Associate Teacher Meeting February 2010 EDPRAC 621A.

Associate Associate Teacher Teacher MeetingMeeting

February 2010February 2010

EDPRAC 621AEDPRAC 621A

Haere mai and welcomeHaere mai and welcome

Whakatepea te ko, kia kotahiWhakatepea te ko, kia kotahi

We are in this togetherWe are in this together

WelcomeWelcome

Barbara Watson and Tanya Brand, from the Faculty Professional Support Team, will be working in the practicum team in 2020.

Barbara will be enhancing relationships and connections with the community through her work with associate teachers and Tanya will be working predominantly with student teachers.

Additional Support for Additional Support for Student Teachers in 2010Student Teachers in 2010

Tanya Brand:Tanya Brand:• Moodle supportMoodle support• Practicum briefingsPracticum briefings• Individual interviewsIndividual interviews• Podcasts and discussion forumPodcasts and discussion forum

Additional Support for Additional Support for Associate Teachers in Associate Teachers in

20102010Barbara Watson:Barbara Watson:

• Phone calls for new associate Phone calls for new associate teachersteachers

• Professional development Professional development opportunitiesopportunities

• Online support and discussionOnline support and discussion• Looking towards restructuring of Looking towards restructuring of

practicum through partnership practicum through partnership ‘cluster’ arrangements‘cluster’ arrangements

New InitiativesNew Initiatives

General Changes: • First practicum may be completed in “home centre”• Graduating Teacher Standards• DELNA is compulsory for all undergraduate student teachers


Bachelor of Education

• Changes in this programme mean there is now a taught component in each of the EDPRAC courses.• Professional Support People meet with all year one students each week in semester one• Compulsory number of courses must be passed before going on each practicum• Students must prove that they are prepared for practicum (eg attendance at briefing meetings, formative assessments)• Reflection (Year one)


Graduate Diploma in Teaching (ECE):

• EDPRAC 621A – Student teachers must meet the requirements for this course before being given approval to engage in EDPRAC 621B. Please record any concerns you have and make sure these are shared with students.• Emphasis on GTS in documentation and assessment• EDPRAC 621A Moodle discussion forum (Tanya)• Recognise that EDPRAC 622 is also a learning experience


Graduating Teacher Standards: Graduating Teacher Standards: Aotearoa New ZealandAotearoa New ZealandExample:Example:The New Zealand Teachers Council Graduating The New Zealand Teachers Council Graduating Standards are listed in the Bachelor of Education Standards are listed in the Bachelor of Education Teaching Handbook, page 29. Students are advised Teaching Handbook, page 29. Students are advised to become familiar with the seven standards that to become familiar with the seven standards that are listed under the three domains: are listed under the three domains: Professional Professional Knowledge, Professional Practice, Professional Knowledge, Professional Practice, Professional Values and Relationships.Values and Relationships.During the practicum collect information, During the practicum collect information, documentation and resources that will contribute documentation and resources that will contribute towards your evidence of achievement of the towards your evidence of achievement of the graduating standards.graduating standards.


E-Portfolios Year two students have been introduced to My Portfolio (in 2009) which is a programme similar to a social networking site STEP (School of Teacher Education Practice) currently in negotiation with CEDD (CENTRE for Educational Design and Development) about how this may be progressed

Role of University Role of University SupervisorSupervisor

in Assessmentin Assessment• Support and communication• Feedback on reflections and level of writing• Advice regarding Faculty Support• Awareness of possible problems• Communication within triadic relationship• No-surprises in triadic assessment • Facilitation of agreement, final judgement (if necessary) and clarity about outcome of triadic assessment

Possible OutcomesPossible Outcomes

• Pass - learning achieved for all learning Pass - learning achieved for all learning outcomes, if any LOs are not met the outcomes, if any LOs are not met the practicum result is a failpracticum result is a fail• FailFail• In Grad Dip provisional pass (dependent In Grad Dip provisional pass (dependent on subsequent passing of language course on subsequent passing of language course or assessment) all LOs must be met (apart or assessment) all LOs must be met (apart from concern about language)from concern about language)•A provisional pass must be confirmed with A provisional pass must be confirmed with Barbara BackshallBarbara Backshall

If any language issues identified in BEd If any language issues identified in BEd university supervisor to arrange university supervisor to arrange appropriate support.appropriate support.

