Graduate Diploma in Graduate Diploma in Teaching (Early Childhood Teaching (Early Childhood

Education)Education)

EDPRAC 621AEDPRAC 621A

WhakataukiWhakatauki

Whakatepea te ko, kia Whakatepea te ko, kia kotahikotahi

We are in this togetherWe are in this together

Practicum AimsPracticum Aims

For student teachers to take For student teachers to take responsibility for their own responsibility for their own learning, thinking and learning, thinking and professional growth in relation professional growth in relation to integrating theory, research to integrating theory, research and practiceand practice

For student teachers to progress For student teachers to progress steadily towards achieving the steadily towards achieving the learning outcomeslearning outcomes

For associate teachers and university For associate teachers and university supervisors to support student supervisors to support student teacher development while ensuring teacher development while ensuring that student teachers develop the that student teachers develop the knowledge, skills and disposition to knowledge, skills and disposition to become confident teachersbecome confident teachers

Programme Conceptual Programme Conceptual ModelModel

The research informed, inquiry The research informed, inquiry based practitioner who leads the based practitioner who leads the learning of others by creating learning of others by creating purposeful, responsive and safe purposeful, responsive and safe learning environments within learning environments within which all learners achieve valued which all learners achieve valued skills knowledge and attitudes.skills knowledge and attitudes.

Student teacher Student teacher responsibilitiesresponsibilities

Prepare professionally (e.g. read Practicum Handbook)Prepare professionally (e.g. read Practicum Handbook) 7.5 hours in centre7.5 hours in centre Complete practicum contract with Associate TeacherComplete practicum contract with Associate Teacher Inform of absences (apply for special leave in exceptional Inform of absences (apply for special leave in exceptional

circumstances only)circumstances only) Begin portfolio of evidence (include evidence of learning outcomes Begin portfolio of evidence (include evidence of learning outcomes

and Graduating Teacher Standards) and Graduating Teacher Standards) Engage in written reflection (three each week)Engage in written reflection (three each week) Maintain contact with university supervisorMaintain contact with university supervisor Use ethical consent formsUse ethical consent forms Prepare for and contribute to triadic assessment processPrepare for and contribute to triadic assessment process Reflect on Code of Ethics (Teacher’s Council and ECE) and own Reflect on Code of Ethics (Teacher’s Council and ECE) and own

practicepractice Consider goal for next practicum Consider goal for next practicum

Practicum ContractPracticum Contract

This form provides an opportunity for you This form provides an opportunity for you to discuss expectations with your to discuss expectations with your Associate Teacher early in the practicum.Associate Teacher early in the practicum.

It addresses hours of attendance, start It addresses hours of attendance, start and finish times and any placement and finish times and any placement specific expectations.specific expectations.

Learning OutcomesLearning Outcomes

Establish professional relationships and Establish professional relationships and communicate competently with children, parents communicate competently with children, parents and colleaguesand colleagues

Demonstrate a developing ability to practice Demonstrate a developing ability to practice effectively and contextually in early childhood effectively and contextually in early childhood education settingseducation settings

Demonstrate an ability to integrate theory, Demonstrate an ability to integrate theory, research and practical experience in own research and practical experience in own developing pedagogical practice in early developing pedagogical practice in early childhood education settingschildhood education settings

DocumentationDocumentation

Is key to assessment and planning for learning Is key to assessment and planning for learning in ECEin ECE

Creating a portfolio will assist you in learning Creating a portfolio will assist you in learning about early childhood documentation and about early childhood documentation and assessment for children’s learningassessment for children’s learning

Exemplar of portfolio in library on short term loanExemplar of portfolio in library on short term loan Set up portfolio before EDPRAC 621A and begin Set up portfolio before EDPRAC 621A and begin

gathering evidence during the practicumgathering evidence during the practicum

DocumentationDocumentation

Burr, J. Crisafulli, D. Fleet, A., Patterson, C. & Burr, J. Crisafulli, D. Fleet, A., Patterson, C. & Silversides, P. (2006). Tertiary education as a Silversides, P. (2006). Tertiary education as a context for creating documentors. In A. Fleet, context for creating documentors. In A. Fleet, C. Patterson & J. Robinson (Eds.) Insights: C. Patterson & J. Robinson (Eds.) Insights: behind pedagogical documentation (pp.115-behind pedagogical documentation (pp.115-134). Castle Hill, NSW: Pademelon Press.134). Castle Hill, NSW: Pademelon Press.This chapter will support you in creating This chapter will support you in creating professional pedagogical documentation on professional pedagogical documentation on practicum and will be made available on the practicum and will be made available on the Practicum Moodle site.Practicum Moodle site.

