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2012
Practicum Brief Bachelor of Education (Teaching)
Primary Specialisation
EDPRAC 101 The Professional Teacher:
Primary 1
Placement Details
Student
School & Class
Principal
Associate teacher
Visiting Lecturer
PRACTICUM COURSE OVERVIEW
Year 1 - EDPRAC 101
Part A: A one-week orientation
Part B: A five-week assessed practicum
Year 2 - EDPRAC 201
A five-week assessed practicum
Year 3 - EDPRAC 305
Part A: A three-week placement at the beginning of the school year
Part B: A seven-week assessed practicum and professional conversation evidencing achievement of LOs/NZTCGTS
NB - All EDPRAC courses consist of two components for student teachers: an on-campus taught
component and practicum placement in schools.
Faculty of Education Practicum Contacts
Epsom Campus/MIT Campus:
Phone (09) 623 8899
Sandra Chandler – Year 1 Primary Practicum Convenor
Liz Jenkins – Practicum Administrator
Ext. 48129 Email: [email protected]
Ext. 48452 Email: [email protected]
Tai Tokerau Campus:
Phone (09) 470 1000
Judy Taingahue – Practicum Coordinator
Maureen Hendry – Practicum Administrator
Ext. 47021 Email: [email protected]
Ext. 47020 Email: [email protected]
EDPRAC 101 PRACTICUM – PART B
TABLE OF CONTENTS
Page:
2
3
4
6
8
Overview of on-campus sessions
The purpose of EDPRAC 101
Overview of requirements
Learning outcomes and professional expectations
Student teacher requirements for EDPRAC 101 Part B
General requirements
Specific requirements: Observing, planning, teaching, assessing, evaluating and reflecting
- Observation Focus 1: Developing familiarity with the classroom learning environment
- Observation Focus 2: The teaching process in specific curriculum areas
- Observation Focus 3: Noticing, recognising and responding to children’s learning
- Assessment Focus: Noticing, recognising and responding to children’s learning
- Planning, teaching, evaluating lessons/lesson sequences for groups/whole class
- Reflecting on personal practice
Pre-practicum compulsory tasks
- Compulsory Task 1
- Compulsory Task 2
Assessment of practicum
EDPRAC 101: Student Teacher Self-Assessment Report Form
EDPRAC 101: Reminders for student teachers
12
13
14
15
2
Week
In-class Content
Suggested Reading
Independent tasks
Week 30
Lecture 1: Introduction to Practicum Curriculum and Practicum Handbook Professional Learning Belonging to the teaching profession - Code of Ethics/NZTCGTS Myself as a learner/as a teacher What is teaching? What is learning? What is the relationship between teaching and learning?
Literature: McGee & Fraser (2012) - Ch 2, 3, 13 View an index of learning theories at http://www.learning-theories.com/
Read Practicum Handbook and ‘Overview of On-Campus Sessions’ Create an account in ‘My Portfolio’ Listen to expert teachers at http://www.youtube.com/watch?v=FXaLGt460e4 Reflective writing about your beliefs about teaching and what has influenced these (one A4 page)
Week 32
Lecture 2: “The teaching/learning cycle” ie observation/assessment, planning, teaching, evaluating, reflecting - teaching deliberately The components of effective observation How can effective observations improve my teaching and children’s learning? - the ‘tools’ (format, fieldnotes, probes)
Literature: McGee & Fraser (2012) - Ch 5 NZC (2007) p.34-35
Read Practicum Brief p.1-9 – note questions Read Killen (2007) & Aitken (2010) - refer CECIL Resources Peer discussion about your beliefs about teaching (re reflective writing Week 30) Practice writing observation field notes using YouTube clip (refer powerpoint presentation)
Week 34
Lecture 3: “The teaching/learning cycle” Deconstructing an observation through discussion - using probes The language of planning Professional Relationships - indicators - establishment and maintenance - AT perspectives - Positive Behaviour for Learning
Literature: McGee & Fraser (2012) - Ch 1 & 6 Groundwater-Smith, Ewing & Le Cornu (2006) – Ch 7