New CentreNew Centre

Academic Success Centre

• Student Learning Coordinator

• Academic English Language Support

• Speech Language Therapist

• Associate Dean (Students)

Other support for students (and no less important):

• Maori Student Support Coordinator

• Coordinator Pasifika Academic Success Services (PASS),

• Library Manager

• Counsellors

• Disability Services

Equity Issues

Concerns have been raised about student teachers experiencing racism in our courses.• Experiences?• Possible actions?• Discussion

Role of Associate Role of Associate TeacherTeacher

Provide opportunities for students to:Provide opportunities for students to:• gain practical experiencegain practical experience• construct new learning, knowledge and understandingconstruct new learning, knowledge and understanding• try out ideas and theories to test and modify them in practicetry out ideas and theories to test and modify them in practiceObserve student’s teachingObserve student’s teaching• model and discuss own assessment, planning, teaching, evaluating model and discuss own assessment, planning, teaching, evaluating

and reflectingand reflecting• introduce student to teachers and familiesintroduce student to teachers and families• induct into centre’s policies and programmeinduct into centre’s policies and programme• provide support, encouragement and professional challengesprovide support, encouragement and professional challenges• monitor progress carefullymonitor progress carefully• discuss student responsibilities and participation/contributionsdiscuss student responsibilities and participation/contributions• provide regular verbal and written feedbackprovide regular verbal and written feedback• discuss any concerns with student and university supervisordiscuss any concerns with student and university supervisor• regard student as professional colleaguesregard student as professional colleagues• contribute to the triadic assessment processcontribute to the triadic assessment process• complete weekly reportscomplete weekly reports

Student teacher Student teacher responsibilitiesresponsibilities

• Contact associate teacher and visit centre if possibleContact associate teacher and visit centre if possible• Attend 7.5 hours each dayAttend 7.5 hours each day• Follow centre or kindergarten policiesFollow centre or kindergarten policies• Provide profile for notice boardProvide profile for notice board• Inform of any absencesInform of any absences• Provide evidence of understanding from course workProvide evidence of understanding from course work• Maintain confidentiality and ethical practiceMaintain confidentiality and ethical practice• Communication and team workCommunication and team work• Engage in teaching and learningEngage in teaching and learning• Understand teaching responsibilities of Te Tiriti o Understand teaching responsibilities of Te Tiriti o

WaitangiWaitangi• Consistently reflect on own practiceConsistently reflect on own practice• Document involvement in teaching and learningDocument involvement in teaching and learning• Demonstrate teamworkDemonstrate teamwork• Prepare for triadic assessment and contributePrepare for triadic assessment and contribute

professionallyprofessionally

Hazel Hagger: Orientations to learning

DimensionDimension OrientationOrientation

IntentionalityIntentionalitythe extent to which learning is the extent to which learning is

plannedplanned

DeliberativeDeliberative ReactiveReactive

Frame of referenceFrame of referencethe value ascribed to looking the value ascribed to looking beyond their experience in beyond their experience in order to make sense of itorder to make sense of it

Drawing on a Drawing on a range of sources range of sources to shape and to shape and make sense of make sense of experience experience

Exclusive Exclusive reliance on the reliance on the experience of experience of ‘classroom’teachi‘classroom’teachingng

Response to feedbackResponse to feedbackdisposition towards receiving disposition towards receiving

feedback and the value feedback and the value attributed to itattributed to it

Effective use of Effective use of feedback to feedback to further learning further learning

Tendency to be Tendency to be disabled by disabled by critical critical feedbackfeedback

AspirationAspirationthe extent of their aspirations the extent of their aspirations for their own and their pupils’ for their own and their pupils’

learninglearning

Aspirational – Aspirational – both as learners both as learners and teachersand teachers