PortfolioPortfolio

The portfolio will provide evidence of:The portfolio will provide evidence of: Holistic and integrated learner-centred Holistic and integrated learner-centred

teaching and learning practices in early teaching and learning practices in early childhood settingschildhood settings

Integration of theory, research, Integration of theory, research, philosophy and practicephilosophy and practice

Inquiry into and reflection on theory, Inquiry into and reflection on theory, research, philosophy and practiceresearch, philosophy and practice

What can be included?What can be included?

Artefacts and other documents:Artefacts and other documents: Photographs and interpretive Photographs and interpretive

statementsstatements Records and interpretations of Records and interpretations of

children’s work as a demonstration children’s work as a demonstration of teacher practicesof teacher practices

Examples of organisation and Examples of organisation and planningplanning

Records of meetings where student Records of meetings where student teacher has taken an active roleteacher has taken an active role

Evidence of communication with Evidence of communication with whanauwhanau

(Goodfellow, 2004). (Goodfellow, 2004).

Download Goodfellow article from library database.Download Goodfellow article from library database.

Te Tiriti o Waitangi

“In early childhood education settings, all children should be given the opportunity to develop knowledge and an understanding of the cultural heritages of both partners to Te Tiriti o Waitangi. The curriculum reflects this partnership in both text and structure”

(Ministry of Education, 1996, p.9).

Triadic AssessmentTriadic Assessment In EDPRAC 621A the triadic assessment is In EDPRAC 621A the triadic assessment is

formative.formative. If you are unfamiliar with the Faculty triadic If you are unfamiliar with the Faculty triadic

process please request a copy of our new dvd process please request a copy of our new dvd from l.joicey@auckland.ac.nzfrom l.joicey@auckland.ac.nz

N.B. although you do not have written final N.B. although you do not have written final reports on the EDPRAC 621A practicum you will reports on the EDPRAC 621A practicum you will be involved in filling out a completion form as a be involved in filling out a completion form as a record of your success.record of your success.

You will be required to complete a self You will be required to complete a self assessment report for EDPRAC 621B and assessment report for EDPRAC 621B and EDPRAC 622. EDPRAC 622.

ReflectionReflection

Reflection should not be restricted to Reflection should not be restricted to examining only technical skills; it should examining only technical skills; it should equally be concerned with the ethical, equally be concerned with the ethical, social and political context within which social and political context within which teaching occurs;teaching occurs;

Reflection should not be restricted to Reflection should not be restricted to teachers reflecting individually upon their teachers reflecting individually upon their teaching; there needs to be a collective teaching; there needs to be a collective and collaborative dimension as well;and collaborative dimension as well;

Reflection is a process that is centrally Reflection is a process that is centrally concerned with challenging dominant concerned with challenging dominant myths, assumptions and hidden message myths, assumptions and hidden message systems, implicit in the way teaching and systems, implicit in the way teaching and education are currently organised;education are currently organised;

Reflection is also fundamentally about Reflection is also fundamentally about creating improvements in educational creating improvements in educational practice, and the social relationships that practice, and the social relationships that underlie those practices;underlie those practices;

Reflection is founded on the belief that knowledge about Reflection is founded on the belief that knowledge about teaching is a tentative and incomplete state, and as such teaching is a tentative and incomplete state, and as such is continually being modified as a consequence of is continually being modified as a consequence of practice;practice;

Reflection occurs best when it begins with the Reflection occurs best when it begins with the experiences of practitioners as they are assisted in the experiences of practitioners as they are assisted in the process of describing, informing, confronting and process of describing, informing, confronting and reconstructing their theories of practice (pp.47-48). reconstructing their theories of practice (pp.47-48).

Smyth, J. (1993). Smyth, J. (1993). Reflective practice in teacher education Reflective practice in teacher education and other professions. and other professions. Keynote address to Fifth national Keynote address to Fifth national Practicum Conference, McQuarie University, Sydney, 4 Practicum Conference, McQuarie University, Sydney, 4 February 1993.February 1993.