Read Practicum Brief p.10-15 – note questions Set up practicum file Peer discussion and reflective writing - What are the features of effective professional relationships? (one A4 page) Find out more about Positive Behaviour for Learning – refer list of websites on powerpoint presentation
Week 37
Lecture 4: “The teaching/learning cycle” Reflecting on practice - introduction to DATA reflection model What are the expectations for student teachers on practicum? - Practicum Assessment - Preparing for the Professional Conversation - Year 3 ST panel
Literature: McGee & Fraser (2012) - Ch 7 & 12
Reread Practicum Brief File compulsory tasks and cover sheet in practicum file Make contact with associate teacher via email once placement confirmed (see Practicum Noticeboard – N Block foyer) Make contact with visiting lecturer before beginning practicum
Week 39-45
17 Sept – 2 Nov
EDPRAC 101 (incorporates School Holiday Break 1 – 12 Oct)
Literature: As required to inform practice and reflection (refer to CECIL for additional Recommended Readings)
Complete practicum requirements and expectations - refer EDPRAC 101 practicum brief and Practicum Handbook
Week 45
Lecture 5 (Workshop Session): - Exploring different classroom contexts - Considering key aspects of learning related to effective pedagogical practice Reflection: What have I learnt about learning and teaching? What have I learnt about myself? Where to next?
Bring completed practicum file, including pre-practicum compulsory tasks My Portfolio
EDPRAC 101: Overview of on-campus sessions (Semester 2, 2012)
The purpose of EDPRAC 101
Practicum learning outcomes are based upon four recurring themes:
understanding the complexity of the teacher’s role and the educational context
forming professional relationships – including effective communication
focusing on purposeful teaching and learning
being a professional teacher in Aotearoa New Zealand
It is intended that these themes be explored in greater depth both through the on-campus sessions and
in each consecutive practicum placement.
EDPRAC 101 ‘The Professional Teacher 1’ provides opportunity for students to develop an
understanding of the teacher’s professional role in facilitating learning within a school environment. This
course includes two placements:
Part A – a paired (non-assessed) placement of one week in the student’s first semester
Part B – a placement of five weeks in the student’s second semester
Part A was an orientation to the school and classroom environment with a specific focus on:
the teacher’s role
communication and relationships;
And an introduction to:
school and classroom organisation
This placement (Part B) builds upon learning from Part A and has a specific focus on:
extending understanding of the teacher’s professional role and how this is affected by school
policy, government legislation and wider community influences
appropriate communication and relationships
developing the skills of observation and critical reflection to inform emerging pedagogical practice
that supports children’s learning within a purposeful, safe, and supportive learning environment
implementing strategies for personal professional development
Overview of requirements
During EDPRAC 101, student teachers will be required to observe, plan, teach, assess, and evaluate
single lessons/lesson sequences with small groups, working towards teaching the whole class and
taking full responsibility of the class programme for 1-2 consecutive days (in collaboration with the
associate teacher).
Full class responsibility requires the student teacher to organise, manage, plan for and teach the class,
drawing on the associate teacher’s long-term plans and assessment information as necessary, to
construct a teaching/learning programme for the 1-2 days that clearly shows a ‘flavour’ which is their
own. This must not however compromise the intent and aim of the associate teacher’s long-term plans.
3
LEARNING OUTCOMES & PROFESSIONAL EXPECTATIONS
*Details of general and specific teaching requirements can be found on pages 7 - 12.