SatisfactionSatisfactionwith current with current level of level of achievementachievement

Attitude to contextAttitude to contextattitude to the positions in attitude to the positions in

which student-teachers find which student-teachers find themselves and the approaches themselves and the approaches they take to the school contextthey take to the school context

Acceptance of Acceptance of the context the context and ability to and ability to capitalise on it capitalise on it

Tendency to Tendency to regard the regard the context as context as constrainingconstraining

Graduate Diploma in Teaching Graduate Diploma in Teaching Conceptualising PracticeConceptualising Practice1 March – 19 March1 March – 19 MarchThis is a three week introductory This is a three week introductory practicum, the first practicum for practicum, the first practicum for students who began their study in this students who began their study in this programme in January 2010, or if they are programme in January 2010, or if they are part time, January 2009. They are visited part time, January 2009. They are visited once by a university supervisor and once by a university supervisor and engage in a formative triadic assessment.engage in a formative triadic assessment.

Diverse group Diverse group • Culturally and linguisticallyCulturally and linguistically• Wide variety of degrees and Wide variety of degrees and

experiencesexperiences• Age rangeAge range• For some student teachers in this For some student teachers in this

programme this is their first extended programme this is their first extended period of time in a centre or period of time in a centre or kindergartenkindergarten

• Others are currently employed in Others are currently employed in centrescentres

Learning OutcomesLearning Outcomes

1.1. Establish professional relationships Establish professional relationships and communicate competently with and communicate competently with children, parents and colleagueschildren, parents and colleagues

2.2. Demonstrate a developing ability to Demonstrate a developing ability to practice effectively and contextually practice effectively and contextually in early childhood education in early childhood education settingssettings

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

FeedbackFeedbackThe practicum assignments, which are The practicum assignments, which are innovative, reflect best practice in ECE innovative, reflect best practice in ECE services and give students the opportunity services and give students the opportunity to engage in complex reflections on their to engage in complex reflections on their teaching. They seem to mirror the teaching. They seem to mirror the Graduating Teacher Standards and they Graduating Teacher Standards and they increase in complexity through the three increase in complexity through the three teaching experiences. The course outlines teaching experiences. The course outlines suggest that the courses support the suggest that the courses support the teaching experience. teaching experience.

PortfoliosPortfoliosThe portfolio is intended to provide The portfolio is intended to provide evidence of the student teacher evidence of the student teacher having having met the learning outcomes on the met the learning outcomes on the practicum and of their work in each practicum and of their work in each of of the Graduate Diploma in Teaching the Graduate Diploma in Teaching (ECE) courses.(ECE) courses.

Reflection• DATA • Brookfield’s critically reflective

lenses• Smyth’s Stages in Personal and

Professional Empowerment

Weekly FeedbackWeekly FeedbackIs important to let student teachers know how they Is important to let student teachers know how they

are getting on. Discuss any feedback you write are getting on. Discuss any feedback you write with student teachers.with student teachers.

You are settling in well and I know you worked You are settling in well and I know you worked hard to learn all the children’s names. We are hard to learn all the children’s names. We are enjoying your input and enthusiasm. enjoying your input and enthusiasm.

Future Directions:Future Directions:Please be aware of all the areas of learning and do Please be aware of all the areas of learning and do

not focus on just those you are most comfortable not focus on just those you are most comfortable with. It would be interesting to hear more about with. It would be interesting to hear more about what you are learning in your courses. what you are learning in your courses.

If you have concernsIf you have concerns• Address them to the student teacher in Address them to the student teacher in

the first instance and as soon as the first instance and as soon as possible both verbally and in writingpossible both verbally and in writing

• Contact the university supervisor, a Contact the university supervisor, a meeting may assist to address the issuemeeting may assist to address the issue

• The university supervisor is likely to The university supervisor is likely to contact us but…contact us but…

• If it is still not resolved please contact If it is still not resolved please contact me on 623 8899, extn. 48216 or me on 623 8899, extn. 48216 or [email protected]@auckland.ac.nz

