recognising and
Responding
What might students notice and/or recognise? (and
document)
 children’s interests, their ideas and questions
 conversations that occur between children, or between
children and adults
 their interactions with children, colleagues, families and
whānau and other professionals
 complexities; e.g. gender roles, cultural expectations
 evidence in children’s involvement in the programme of
the Principles of Te Whāriki
How might students respond?
Effective decision making and responding form the
basis for what is generally known as planning. We
ask that students:
 consider their role as a student teacher and their
place in the learning/teaching process
 Think about their responses to children
 Make links to Te Whāriki
 Look at the ways the children have responded to
their teaching and reflect on this
Questions for students to consider
during practicum
 How is ICT utilised in the early childhood centre?
 What potential does ICT have to optimise
learning?
 What is the relationship between ICT, the
curriculum and learning?
 What would you like to know more about?
 What will ICT mean for you as a teacher?
 What will ICT mean for you as a professional?
Discussion with student teacher
could include
 organisation and preparation to optimise learning
 integration/implementation Te Whāriki and legislative
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changes
use of ICT in learning
Te Tiriti o Waitangi responsibilities
use of documentation to support teaching and learning
the notion of planning
the Code of Ethics (ECE and Teachers Council)
the socio-political context of the early childhood centre
Students are expected to become familiar
with policies regarding
 child protection
 health and safety
 Treaty of Waitangi
 positive guidance
Professional Conduct
Students are expected to
 attend the centre or kindergarten for seven and half-hours each day
of the practicum. The starting and finishing times to be negotiated
with the associate teacher
 be punctual and appropriately dressed for practicum
 become familiar with any policies and procedures the centre or
kindergarten may require for students while on practicum
 give the associate teacher positive support at all times
 avoid situations where they may be left alone with a child
 demonstrate awareness of professional and ethical boundaries
 gain ethical consent
 maintain a professionally presented practicum file
 complete one piece of reflective writing each week
 gather written evidence of meeting the learning outcomes in
practicum file or folder
 complete student teacher self assessment form
 students studying face-to-face attend the debriefing session on the
final day of practicum, 2 November, 1.00 in F2
Profile Exemplar
Kia ora koutou,
My name is Debora Lee and I
will be a student teacher in your
centre for five weeks from 17
September. I am studying at
the Faculty of Education
towards a Bachelor of
Education (Teaching) degree. I
have four children and have
worked in early childhood
centres for many years. I am
looking forward to meeting you
and to working with your
children.
 (include any special
interests/strengths e.g.
languages spoken)
Assessment
 Associate teachers are asked to give regular oral feedback and to
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write a weekly report on student teachers progress and to discuss
learning that occurs during the practicum
Associate teachers are asked to give feedback on student’s
written reflections, one each week
towards the end of the practicum the university supervisor will
facilitate a triadic meeting with the student and AT and the
assessment process will take place (DVD available to borrow)
the AT will complete a written report detailing how the student
has met the learning outcomes
please contact the university supervisor (or Debora Lee at
[email protected]) if you have any concerns or questions
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