Learning Outcomes Assessment Criteria Professional Requirements
1
Describe a beginning awareness of the teacher’s role in enabling learning in a complex environment
Key questions
What roles does a teacher have in the classroom? How do influences outside the classroom impact on the decisions the teacher makes about teaching and learning? NZTCGTS: aspects of 3
1.1 the complex roles that teachers carry out within the class and wider school environment are explored
1.2 social, cultural and political factors that impact on
the teaching/learning process are identified and discussed thoughtfully
Record the different activities/tasks that a teacher is involved in professionally both within the classroom/school environment and outside it. Discuss with your associate teacher, professional colleagues and principal (or his/her designate) the different ways that social, cultural and political factors impact on the teacher’s professional role,
e.g. ask questions and make notes about…
parent/whanau/community expectations
how the school draws on community expertise/resources when planning and organising for learning
implementation of NZC Key Competencies
policies/practices that support educational achievement of Māori & Pasifika learners
diverse nature of learners and their families
2
Demonstrate an ability to communicate and establish professional relationships Key questions What are the features of effective professional relationships? What are the features of effective communication with learners? NZTCGTS: aspects of 6
2.1 appropriate communication with learners and colleagues is established competently
2.2 appropriate relationships with learners and colleagues are established positively
Appropriate and competent communication means:
writing, speaking and reading fluently and accurately in English or Māori
adjusting communications to consider purpose, context or need (e.g. first language)
using appropriate listening skills/body language
beginning use of te reo Māori Positive relationships include:
working collaboratively and positively
treating children and adults with respect
developing equitable relationships
accepting and acting on feedback and advice
Reflect on what you have learnt about:
establishing professional relationships with learners and colleagues
communicating with children and colleagues
your own strengths and areas for development re relationships and communication
4
3
Demonstrate an emerging pedagogical practice that contributes to children’s learning and is informed by theory and practice Key Questions What are different ways a teacher notices, recognises and responds in order to optimise learning? What informs/influences your pedagogical practice when optimising learning? NZTCGTS: aspects of 1 2 4 5
3.1 planning is clearly informed by discussion about and analysis of focussed observations of children’s learning, interests, and abilities
3.2 different ways of teaching to suit children’s interests and learning needs are identified and discussed as a result of focussed observations
3.3 planning is appropriately informed by relevant curriculum documents, theory, and research
3.4 teaching/learning experiences that enhance children’s learning are carefully planned, implemented and evaluated
3.5 children’s behaviour is guided positively and fairly, with support and consistency
Observing, assessing, planning, teaching and evaluating:
As you observe, assess, plan, teach and evaluate children’s learning and your own teaching, consider:
‘How effective was [my] teaching in promoting children’s learning?’
‘What does this mean for my developing pedagogy?
negotiate times for regular ongoing observations, of and by your associate teacher, and subsequent analysis and discussion
begin to justify personal practice according to theories of teaching and learning, and evaluate/ critically reflect on your practice with reference to these.
in collaboration with your associate teacher, identify ‘next steps’ for professional development
address identified ‘next steps’ through further observation and/or planning, teaching and evaluating
use opportunities to discuss and explore the relationship between assessment and planning
begin to collect and utilise assessment information in order to plan lessons that optimise children’s learning
Take full responsibility for planning, teaching and managing the whole class for 1-2 days (in collaboration with your associate teacher).
4
Consider and demonstrate what it is to be an emerging professional teacher in Aotearoa/New Zealand Key question What does it mean to be a professional teacher in Aotearoa/ New Zealand? NZTCGTS: aspects of 7
4.1 positive personal and professional responsibilities are demonstrated appropriately
4.2 requirements stipulated by the NZ Teachers Council, and the NZTCGTS are demonstrated appropriately
4.3 practicum related professional development ‘next steps’ are identified, actioned, and evaluated with support
4.4 opportunities for professional growth are recognised and appropriate procedures to capitalise upon these are identified, and critically reflected upon with beginning insight
4.5 bicultural practices and issues of diversity are
identified and discussed thoughtfully
Appropriate professional responsibilities as a teacher in Aotearoa New Zealand include:
being punctual
being prepared
using initiative
professionally documenting involvement in teaching and learning
engaging in regular professional discussion (asking questions)
being professionally responsible and aware of professional expectations
developing/implementing practicum ‘next steps’ with help from the associate teacher
developing understanding of professional obligations under the Treaty of Waitangi
discussing how your practice actively demonstrates your responsibility to Māori and Pasifika learners (referTataiako - Cultural competencies for teachers of Māori learners - http://www.teacherscouncil.govt.nz/required/tataiako.stm)
(see Complete at least three critical reflections focussing on an aspect of your personal practice using the DATA model.
