Faculty of Education  · Web viewTCHG 311: Early Childhood Teaching and Pedagogy. TCHG 312: The Multi-literature Child. ... 3 (or 0.6) each week, with 5 in final week. Friday 26

SCHOOL-BASED PRACTICE HANDBOOK: TE1Revised version in light of Covid-19

For Student Teachers and Associate TeachersGraduate Diploma of Teaching (ECE, Primary and Secondary)Te Puna Akopai School of Education

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2020

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ContentsContacts......................................................................................................................................................4

Introduction................................................................................................................................................5

Overview of programme content...........................................................................................................6

Key dates for 2020...................................................................................................................................8

Teaching experience 1.............................................................................................................................8

Roles and responsibilities........................................................................................................................8

Preparation for school and centre-based practice...........................................................................10

Student teacher learning prior to teaching experience......................................................10Attendance during school and centre-based practice.....................................................................11

Formative assessment of school and centre-based practice.........................................................12

Requirements for TCHG302..................................................................................................................12

Support during centre and school-based practice...........................................................................12

Opportunities to pass and maximum programme completion period.........................................12

Withdrawal from, changes to and ending a school and centre-based experience...................13

Meeting professional obligations.........................................................................................................14

Professional and ethical practice.............................................................................................14Health and Safety Act................................................................................................................14Public health requirements for Covid-19................................................................................15Children’s Act...............................................................................................................................15

Teaching experience expectations and processes..........................................................................16

Learning designs.........................................................................................................................16Submission of teaching experience documentation............................................................17Suggested teaching experience sequence............................................................................18

Throughout this document hyperlinks are included in green and require only CTRL + click to open.

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Contacts

Programme Director (Primary)

Sandi McCutcheonT: 04-463 9647e: [email protected]

Programme Director (Secondary)

Gillian HubbardT: 04-463 9690e: [email protected]

Programme Director(Early Childhood)

Mary Jane ShukerT: 04-463 9659e: [email protected]

Education Professional Practice and Partnerships Office(formerly TE Office)

Sera Vatuloka (Manager and Secondary)T: 04-463 9731e: [email protected]

Nina Eastgate (Primary)T: 04 463 9506e: [email protected]

Sandy Fackney (Early Childhood)T: 04 463 9557e: [email protected]

Student teachers: Should your contact details change at any time during your studies, please update this on MyTools immediately and also inform the Education Professional Practice and Partnerships Office, as this information is crucial to ensuring that visiting lecturers are able to contact you prior to their visit.

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IntroductionBula vinaka, Fakaalofa lahi atu, Fakatalofa atu, Kia orana, Mālō e lelei, Mālō nī, Talofa lava, Tēnā koutou katoa and warm Pacific greetings to you all

Te Puna Akopai holds a vision for transformative initial teacher education, where our graduates are agents of change for teaching, learning and wellbeing. Our graduates work from a commitment to Te Tiriti o Waitangi, and social, cultural and ecological justice, to enable learners to transform their complex, diverse and changing worlds. Strong partnerships with schools and centres are central to enacting this vision, and we thank you for agreeing to undertake the responsibility for initial teacher education that is shared between Te Puna Akopai and our teaching community.

The Graduate Diploma of Teaching emphasises the relationships between theory and practice and the importance of graduates being confident and capable teacher practitioners. The programme aims to build student teachers’ competence cumulatively. Student teachers develop their adaptive expertise by planning and teaching learning experiences in collaboration with Associate Teachers, building towards greater responsibility for teaching in the second practicum. A crucial element of the teaching experience concerns the student teacher’s ability to develop warm, reciprocal and responsive relationships with learners, together with effective professional relationships with teaching colleagues and, where appropriate, parents and whānau.

Response to Covid-19We are exceedingly grateful to the schools and centres who have agreed to host our student teachers amidst a period of considerable uncertainty and change. This first teaching experience provides unique opportunities for our student teachers to learn from different contexts, and to develop their capacity to be flexible and innovative.

There is no expectation that the first teaching experience will be business as usual and there will not be a requirement for summative reporting. We are instead asking student teachers to take up the opportunities that are available to them in their school or centre environment. This could include, but is not limited to co-teaching, co-planning, digital teaching, and providing learning assistance to individuals or small groups. This revised Handbook provide guidance as to how the teaching experience could be scaffolded but please use your professional judgement about what would work well for your context and the student teacher.