ReflectionsReflections

DATA DATA Brookfield’s critically reflective lensesBrookfield’s critically reflective lenses Spiral Spiral Using Bronfenbrenner’s ecological Using Bronfenbrenner’s ecological

approachapproach Smyth’s framework (EDPRAC 621B)Smyth’s framework (EDPRAC 621B)

DescribeDescribe One of the first things I noticed when I started practicum One of the first things I noticed when I started practicum

at the kindergarten this morning was the language the at the kindergarten this morning was the language the teachers use with the children. For instance, when the teachers use with the children. For instance, when the children are speeding around in the trolleys, instead of children are speeding around in the trolleys, instead of telling them off and yelling “slow down” they will make telling them off and yelling “slow down” they will make more of a game of it and give them a ‘speeding ticket’; more of a game of it and give them a ‘speeding ticket’; and yet it has the same impact. When some of the boys and yet it has the same impact. When some of the boys were getting stuck on the mat, and ripping it a little, were getting stuck on the mat, and ripping it a little, instead of saying “stop” or even “try going around it instead of saying “stop” or even “try going around it boys” instead it was “Look, the mat rips a little when you boys” instead it was “Look, the mat rips a little when you go over it, what do you think you could do instead of go over it, what do you think you could do instead of going over the top?” and the children come up with the going over the top?” and the children come up with the answer themselves “go around it.” This was something answer themselves “go around it.” This was something quite new to mequite new to me

AnalyseAnalyse

I believe the teachers speak to the children like this because they have I believe the teachers speak to the children like this because they have a philosophy of positive role modelling.a philosophy of positive role modelling.

It was new to me because at the centres I have worked at, while not It was new to me because at the centres I have worked at, while not being overly strict, or rude, or mean to the children, they just haven’t being overly strict, or rude, or mean to the children, they just haven’t used quite as positive language as this. Because I came into the used quite as positive language as this. Because I came into the centres unqualified and inexperienced, I just assumed that how the centres unqualified and inexperienced, I just assumed that how the teachers there were doing it is the way it should be done, without teachers there were doing it is the way it should be done, without questioning it too much. Also, I guess I thought that when I was questioning it too much. Also, I guess I thought that when I was speaking to the children in situations like above, it was as a way to speaking to the children in situations like above, it was as a way to avert an accident or destruction of property, rather than as a means avert an accident or destruction of property, rather than as a means to help children learn at the same time. As I am learning, in early to help children learn at the same time. As I am learning, in early childhood every situation is a chance to learn something. As noted childhood every situation is a chance to learn something. As noted earlier, the children seem to respond well to this kind of earlier, the children seem to respond well to this kind of communication, and it results in an atmosphere that feels more communication, and it results in an atmosphere that feels more positive.positive.

TheoriseTheorise

Bandura’s theory of modelling is relevant to Bandura’s theory of modelling is relevant to this reflection. Finding a way of making a this reflection. Finding a way of making a point rather than getting cross provides a point rather than getting cross provides a positive role model of communication for positive role model of communication for children to copy. Asking the children to children to copy. Asking the children to problem solve (What could you do problem solve (What could you do instead?) instead of dictating also instead?) instead of dictating also empowers children to solve their own empowers children to solve their own problems; and as we know one of the problems; and as we know one of the principles of Te Whariki is empowerment.principles of Te Whariki is empowerment.

ActAct

This example of how to communicate This example of how to communicate positively with children appeals to me, and positively with children appeals to me, and from now on I will endeavour to think from now on I will endeavour to think before I speak. Could I ask them to before I speak. Could I ask them to problem solve this themselves? Is there a problem solve this themselves? Is there a way of getting my point across in a more way of getting my point across in a more positive manner?positive manner?

Assessment CriteriaAssessment Criteria

1.1 Appropriate communication with 1.1 Appropriate communication with children, parents and colleagues is children, parents and colleagues is established and practised consistently.established and practised consistently.

1.2 Appropriate professional relationships 1.2 Appropriate professional relationships with children, parents and colleagues are with children, parents and colleagues are established established and practised consistently. and practised consistently.

What evidence could you include What evidence could you include for these criteria?for these criteria?