5
Student teacher requirements for EDPRAC 101 Part B
General requirements:
Assigned requirements are designed to help you develop the knowledge, skills and competencies to
undertake full responsibility for the class programme for 1-2 consecutive days. They also assist you to gain
an understanding of the teacher’s professional role in facilitating learning within a school/classroom
environment.
Preparing for practicum
attend all EDPRAC 101 on-campus sessions
read this Practicum Brief and ensure you understand what is required of you before going out on
practicum
organise your practicum file
complete pre-practicum compulsory tasks (see p.12) and file these at the front of your practicum file
register with ‘My Portfolio’
contact your visiting lecturer before practicum begins
make contact with your school/associate teacher prior to the practicum (by email in the first instance)
Maintaining documentation
You are expected to maintain a high standard of documentation as would be expected of a professional. We
encourage you to personalise your practicum file and to organise it in a way that is meaningful for you
but it could include the following clearly labelled sections:
pre-practicum compulsory tasks
Faculty of Education information
the school and classroom setting – special features, organisation, policies and procedures
focussed observations of your associate teacher (e.g. fieldnotes, discussion/analysis, ‘next steps’)
associate teacher observations and feedback; notes from professional discussions
reflections
assessment information
short-term (daily/weekly) planning
lesson plans/sequences for groups and the whole class
resource materials developed/collected for personal teaching
Increasing awareness of Information Communication Technology (ICT)
Seek opportunities to increase your knowledge and use of ICT, and to develop your awareness of the
different ways that it is incorporated into teaching and learning in your classroom, as well as across the
school.
6
Your e-portfolio and the NZTC Graduating Teacher Standards
*Refer The Professional Portfolio (Practicum Handbook, p.10) and The New Zealand Teachers’ Council
Graduating Teacher Standards (NZTCGTS) (Practicum Handbook, p.14)
Prior to EDPRAC 101:
register with My Portfolio and create an account
familiarise yourself with the learning outcomes for EDPRAC 101
During EDPRAC 101:
collect and store in your practicum file all relevant information, documentation and resources
that you have generated during the practicum
Towards the end of EDPRAC 101:
in preparation for contributing to your professional conversation, select at least three artefacts
from your practicum file as evidence of your achievement of Learning Outcome 4 – Consider
and demonstrate what it is to be an emerging professional teacher in Aotearoa/NZ
using the assessment criteria for Learning Outcome 4 as a guide, prepare brief justifications for
the material you have selected
discuss your selections and justifications with your associate teacher
Following EDPRAC 101:
categorise key artefacts from your practicum file according to relevant aspects of the NZTCGTS
and store these in your e-portfolio together with a justification for selection
Discussions with principal and professional colleagues
It is anticipated that during each practicum the principal (or his/her representative) is able to meet with
student teachers to discuss the broader dimensions of school life that impact on the teaching role. You
should be prepared with questions for discussion and record a brief summary of the responses. It is also
helpful to engage other professional colleagues in discussions to learn about their personal beliefs and
practices which inform the teaching/learning decisions they make.