Student teachers in our Graduate Diplomas of Teaching will be required to complete 11 weeks of practicum in 2020. Ordinarily, the Teaching Council of Aotearoa New Zealand stipulates that there must be a minimum of 70 days of professional experience placements for one-year programmes. Recently the Council has decided to temporarily reduce the minimum practicum requirements by up to 25 percent for student teachers who are scheduled to graduate at the end of 2020. This reduction will be offset by providing an enhanced induction and mentoring programme when teachers begin their employment. Exactly what this enhanced induction and mentoring will look like is still being decided and further information will be available in due course.

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TCHG 301: The Learner in Context

TCHG 302: The Teacher in Context

TCHG 304: Teaching Models and Strategies

TCHG 320 (Primary): English, Literacy and EALTCHG33X-TCHG35X: Secondary curriculum studies A

TCHG 321 (Primary): Mathematics and Statistics Education TCHG33X-TCHG35X: Secondary curriculum studies B or Enhancing Access course

TCHG 303: Mātauranga Māori in the classroom

TCHG 323 (Primary): Arts, Health and PE and Learning Languages

TCHG33X-TCHG35X: Secondary curriculum studies A

TCHG 322 (Primary): Science, Social Science and TechnologyTCHG33X-TCHG35X: Secondary curriculum studies B or Gifted and Talented course

TCHG 301: The Learner in Context

TCHG 302: The Teacher in Context

TCHG 305: Early Development and Relationships

TCHG 311: Early Childhood Teaching and Pedagogy

TCHG 312: The Multi-literature Child

TCHG 303: Mātauranga Māori in the classroom

TCHG 313: Assessment for Learning in the ECE context

TCHG 314: Maths, Science and Technology

Overview of programme contentThe programme consists of 155 points. Each student teacher will participate in eight courses.

Primary and SecondaryEarly Childhood:

School and centre

based practice within

the

Graduate Diploma of Teaching sits within TCHG302. Separate course outlines are provided for each course and student teachers are expected to share these with their associate teacher. These courses assist student teachers to meet the Graduating Teacher Standards. From 2021, the Standards for the Teaching Profession will be the focus for

assessment. Student teachers in this year’s cohort will develop understanding of the new Standards in readiness for their employment.

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Key dates for 2020Days in Schools and Centres: Thursday 19 March, negotiable for ECETeaching Experience 1: Monday 18 May – Friday 26 JuneDays in Schools and Centres: Thursday 30 July and 6 August, negotiable for ECETeaching Experience 2: Monday 10 August – Friday 25 September

Teaching experience 1In this first teaching experience, student teachers should complete 20 placement days within the six-week period from May 18-June 26, with a staggered start to suit school and centre needs, and a reduced workload to address some of the challenges our student teachers face. This teaching experience is formatively assessed and focuses on student teachers making progress towards the Graduating Teacher Standards.

Schools and centres have selected one of three options for the placement model:

Option

Start date Days per week End date

A Monday 18 May 3 (or 0.6) each week, with 5 in final week

Friday 26 June

B Monday 25 May 4 (or 0.8) each week Friday 26 JuneC Tuesday 2 June

(Monday is Queens Birthday)

5 each week Friday 26 June

Student teachers who are unable to complete this teaching experience because of personal or host school circumstances will be provided with an alternative placement programme for 2020 to meet Teaching Council requirements, determined on a case by case basis.

For a range of reasons, some student teachers are completing their second teaching placement in the period from May 18 to June 26, 2020. These student teachers must complete at least five weeks of full-time teaching experience and be summatively assessed against the Graduating Teacher Standards by their associate teacher(s) and visiting lecturers. Further details about these placements will be provided to the school/centre and student teacher.

