edprac 102b and edpracpk 102b
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Practicum Information for Associate Teachers
WhakataukiAhakoa 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) (d.lee@auckland.ac.nz)
To assist in achieving the Learning Outcomes we recommend that studentsvisit the centre prior to the practicum and meet with associate
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
folderdiscuss and sign the contractengage in professional dialogue and negotiation with their associate
teacherbecome 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 Standardscomplete the self-assessment report in time for the triadic discussion
Processesthe student is asked to contact you and to visit
the centre prior to the practicuma 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 1Describe 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 Criteria1.1 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 includeParent/whanau/community expectationsFunding issuesCultural and language differencesTe WhārikiEducational achievement of MaoriDiverse nature of learners and their families
Suggestions for studentsWrite 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 2Demonstrates 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 Criteria2.1 Appropriate communication with learners and
colleagues is established competently2.2 Appropriate professional relationships with
learners and colleagues are established positively
Appropriate and competent communication meanswriting, speaking and reading fluently and accurately in
English or te reo Maoriadjusting communications to consider purpose, context or
need (e.g. first language)using appropriate listening skills/body languagePositive relationships includeworking collaboratively and positively treating children and adults with respectdeveloping equitable relationshipsBriefly 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 3Demonstrate an emerging pedagogical practice
that contributes to children’s learning and is informed by theory and research
Key questionWhat informs/influences pedagogical practice
when optimising learning?
Assessment Criteria3.1 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 4Consider and demonstrate what it is to be an
emerging professional Aotearoa/NZKey question:What does it mean to be a professional
teacher in Aotearoa/New Zealand?
Assessment Criteria 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 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 questionsconversations that occur between children, or between
children and adultstheir interactions with children, colleagues, families and
whānau and other professionalscomplexities; e.g. gender roles, cultural expectationsevidence 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 processThink about their responses to childrenMake 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 practicumHow 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 includeorganisation and preparation to optimise learningintegration/implementation Te Whāriki and legislative
changesuse of ICT in learningTe Tiriti o Waitangi responsibilitiesuse of documentation to support teaching and learningthe notion of planningthe 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 protectionhealth and safetyTreaty of Waitangipositive guidance
Professional ConductStudents are expected toattend 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 practicumgive the associate teacher positive support at all timesavoid situations where they may be left alone with a childdemonstrate awareness of professional and ethical boundariesgain ethical consentmaintain a professionally presented practicum filecomplete one piece of reflective writing each weekgather written evidence of meeting the learning outcomes in
practicum file or foldercomplete student teacher self assessment formstudents studying face-to-face attend the debriefing session on the
final day of practicum, 2 November, 1.00 in F2
Profile ExemplarKia 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)
AssessmentAssociate teachers are asked to give regular oral feedback
and to 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 d.lee@auckland.ac.nz) if you have any concerns or questions
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