When meeting with the principal (or his/her representative), discuss the wider aspects of school
life such as:
the teacher’s role/responsibilities within the school community
the school’s responses to the diverse nature of learners and their families
Treaty of Waitangi obligations
the school’s expectations of student teachers on practicum
current issues in education and their implications for teaching and learning
Use opportunities to discuss with your associate teacher and other professional colleagues:
the variety and complexity of the teacher’s role and responsibilities
how a teacher plans for and organises the class to optimise learning for all children
the relationship between planning and assessment
planning principles, purpose and differing formats
how teachers are implementing the NZC Key Competencies
7
Specific requirements: Observing, planning, teaching, assessing, evaluating and reflecting
Background:
As stated in The New Zealand Curriculum (MoE, 2007, p. 34), “While there is no formula that will guarantee
learning for every student in every context, there is extensive, well-documented evidence about the kinds of
teaching approaches that consistently have a positive impact on student learning”. The evidence tells us that
students learn best when teachers inquire into the impact of their teaching on their students. The cyclical
process of “teaching as inquiry” (Aitken & Sinnema, 2008), discussed in our on-campus sessions for
EDPRAC 101, provides the framework for the specific observation, planning, teaching, assessment,
evaluation and reflection requirements for each of your practicum placements.
OBSERVING
*Refer Guidelines for Focused Observations (Practicum Handbook, p.7)
During EDPRAC 101, you will complete and document specific observations that focus on:
- developing familiarity with the classroom learning environment
- your associate teacher’s teaching process in specific curriculum areas (assessing, planning,
teaching, evaluating, reflecting)
- collecting and using assessment information for planning, teaching and learning (noticing,
recognising and responding to children’s learning)
Observation Focus 1: Developing familiarity with the classroom learning environment
During the first week of the practicum use opportunities to ask questions and observe the children and
your associate teacher to help you discover:
what children are learning/have learnt
what they prefer doing and reasons why
how children’s learning is organised (e.g. class timetable, various groupings)
what established classroom routines/expectations are in place (e.g. for group work, transitions,
handing in completed tasks)
how routines/expectations were established and how they are maintained
Briefly record your findings about each of the aspects (above).
Discuss your responses to the following questions with your associate teacher, and seek their feedback:
How well do the children respond to my interactions and communication?
What have I learned about establishing professional relationships?
Which aspects of my interactions and communication do I need to improve?
Your responses may help you and your associate teacher to identify ‘next steps’ for your professional
development. You may also wish to use these questions as a prompt for your first reflection.
8
Observation Focus 2: The teaching process in specific curriculum areas
(ie assessing, planning, teaching, evaluating, reflecting)
During the practicum, complete at least four focussed observations of your associate teacher
(including at least two curriculum areas) using the observation form provided on CECIL.
Before each observation:
discuss the assessment information and planning process/steps used by your associate teacher in
preparation for teaching
identify and discuss the intended learning and learning experiences for each lesson observed
During each observation:
record deliberate teacher actions related to the intended learning
e.g. How does the teacher adapt his/her teaching strategies to meet the needs of particular learners?
Following each observation:
discuss information collected from your observation with your associate teacher by asking carefully
formulated questions to help clarify your understanding
record any conclusions and considerations you have drawn for your future practice
identify your ‘next steps’ (e.g. further observation, planning for teaching a group, leading a class session)
Observation Focus 3: Noticing, recognising and responding to children’s learning
Observe your associate teacher teaching in different curriculum areas on at least two occasions.
Discuss the learning intention/s and notice occasions where you could ‘see’ that a child learned
something and/or had achieved the success criteria (for the intended learning).
Before each observation:
identify and discuss the learning intentions and learning experiences for each lesson
During each observation:
observe how the children were made aware of the learning being sought (e.g. using success criteria)
record what you noticed about each child’s learning (i.e. evidence that indicates achievement)
Following each observation:
Discuss with your associate teacher
o how you recognised that learning for some children had occurred (i.e. evidence noted)
o possible implications for your own planning/teaching
Follow-up action:
Negotiate with your associate teacher to use this information to plan a subsequent learning
experience for this group of children
Document your planning. Share your plan with your associate teacher well in advance of teaching,
seek feedback, and make suggested refinements
Teach the lesson, record evidence of what you noticed about children’s learning (assessment), and
evaluate your teaching effectiveness:
o Did the children achieve the intended learning intentions? How do I know? (i.e. evidence noted)
o How effective was my teaching for children’s learning?
In collaboration with your associate teacher, identify ‘next steps’ for the children’s learning, and for
your own learning/teaching (e.g. carrying out further observations, or negotiating further opportunities
to plan, teach, assess, and evaluate).