Roles and responsibilitiesStrong, authentic partnerships between university lecturers and visiting lecturers, associate teachers, schools/centres and student teachers is a feature of high-quality professional experience placements. Members of this ‘triadic’ partnership agree to following roles and responsibilities:

School and Centre Coordinators and Associate Teachers: Integrate the student teacher within the learning environment, staff and teams, and

school/centre structures Discuss school and centre policies, procedures and protocols with the student teacher,

including those related to Covid-19. Observe the student teacher, provide formative feedback, and facilitate the student

teacher’s ability to reflect on that feedback to improve their practice Demonstrate the potential of effective teaching to influence equitable outcomes Provide an environment that fosters, and model, the integration of te reo me te ao

Māori within teaching and learning practices8

Demonstrate professional leadership and facilitate constructive learning conversations Assist the student teacher to plan and teach effective learning programmes and

teaching strategies Provide access to and assist the student teacher to gather and analyse assessment

data for evaluating and informing teaching decisions Collaborate with the Programme Director and EPPP Office to monitor the progress of

the student teacher Complete formative observations and provide information about the progress of the

student teacher Advocate for the student teacher’s wellbeing and support them to manage their time

and workload

The Wider School and Centre: Takes shared responsibility for supporting the student teacher’s development,

contributing a range of expertise Takes shared responsibility for supporting the student teacher’s development by

encouraging ongoing observations, co-planning and co-teaching and inclusion in staff professional learning

Contributes to the student teacher’s process of collaborative sense-making (for example, understanding a child’s behaviour) as appropriate

Demonstrates commitment to and shares actions to progress Te Tiriti of Waitangi partnership

Provides opportunities for the student teacher to ask questions and seek clarification

Programme Directors: Mediate relationships and facilitate problem-solving in collaboration with the associate

teacher and others as required Mediate barriers to the implementation of mātauranga Māori and development of

competency in te reo me ngā tikanga Māori Safeguard the teaching experience for the student teacher and associate teacher and

facilitate open conversations wherever possible

Student Teachers: Take responsibility for their own learning and ensure that their time in the school or

centre is fully utilised and all aspects of coursework are fully met Meet regularly with the associate teacher for formative feedback and to design

learning Submit planning documentation in sufficient time for feedback to ensure they are

ready to teach (primary and secondary only) Discuss their professional needs and strengths with the associate teacher and visiting

lecturer Take every opportunity to develop their competency in te reo me ngā tikanga Māori

and connections with whānau, hapū and iwi Respect and adhere to school and centre policies, procedures and protocols Demonstrate professionalism in their attendance at school or the centre Set weekly goals and reflect on their achievement Participate in team meetings and staff professional development as appropriate Discuss any difficulties promptly with the associate teacher and contact the

Programme Director and school/centre coordinator if problems persist Liaise with visiting lecturers and associate teacher regarding visits Take responsibility for circulating course information and submitting practicum

documentation

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Preparation for school and centre-based practiceUniversity based learning supports student teachers’ readiness for teaching experiences and student teachers are expected to take every opportunity to engage in the professional learning provided through their coursework. Teaching experiences are with the permission of the Associate Dean Teacher Education. A teaching experience may be declined where insufficient engagement with coursework means that the student teacher is unlikely to meet teaching experience requirements. Student teachers will not be permitted to attend placements without accessing or attending Education Professional Practice and Partnerships Office briefings.

The Education Professional Practice and Partnerships Office makes every effort to ensure that student teachers experience two different school or centre contexts within their teaching programmes (e.g. year levels, decile, size, co-education/single sex, rural/city) and that individual student needs are accommodated where possible. Student teachers are reminded that they should negotiate placement arrangements with the Office only, and that they must be willing to travel. Childcare and transport arrangements must therefore be in place before beginning the teaching experience.

Student teacher learning prior to teaching experience

In the lead up to the first teaching experience, student teachers have been developing knowledge, skills and dispositions in relation to:

Deliberate acts of teaching including modelling, prompting, questioning, giving students feedback on their learning, explaining and directing

Strategies to support Māori and Pacific learners including pronouncing students’ names correctly, caring for students as culturally located individuals, strategies to support inclusion, honouring difference and the importance of relationships

A range of appropriate responses to managing behaviour including choice/consequences, redirecting students, mutual mana, proximity

Planning, which can include activities, lesson plans, developing and using learning intentions and success criteria, identifying ‘evidence’ of graduating teaching standards in practice, and identifying what each GTS could look like in practice

Human development and theories of learning and motivation Te Whāriki and the New Zealand Curriculum and support materials available on

MOE and TKI websites Curriculum theory and evidence-based teaching strategies:

o For early childhood, this includes all domain areas except Mathematics, Science, and Technology

o Particularly focussing on English, Literacy, EAL and Mathematics and Statistics in the primary programme.

o In one or two learning areas, beginning with Years 9-11 and developing into senior curriculum knowledge and the requirements of national assessments, in the secondary programme.

