Faculty of Education
Te Whānau o Ako Pai
Bachelor of Teaching (BTeach)
Conjoint Programme
Bachelor of Teaching (BTeach)
Teaching Experience TE2 A
Primary
24 November to 5 December 2014 (2 weeks)
Contents
Appendix: Teaching Experience Forms
1
Keeping in Touch
2
Background Information for Associate Teachers
3
Tasks for the Student Teacher to Complete on TE 2
3
Role of the Associate Teacher
4
Expectations of the Student Teacher while on Teaching Experience
5
Checking on Progress
5
Assessment of TE 2
5
Appendix: Teaching Experience Forms
Teaching Experience Log
7
EPSY 231: Observation of Teaching Strategies
9
EPSY 231: Expectation Setting
11
Lesson Planning Sheet
13
Lesson Assessment of Student Teachers (Bachelor of Teaching TE2)
15
Teaching Experience 2 Associate Teacher Report
16
Teaching Experience Self Evaluation
17
Teaching Experience 2 Cover Sheet
18
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EPSY 231 Teaching Experience 2 Booklet 2012
Keeping in Touch
Victoria University Faculty of Education
Phone:
04-463 9500
Louise Starkey
Associate Dean: Primary and Secondary Teacher Education
Phone:
04-463 9768
louise.starkey@vuw.ac.nz
Email:
Sandi McCutcheon
Acting Programme
Director
Phone:
Email:
04-463 9647
jenny.horsley@vuw.ac.nz
Teaching Experience Office
Sally Selwood
Manager
Phone:
Email:
04-463 9731
sally.selwood@vuw.ac.nz
Trudy Boyd
Primary Administrator
Phone:
Email:
04-463 9506
trudy.boyd@vuw.ac.nz
Teaching Experience Office
Fax Number 04-463 9546
Postal Address
Victoria University Faculty of Education, PO Box 17 310, Karori, Wellington 6147
Courier Address
Victoria University Faculty of Education, Donald Street, Karori, Wellington 6012
Dates
Teaching Experience
24 November to 5 December 2014
Final Report
Associate Teachers are asked to discuss their final report with the student teacher prior to
the student leaving the school on 5 December 2014.
Teaching Experience Reports
To be handed to Teaching Experience Office by 4pm Thursday 11 December 2014.
Note: These forms must either be handed in or posted in. Emailed reports will not be
accepted.
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EPSY 231 Teaching Experience 2 Booklet 2012
Background Information for Associate Teachers
Your student teacher is currently enrolled in EPSY 231: Teaching and Learning for Success.
In this course student teachers are learning about planning and teaching effective learning
experiences. TE 2 is the teaching experience component of this paper.
Your student teacher about to complete two years of study at Victoria University in their
subject degree which includes papers towards 200 level in two curriculum areas.
They have completed three papers in their BTeach qualification:
EPSY 131 Teaching What’s It All About? This course challenges student teachers to
examine their perceptions of teaching and learning and relate these to the current New
Zealand School system.
EPSY 132 Building New Learning Communities in NZ. This course focuses on
building a range of teaching strategies that will provide safe and ongoing learning
environments for all children through an examination of approaches to learning, teaching
and assessment. This is linked to developing a sound pedagogical knowledge base for
effective teaching in the social and political context of New Zealand today and tomorrow.
KURA 135 Learning Languages.This course introduces second language acquisition
theories and research. Students will experience learning te reo Maori, at an introductory
level and modelling appropriate and culturally responsive pedagogies for teaching
emergent language learners. Students will develop the skills to plan and deliver curricula
reflecting New Zealand’s bicultural heritage and multicultural society.
They have also had TE 1, which covered two observation placements – 2 days in a primary
school and 3 days in a secondary school. The students have not undertaken any teaching
at this point.
Tasks for the Student Teacher to Complete on TE 2

Maintain Teaching Experience 2 Log

Complete Observations of Teaching Strategies

Complete Expectation Setting observations

Complete at least two teaching observations. (Using Observation of Teaching sheet).

Lead whole class on several occasions eg. roll taking, reading to, shared book, singing.

Plan and teach and review parts/whole lessons with guidance from Associate Teacher
(using enclosed Lesson Planning Sheet or other planning sheet the Associate finds
useful).

Complete forum entries.