9
ASSESSING, PLANNNG, TEACHING, EVALUATING
During EDPRAC 101, you will be involved in addressing specific tasks, as outlined below, involving
assessment, planning, teaching and evaluating. Assess, plan, teach, and evaluate in as many areas
of the curriculum as possible (a minimum of three) including, where possible, maths and reading.
You will need to provide documented evidence of:
- sequences of lessons for groups of children in at least two curriculum areas
- sequences of lessons for the whole class in at least one other curriculum area
- short-term/weekly planning
Begin by utilising assessment data you (and/or the associate teacher) have collected to inform the
planning of lesson sequences for small groups. Then, with the support of your associate teacher, plan,
teach, assess, and evaluate single lessons with these groups.
Use a planning format that includes clearly defined lesson components and is suitable for documenting
lesson sequences – an example of a planning template is available on CECIL.
Present all planning to your associate teacher well in advance of the teaching session to allow sufficient
time for modification.
Gradually work towards taking full responsibility for planning, teaching and managing the whole class
for 1-2 consecutive days (in collaboration with your associate teacher).
Assessment Focus: Noticing, recognising and responding to children’s learning
Discuss with your associate teacher procedures for checking children’s understanding, including marking
independent work. Negotiate to assess some independent work for one group of children (e.g.
handwriting, written language, maths) with the intention of providing feedback/feed forward with reference
to learning intentions/success criteria.
Before you assess the children’s work, discuss with your associate teacher:
the learning intentions for this independent task
the success criteria that have been developed with/for these learners
Following assessment, discuss with your associate teacher:
what you noticed about the children’s learning from their work and any discussion with them
which children did/did not achieve the learning intention and your evidence of this
the feedback you provided against the learning intention/success criteria
Follow-up action:
Negotiate to use this information to plan and teach a subsequent lesson for this group of children
Document your planning. Share your plan with your associate teacher well in advance of teaching,
seek feedback, and make suggested refinements
Teach the lesson, record evidence of what you noticed about children’s learning (assessment), and
evaluate your teaching effectiveness by answering these questions:
o Did the children achieve the intended learning intentions/meet the success criteria?
o How effective was my teaching for children’s learning?
In collaboration with your associate teacher, identify ‘next steps’ for the children’s learning, and for
your own learning/teaching (e.g. carrying out further observations, or negotiating further opportunities
to plan, teach, assess, and evaluate)
10
Sequences of lessons for groups of children
In collaboration with your associate teacher, prepare sequences of lessons for small groups in at
least two curriculum areas (e.g. Reading, Maths):
prior to beginning your planning, discuss with your associate teacher what you already know
about the learners in this group (you may draw on data collected during Observation Focus 3)
plan how you will collect and record assessment information about the individuals in the group
in relation to your planned learning intentions and success criteria for each teaching session
as you develop your plans, give consideration to individuals who might need special attention
teach the lessons and continue to assess and evaluate both the children’s learning and your own
teaching in an on-going manner
use this information to adjust your plan as required and inform subsequent planning and teaching
Sequences of lessons for the whole class
In collaboration with your associate teacher, prepare a sequence of lessons in at least one other
curriculum area where you will teach/manage the whole class (e.g. Written Language, PE, Art):
prior to beginning your planning, discuss with your associate teacher ways that you will collect
and record some assessment information for individuals or a group within the class in relation
to the learning intentions and the success criteria
as you develop the plans, give consideration to individuals and groups who might need special
attention
teach the lessons and continue to assess and evaluate both the children’s learning and your own
teaching to inform subsequent planning and teaching
Short-term planning
In consultation with your associate teacher, identify a planning format that is suitable for documenting
weekly/short-term planning
use this format to note both your associate teacher’s and your own teaching responsibilities
throughout the practicum
show appropriate links between your weekly/short-term planning and your planning of lesson
sequences
Important note: Student teachers should not be put in a vulnerable situation by being asked to relief
teach a class. Such requests are not appropriate and can impact on student teacher confidence. It is
important that student teachers are provided with opportunities to observe and to be observed, and to
receive feedback about their professional growth.