The diverse needs of students and teaching strategies based on a range of learning theories such as cognitive-constructivist and social-constructivist theories.

Primary and secondary student teachers also have accessed online learning that focusses on the principles of Universal Design for Learning, principles and common forms of co-teaching and how they might underpin teaching and learning in an innovative learning environment (ILE). The materials highlight the importance of the pedagogical shift that ought to be apparent in an ILE. Student teachers consider an ILE from the perspective of diverse groups of learners, building on the knowledge they have of New Zealand’s priority learners, using thinking tools that assist student teachers to thinking critically about the nature, purposes and educational outcomes of ILEs.

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Attendance during school and centre-based practiceAll student teachers are required to complete 20 days of placement in the first teaching experience. Attendance is strongly linked to the professional expectations for student teachers and ensures that there is sufficient opportunity to develop adaptive expertise. While the student teachers are in their school or centre it is expected that they will:

Be punctual, prepared to attend between the hours of 8.00am and 5.00pm, and be available for meetings and co-curricular activities.

Inform the associate teacher before 8.00am if they are unable to attend placement as the result of sickness or other exceptional circumstances. If they have teaching responsibilities, it is essential that the associate teacher is advised in sufficient time to be prepared to take over the teaching that day

Discuss an extended absence (i.e. three days or more) with the University as it may mean they have not met the Graduating Teaching Standards or undertaken enough teaching to meet Teaching Council of Aotearoa New Zealand requirements. A medical certificate does not negate these requirements. Significant absences may result in a student teaching having to repeat their teaching experience.

Student teachers will not be granted leave for holidays or to undertake paid employment.

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Formative assessment of school and centre-based practice This teaching experience is not summatively assessed. Student teachers are provided with formative assessment feedback about their progress towards the Graduating Teacher Standards in two ways:

The associate teacher provides feedback to the student teacher at a formal meeting each week

Each student teacher will receive one visit from a visiting lecturer during the last three weeks of their teaching experience. The visiting lecturer will provide feedback to the student teacher, in conjunction with the associate teacher, and if appropriate, after a lesson observation (primary and secondary only).

Requirements for TCHG302TCHG302 is a year-long course that contains the teaching experiences. Student teachers should ensure that this course information is shared with their associate teacher. To pass this course student teachers must:

complete the first teaching experience (20 days) and pass the associated portfolio assessment

successfully complete the second teaching experience associated with this course. This involves reaching a ‘competence’ level in each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, and as evidenced in formal observations and written reports.

submit all documentation as required by the Education Professional Practice and Partnerships Office.

Support during centre and school-based practiceWe expect that student teachers will be treated in an ethical, respectful, and responsible manner and with fairness, integrity and empathy while they are on the placement – and that student teachers reciprocate. Teaching experiences are organised by the Faculty of Education Professional Practice and Partnerships Office (formerly Teaching Experience Office). Close relationships with leadership teams, coordinators and associate teachers allow the Office to monitor student teachers’ progress during the teaching experiences and to pass on difficulties arising to the Programme Director so that additional support can be provided to the associate teacher and the student teacher when necessary.

Issues during school and centre-based practice can and do arise. When issues arise for the student teacher, we encourage them to try to resolve these with their associate teacher in the first instance. There may need to be time set aside to talk these through and for the student teacher to outline what they are finding difficult and to ask for ideas of how these issues could be solved. Some time may then be needed to see if the situation changes. If the problem persists, then the student teacher should discuss this with their Programme Director or Manager of Education Professional Practice and Partnerships Office.

Where the Faculty believes the student teacher requires further support in meeting the Graduating Teacher Standards, or where there are persistent concerns with the student teacher’s progress towards the standards, additional visits may be undertaken by our visiting lecturers.

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Student teachers are reminded of the additional support that is available through Te Herenga Waka Victoria University of Wellington: https://www.wgtn.ac.nz/students/support

Opportunities to pass and maximum programme completion periodIn order to graduate this year, student teacher must satisfactorily meet the Graduating Teacher Standards for Teaching Experience 2. Student teachers who fail Teaching Experience 2 may be given the opportunity to demonstrate that they can meet the Graduating Teacher Standards in a further teaching experience in November 2020, but this is not guaranteed. Further details about opportunities to pass will be provided in the Teaching Experience 2 Handbook.