Final ReportsFinal Reports• Are specific to the learning outcomesAre specific to the learning outcomes• Include examples that demonstrate competence, for example:Include examples that demonstrate competence, for example:

Learning Outcome 1:Learning Outcome 1:

““Kia ora Jane, from the outset you showed professionalism Kia ora Jane, from the outset you showed professionalism in your communication. You clearly had a good in your communication. You clearly had a good understanding of the learning outcomes and the understanding of the learning outcomes and the importance of communication in teaching. You were importance of communication in teaching. You were sensitive in developing relationships with children, you sensitive in developing relationships with children, you did not rush them and were thoughtful about how it would did not rush them and were thoughtful about how it would be for them to have a new face in the centre. You also be for them to have a new face in the centre. You also worked really hard to develop relationships with worked really hard to develop relationships with families/whanau and, although this was a challenge for families/whanau and, although this was a challenge for you, it was great to see you make progress. I suggest that you, it was great to see you make progress. I suggest that you continue ot work on this in your next practicum. Your you continue ot work on this in your next practicum. Your teamwork is fantastic and you are a great team teamwork is fantastic and you are a great team contributor. We will miss your input. contributor. We will miss your input.

If the learning outcome is not met:If the learning outcome is not met:Kia ora Jane, although your poor attendance Kia ora Jane, although your poor attendance contributed to your lack of success on this contributed to your lack of success on this practicum I was also concerned at the lack practicum I was also concerned at the lack of enthusiasm you exhibited. It was hard for of enthusiasm you exhibited. It was hard for us to support you in our busy centre when it us to support you in our busy centre when it did not appear that you wanted to be here. did not appear that you wanted to be here. It did not seem that you made much effort to It did not seem that you made much effort to develop relationships with children, teachers develop relationships with children, teachers or families. or families.

If any of the learning outcomes If any of the learning outcomes

are not metare not met• Triadic assessment should still take Triadic assessment should still take

placeplace• Student teacher will be aware that Student teacher will be aware that

there are areas of concernthere are areas of concern• University supervisor facilitates, ideally University supervisor facilitates, ideally

the student teacher will understand the student teacher will understand that they have not demonstrated that they have not demonstrated adequately that they should passadequately that they should pass

• All concerns should be documented in All concerns should be documented in final report final report

Triadic AssessmentTriadic Assessment• Important component of our programmesImportant component of our programmes• Times can be negotiated when setting final Times can be negotiated when setting final

visitvisit• Facilitated by university supervisorFacilitated by university supervisor• Student teacher begins processStudent teacher begins process• No new information should be sharedNo new information should be shared• A collegial and collaborative processA collegial and collaborative process• Includes reference to documentation and Includes reference to documentation and

examples from portfolioexamples from portfolio• DVD available to borrowDVD available to borrow

Principles of Student Principles of Student Teacher DocumentationTeacher Documentation• Reflections are of a high quality (rather Reflections are of a high quality (rather

than quantity)than quantity)• Student teacher’s ability to notice, Student teacher’s ability to notice,

recognize and respond to children’s recognize and respond to children’s • learning is evident in documentation learning is evident in documentation • (includes ‘assessment’ and ‘planning’)(includes ‘assessment’ and ‘planning’)• The planning process is cyclical and The planning process is cyclical and

authenticauthentic

Support for Associate Support for Associate TeachersTeachers• Web Site Web Site • Associate Teacher Handbook and Associate Teacher Handbook and

meetingsmeetings• Practicum handbooksPracticum handbooks• University SupervisorUniversity Supervisor• Practicum Coordinator (Practicum Coordinator (

[email protected]@auckland.ac.nz))• DVDs (new one coming out this year)DVDs (new one coming out this year)• Combined Associate Teacher Symposium Combined Associate Teacher Symposium

(12 June 2010 at MIT)(12 June 2010 at MIT)

mailto:[email protected]

Thank you for your support of our Thank you for your support of our programmes. programmes.

Kia kaha, kia manawanui. Kia kaha, kia manawanui.

Associate Teacher Meeting February 2010 EDPRAC 621A.

Documents