11
REFLECTING ON PERSONAL PRACTICE
*Refer Guidelines for Reflection (Practicum Handbook, p.9)
During this practicum you are required to reflect regularly on your own teaching, learning and/or
interactions arising from your practice that caused you uncertainty, and analyse these in detail. Some
of your reflective practice will take the form of discussions with your associate teacher, visiting lecturer,
and other teachers. These discussions should be helpful to clarify your thinking and to examine your
beliefs about teaching and learning. Retain notes from reflective discussions, along with your written
reflections, in your practicum file to share with your visiting lecturer.
Record at least three reflections focussing on your own practice using the DATA Model
(Peters,1991). DATA is an acronym that represents the four stages in the model:
Describe
Analyse
Theorise
Act
(For detail about each of these stages, refer Practicum Handbook, p.9.)
Pre-practicum Compulsory Tasks
Student teachers should meet with one or more of their class colleagues to discuss both of the
compulsory tasks, and to give and receive feedback.
Both tasks must be completed to achieve a pass in EPRAC 101. These tasks must be filed together
in the front of the practicum folder, together with a cover sheet (available on CECIL), and must be
available to the visiting lecturer on their initial practicum visit.
Your written responses to these tasks may provide a basis for discussions with your associate teacher
and visiting lecturer.
Compulsory Task 1 – contributes to LO2 & LO4
Reflective writing about your beliefs about teaching and what has influenced these – approx. one A4 page.
Compulsory Task 2 - contributes to LO2 & LO4
A written response to the question: “What are the features of effective professional relationships?” –
approx. one A4 page.
**At the completion of the practicum, bring your compulsory tasks and practicum file with you to
the on-campus workshop session.
12
Assessment of practicum
For the successful completion of EDPRAC 101 you will:
attend all EDPRAC 101 on-campus sessions and complete assigned compulsory tasks
complete all requirements of EDPRAC 101 (a five week assessed practicum):
o make contact with your school/ associate teacher prior to the practicum
o demonstrate professional commitment to the role of teacher throughout your practicum
o engage in professional dialogue with your associate teacher throughout your practicum
o undertake focussed observations, discuss and analyse findings, identify and address ‘next
steps’ to inform your own planning and teaching
o maintain professional documentation to a satisfactory standard
o utilise reflection on your own practice as a means to take action to refine and develop your
teaching practice
o work towards teaching the whole class and take full responsibility for the classroom programme
for a minimum of 1-2 consecutive days
o complete your self-assessment report prior to your professional conversation
o contribute to your assessment for EDPRAC 101 during the professional conversation
o meet the four learning outcomes of EDPRAC 101 (with reference to specified NZTCGTS
aspects) to the satisfaction of your associate teacher and visiting lecturer
The final decision about pass/fail will be made and recorded by the visiting lecturer on the basis of the
documentation and material supplied as evidence of your achievement of the learning outcomes (with
reference to specified NZTCGTS aspects) when you return to the Faculty.
The professional conversation
*Refer Practicum Assessment (Practicum Handbook, p.12)
Towards the end of the practicum, your professional learning will be jointly assessed during a three-way
professional conversation between you, your associate teacher, and your visiting lecturer.
Before the professional conversation:
you and your associate teacher should each complete a pre-assessment of your professional
learning, as demonstrated at that time, using the assessment reports provided
During the professional conversation:
you, your associate teacher and your visiting lecturer will each contribute his/her informed
professional judgement of your work in relation to the learning outcomes, as demonstrated through
the assessment criteria
while the professional conversation is facilitated by your visiting lecturer, it is expected that you will
lead the discussion relating to Learning Outcome 4 - Consider and demonstrate what it is to be
an emerging professional teacher in Aotearoa/NZ by referencing at least three artefacts from
your practicum file as evidence of your achievement, providing a brief justification for their selection
Following the professional conversation:
The visiting lecturer records the provisional assessment agreed upon.