Reflective writing about your interactionsReflective writing about your interactions Examples of your written communication Examples of your written communication

with children, colleagues or whanauwith children, colleagues or whanau Evidence of your attendance at meetings Evidence of your attendance at meetings

etc.etc. Photographs and descriptions of your Photographs and descriptions of your

professional engagementprofessional engagement

2.1 Provision for a safe and purposeful 2.1 Provision for a safe and purposeful learning environment is made, with support. learning environment is made, with support.

2.2 Practice 2.2 Practice is clearly informed by assessment is clearly informed by assessment of children’s interests, strengths, abilities and of children’s interests, strengths, abilities and needs.needs.

2.3 2.3 Practice is informed by relevant curriculum Practice is informed by relevant curriculum documents and curriculum areas studied so far documents and curriculum areas studied so far on programmeon programme

2.4 Teaching/learning experiences are 2.4 Teaching/learning experiences are carefully planned, implemented and evaluated carefully planned, implemented and evaluated with individuals and small groups.with individuals and small groups.

2.5 2.5 Positive personal and professional Positive personal and professional responsibilities are demonstrated responsibilities are demonstrated appropriately. Pappropriately. Personal qualities and ersonal qualities and dispositions identified by the Teachers Council dispositions identified by the Teachers Council ‘Fit to be a Teacher’ criteria are demonstrated ‘Fit to be a Teacher’ criteria are demonstrated appropriately.appropriately.

Anecdotal stories of your teachingAnecdotal stories of your teaching Learning stories, planning stories, child's Learning stories, planning stories, child's

voice, whanau voicevoice, whanau voice Reflections about NZTC requirementsReflections about NZTC requirements Written responses to children’s interestsWritten responses to children’s interests Inclusion of material from curriculum Inclusion of material from curriculum

documentsdocuments

3.1 Personal pedagogical practice in relation to 3.1 Personal pedagogical practice in relation to the learning outcomes of this course is the learning outcomes of this course is articulated and critically reflected upon in articulated and critically reflected upon in relation to theory and research studied. relation to theory and research studied.

3.2 Different ways of teaching to suit children’s 3.2 Different ways of teaching to suit children’s interests and learning needs are identified and interests and learning needs are identified and

discussed in detail.discussed in detail.

Use of references to literature from Use of references to literature from coursescourses

Evidence of understanding of developing Evidence of understanding of developing pedagogypedagogy

Evaluation of own practiceEvaluation of own practice Evidence of knowledge and understanding Evidence of knowledge and understanding

of children’s learningof children’s learning

Things to doThings to do

Create profileCreate profile Ring and visit centre/kindergarten before Ring and visit centre/kindergarten before

PracticumPracticum Contact University Supervisor Contact University Supervisor Engage in material from your courses that will Engage in material from your courses that will

support your practicesupport your practice Contact your student teacher partner if Contact your student teacher partner if

appropriateappropriate Set up Practicum portfolioSet up Practicum portfolio

ProfileProfile

Kia ora koutou,Kia ora koutou,My name is Debora Lee and I will My name is Debora Lee and I will be a student teacher in your centre be a student teacher in your centre for three weeks from 2 March – 20 for three weeks from 2 March – 20 March. I am studying at the March. I am studying at the Children's Issues Centre at the Children's Issues Centre at the University of Otago. I have four University of Otago. I have four children and have worked in early children and have worked in early childhood centres for many years. childhood centres for many years. I am looking forward to meeting I am looking forward to meeting you and to working with your you and to working with your children. children.

Curriculum Curriculum

“…“….the sum total of the experiences, .the sum total of the experiences, activities, and events, whether direct activities, and events, whether direct or indirect, which occur within an or indirect, which occur within an environment designed to foster environment designed to foster children’s learning and development” children’s learning and development” (Ministry of Education, 1999, p. 10).(Ministry of Education, 1999, p. 10).

Resources to support youResources to support you

ECE Code of EthicsECE Code of Ethics Guidelines for Positive Guidance, Guidelines for Positive Guidance,

Desirable objectives and Practices, Quality Desirable objectives and Practices, Quality in Action (available from in Action (available from www.minedu.govt.nzwww.minedu.govt.nz))

Choices for Child Care (available from Choices for Child Care (available from www.ecd.govt.nzwww.ecd.govt.nz) )

We wish you all the best We wish you all the best for your practicum. for your practicum.

Kia kaha, kia manawanui!Kia kaha, kia manawanui!