Submit Lesson Assessment of Student Teachers (Associate Teacher Report and
Teaching Experience Self Evaluation with cover sheet by the required dates.
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EPSY 231 Teaching Experience 2 Booklet 2012
Role of the Associate Teacher
The role of the Associate Teacher is to:

be familiar with the TE 2 requirements

share information about classroom programme and teaching methods

assist and support with planning and teaching

give constructive feedback on student teacher’s teaching both formally and informally
and complete one Lesson Assessment of Student Teachers form each week

discuss student teacher’s progress with Victoria University Faculty of Education staff

complete TE 2 report and discuss with student teacher

notify Teaching Experience Office of any concerns.
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EPSY 231 Teaching Experience 2 Booklet 2012
Expectations of the Student Teacher while on Teaching Experience
The student teacher can be expected to:

interact positively with students in formal and informal situations

share/team teach lessons with Associate Teacher where possible

participate in the life of the school: meetings, form class, co-curricular activities etc.

attend ALL teaching experience days, 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 and to liaise with their
Associate Teacher regularly

respect the professional expectations of the school

observe all school policies and protocols including those relating to dress code,
morning tea, photocopying and the use of school resources and cell phones

take responsibility for their own learning and ensure that their time in school is fully
utilised, either in completing Faculty requirements or following the advice and
instructions of their Associate Teachers

inform the Associate Teacher of any sickness before 8.00am

provide Associate Teachers with Associate Report form early in the Teaching
Experience

on completion of Teaching Experience 2, submit appropriate forms to SEPP Office
(School of Pedagogy and Psychology) with cover sheet (page 19).
Checking on Progress
During this Teaching Experience a Victoria Lecturer does not routinely visit during this but
the Course Coordinator will email the Associate teacher during the teaching experience to
check on progress.
If there are any concerns regarding student teachers’ teaching or professionalism we ask
that you phone the Teaching Experience Office immediately.
Assessment of TE 2
A pass in this teaching experience is a mandatory requirement for EPSY 231. The Associate
Teacher will complete the TE 2 report with the student teacher prior to the conclusion of the
TE 2. The Faculty of Education staff will make the final decision on whether a student
teacher has passed TE 2.
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EPSY 231 Teaching Experience 2 Booklet 2012
Appendix: Teaching Experience Forms
Appendix: Teaching Experience Forms
6
Teaching Experience Log
7
EPSY 231: Observation of Teaching Strategies
9
EPSY 231: Expectation Setting
11
Lesson Planning Sheet
13
Lesson Assessment of Student Teachers (Bachelor of Teaching TE2)
15
Teaching Experience 2 Associate Teacher Report
16
Teaching Experience Self Evaluation
17
Teaching Experience 2 Cover Sheet
18
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EPSY 231 Teaching Experience 2 Booklet 2012
Teaching Experience Log
Key
T: Teaching
S: Shared Teaching
D: Discussion
Name
School
O:
P:
Observation
Preparation
This log is for you to keep track of the hours you
spend on practicum. It will be used by your
professional studies lecturer in discussion after
practicum.
Dates
Week 1
Time
Monday
Tuesday
Wednesday
Thursday
Friday
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EPSY 231 Teaching Experience 2 Booklet 2012
Week 2
Time
Monday
Tuesday
Wednesday
Thursday
Friday
Student Teacher Signature:
Associate Teacher Signature:
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EPSY 231 Teaching Experience 2 Booklet 2012
EPSY 231: Observation of Teaching Strategies
Observe/discuss how the teacher:




introduces and explains new learning
shares learning intentions and success criteria
reinforces learning
fosters reflection on learning
Strategy
Context
Response of Learners
Eg Modelling of small ball skills
 teacher demonstration
 used student models also
PE lesson out on courts.
Students in pairs with one tennis ball between
them. Some structured teaching followed by
practice.
Students watched and listened quietly to
teacher modelling. Many keen to be used as
model.
Practice of skills taught in modelling
Practice time had all students fully involved.
Some frustration when pairs not well matched
in skill level.
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EPSY 231 Teaching Experience 2 Booklet 2012
Strategy
Context
Response of Learners
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EPSY 231 Teaching Experience 2 Booklet 2012
EPSY 231: Expectation Setting
Observe/discuss how the teacher:



introduces and explains expectation
reinforces expectation
monitors implementation of expectation
Expectation/Guideline
How Expectation Implemented
Monitoring
Eg Protocols for discussion
 all expected to participate
 one person speaking at a time
 wait time encouraged
 no hands up – teacher will call on student
Pair work discussing how students like to be
treated in discussions.
Sharing of ideas and recorded on board.
Ideas categorised under headings.
Headings became the basis of guidelines for
discussion eg. respect for others, which then
had subheadings showing what that meant.
Teacher made chart of guidelines.
Continually referred to it throughout class
discussions.
Praise given with reference to chart.
Intervention when necessary with reference to
chart.
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EPSY 231 Teaching Experience 2 Booklet 2012
Expectation/Guideline
How Expectation Implemented
Monitoring
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EPSY 231 Teaching Experience 2 Booklet 2012
Lesson Planning Sheet
Curriculum area:
Date of lesson:
Class:
Number of Students:
Duration of lesson:
TEACHING DETAILS
Purpose of Lesson:
Topic / Context:
NZ Achievement Objective(s):
Consideration of culturally responsive pedagogy including the use of te reo me ona tikanga:
LESSON FRAMEWORK
Assessment that informs this lesson (could be from analysis of previous lesson):
Consideration of and catering for diverse learners: differentiation and needs
Learning Intention(s):
Success Criteria:
Resources:
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EPSY 231 Teaching Experience 2 Booklet 2012
Lesson sequence: Including deliberate acts of
teaching and teacher prompts:
Introduction:
Learning Experiences:
What is the student doing?
Body:
Conclusion:
What learning occurred and how do I know?
Teacher Reflection Prompts: How did the students respond? What do I need to do next time? What are my
next learning steps? What are my students’ next learning steps?
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EPSY 231 Teaching Experience 2 Booklet 2012
Lesson Assessment of Student Teachers (Bachelor of Teaching TE2)
This assessment sheet is for use by Associate Teachers. It is the responsibility of the student to ensure the
Associate completes at least one per week.
Student Teacher
Date
School
Subject and Level
Teaching Strategies and Routines (select as appropriate not all
aspects will necessarily be observed)
No of Students
Comments
Appropriate strategies selected
Strategies modelled or explained clearly
Effective use of resources and materials
Effective transitions between activities
Efficient and effective use of time
Range of questions used to test understanding
Effective response to student answers
Managing group work
Strategies for establishing groups utilised
Tasks are appropriate for group work
Groups are on task
Effective reporting back procedures utilised
Management of students
Firm, fair and consistent management
Effective response to student answers
Off task behaviour dealt with
Classroom and school rules maintained
Realistic expectations clear to students
Leadership accepted by students
Effective use of questioning for management
Evaluation analysis and reflection
Self evaluation is realistic and appropriate
Areas of Strength:
Suggestions for Development:
Assessor Signature:
Student Teacher Signature:
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EPSY 231 Teaching Experience 2 Booklet 2012
Teaching Experience 2 Associate Teacher Report
The Associate Teacher is asked to complete this report by rating and supporting with a comment.
Planning and preparation





Comment
plans appropriately to needs of learners
is well prepared for all teaching
has clear links between learning intentions and
learning experiences
manages time and resources effectively
(including ICT)
plans for effective lesson closure
Strong
Competent
Urgent
Attention
needed
Teaching





identifies key aspects of subject content
delivers subject content clearly
varies use of teaching strategies
uses questioning effectively
uses evaluation of teaching to inform future
planning
Strong
Competent
Urgent
Attention
needed
Communication





interacts positively with students
manages behaviour constructively
speaks clearly and appropriately
gains and maintains students’ attention
delivers instructions/explanations clearly
Strong
Competent
Urgent
Attention
needed
Professional behaviour




establishes appropriate relationships with
students and staff
is punctual, reliable and responsible
seeks and accepts constructive feedback
maintains confidentiality, trust and respect
Strong
Competent
Urgent
Attention
needed
General Comment:
Student Teacher:
_______________________________
Associate Teacher:
_______________________________
Principal:
_______________________________
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EPSY 231 Teaching Experience 2 Booklet 2012
Teaching Experience Self Evaluation
Name: ___________________________
TE: _________________________
1. How would you describe the development of your teaching on this TE?
Minimal
Satisfactory
Substantial
Please explain:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________
2. Identify areas of your teaching you feel are developing well:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________
3. Identify areas of your teaching you feel need more attention:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________
4. Goals for the next Teaching Experience:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________
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EPSY 231 Teaching Experience 2 Booklet 2012
Teaching Experience 2 Cover Sheet
Staple all forms together in top left corner with the cover sheet. Do not put in a clear file or any
other folder.
All students submit to Teaching Experience Office by Thursday 12 December 2013
Victoria University Faculty of Education, PO Box 17 310, Karori, Wellington 6147 or courier Donald
Street, Karori, Wellington
Note: this material cannot be emailed it must be
hand delivered, couriered or posted in.
Student’s Name:
EPSY 231 Tutor’s Name:
Please include original copies of the following:
□
□
□
Lesson Assessment of Student Teachers (two forms)
Associate Teacher Report(s) (one per Associate Teacher)
Self Evaluation Form
Student’s Signature:
Date
Students should keep a copy of all original forms for their own records
(OFFICE USE ONLY)
Date Reports Received:
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EPSY 231 Teaching Experience 2 Booklet 2012