13
EDPRAC 101: STUDENT TEACHER SELF-ASSESSMENT REPORT FORM
Pre-assessments must be completed prior to the lecturer’s visit
Learning Outcome Assessment Criteria Comment/Evidence
1. Describe a beginning awareness of the teacher’s role in enabling learning in a complex environment
Learning Outcome 1 has been
Achieved Not achieved
NZTCGTS: aspects of 3
1.1 the complex roles that teachers carry out within the class and wider school environment are explored
1.2 social, cultural and political factors
that impact on the teaching/learning process are identified and discussed thoughtfully
2. Demonstrates ability to communicate and establish professional relationships
Learning Outcome 2 has been
Achieved
Not achieved
NZTCGTS: aspects of 6
2.1 appropriate communication with learners and colleagues is established competently
2.2 appropriate relationships with learners and colleagues are established positively
3. Demonstrates an emerging pedagogical practice that contributes to children’s learning and is informed by theory and practice
Learning Outcome 3 has been
Achieved Not achieved
NZTCGTS: aspects of 1 2 4 5
3.1 planning is clearly informed by observations of children’s learning, 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
3.5 children’s behaviour is guided
positively and fairly, with support and consistency
4. Consider and demonstrate what it is to be an emerging professional teacher in Aotearoa/NZ
Learning Outcome 4 has been
Achieved Not achieved
NZTCGTS: aspects of 7
4.1 positive personal and professional responsibilities are demonstrated appropriately
4.2 requirements stipulated by the
NZ Teachers’ Council are demonstrated appropriately
4.3 practicum-related professional
development goals are identified, 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
14
EDPRAC 101: Reminders for student teachers
Before EDPRAC 101, I have….
attended all EDPRAC 101 on-campus sessions
1 2 3 4
read this Practicum Brief and familiarised myself with the LOs and requirements for EDPRAC 101
organised my practicum file with clearly labelled sections
registered with ‘My Portfolio’ and created my own account
made contact with my school/associate teacher (by email)
contacted my visiting lecturer (by email/phone, in person)
Completed Pre-practicum Compulsory Tasks 1 and 2, and filed these in my practicum folder, together with the cover sheet
1 2
During EDPRAC 101, I have…
Observation Focus 1: Developing familiarity with classroom learning environment
documented information relating to the classroom environment
discussed observation findings with AT
sought feedback about my communication and professional relationships
Observation Focus 2: The teaching process in specific curriculum areas
documented and discussed at least 4 observations of my associate teacher
1 2 3 4
Observation Focus 3: Noticing, recognising and responding to children’s learning
documented observations relating to children’s learning (on at least 2 occasions)
planned, taught, and evaluated follow-up lessons (at least 2)
1 2
1 2
Assessment Focus: Noticing, recognising and responding to children’s learning
documented my assessment of written work from a group of children
discussed the information collected with my associate teacher
planned, taught, and evaluated a follow-up lesson
Assessing, planning, teaching, evaluating:
documented lesson sequences for one group in ___________________
documented lesson sequences for one group in ___________________
documented lesson sequences for the whole class in at least 1 curriculum area
documented my AT’s and my own short-term/weekly planning (x5)
Wk 1 2 3 4 5
sought opportunities to increase my knowledge and use of ICT
Reflecting on personal practice:
reflected on my personal practice using the DATA model (x 3)
1 2 3
Towards the end of EDPRAC 101, I have…
taken full responsibility for the class for a minimum of 1-2 consecutive days
discussed with the principal/professional colleagues the broader dimensions of school life that impact on the teacher’s role
completed my self-assessment report prior to the professional conversation
contributed to my assessment for EDPRAC 101 during the professional conversation
attended the final on-campus session for EDPRAC 101
met with my visiting lecturer at the end of my practicum to confirm my final grade and submitted all paperwork to the Practicum Office
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