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