Student teachers should be aware that the maximum completion period for one-year programmes is two contiguous years. Applications for an extension to this completion timeframe of up to one further contiguous year, may be made to the Associate Dean Teacher Education. Applications will be considered on a case-by-case basis in relation to the applicant’s currency of knowledge and ability to engage in sustained practice upon graduation.

Withdrawal from, changes to and ending a school and centre-based experienceSchools and centres have the right to end a placement, having first communicated their concerns to the relevant Programme Director. Where the school or centre feels it is appropriate, the Programme Director, student teacher, and associate teacher(s) may meet to resolve the concern and negotiate the student teacher’s return.

Student teachers may not self-withdraw from a teaching experience without having contacted the Programme Director and discussing their issues or concerns with the associate teacher, coordinator or Principal. Non-negotiated self-withdrawal will result in a fail for TCHG302.

The Faculty of Education reserves the right to end a placement where there are documented concerns for the wellbeing of students, teachers, the student teacher or members of the school/centre community.

If the end to the placement or negotiated withdrawal occurs before Friday 5 June, the Education Professional Practice and Partnerships Office may arrange a change of teaching placement. The Associate Dean Teacher Education will review written information about the student teacher’s progress in order to determine whether a change of placement is offered, having particular regard to the Code of Professional Responsibility and Teaching Council of Aotearoa New Zealand’s Good Character and Fit to Teach criteria. Student teachers should be aware that an alternative placement may not be possible to organise, given the current demands on schools and centres.

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Meeting professional obligationsProfessional and ethical practice

Student teachers are expected to uphold the Code of Professional Responsibility. Being a professional includes:

meeting relevant legislative frameworks, governance and rules that apply within the schools or centre in which student teachers are placed for teaching experience

not intervening with, or seeking information from, the school/centre, students/family or whānau that are beyond the scope of the student’s teaching practice

maintaining a high degree of ethical behaviour with particular consideration of confidentiality issues when deciding what to record, develop, and share from teaching experiences

treating experience-based information shared by peers within the context of the programme (such as in tutorials) as confidential

keeping the identity of students, teachers or the schools/centres in which they teach confidential when presenting information about teaching experiences through discussions, tutorials, lectures studio time or assignments

Positive examples of what the principles of the Code of Professional Practice look like in practice, and examples of behaviour that is unacceptable and would be in breach of these expectations are included in The Code of Professional Responsibility: Examples in Practice.

Student teachers are reminded that is okay to be friendly, but that students are not their friends. Student teachers must not share their contact details or connect with students via personal social media accounts. Further, student teachers should take care not to be alone in a private place with a student, embrace or touch others inappropriately, interact in a manner which could be interpreted as sexually threatening or as sexual innuendo, or lose their temper or self-control.

Student teachers will be asked to sign an agreement regarding University ethical practice and protocols and are expected to abide by the ethical protocols in their school or centre. Student teachers must not share visual images of students outside of the school or centre environment and must not post photos or comments about the school/centre, staff, class or students on social media. Student teachers are expected to maintain the confidentiality of their school/centre, teachers and students in their professional, public and private domains. This means that student teachers must not name teachers, schools/centres or students in any forum, including written assignment work, outside of the school/centre.

The Faculty may investigate any serious formal complaint of unprofessional conduct under the Student Conduct Statute see: www.victoria.ac.nz/policy Student teachers should be aware that the Faculty may report to the Teaching Council of Aotearoa New Zealand any matter that calls into question the student teacher’s likely ability to uphold the Code of Professional Responsibility or to meet the Council’s Good Character and Fit to be a Teacher criteria.

Health and Safety ActIt is the school or centres responsibility to ensure that student teachers are sufficiently briefed about the policies and procedures under the Health and Safety at Work Act 2015. The Associate Teacher and Student Teacher Agreement must be returned to the Education Professional Practice and Partnerships Office as assurance that obligations under the Act have been met.

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Schools and centres are reminded that student teachers are not permitted to take classes or groups o out of the school/centre without the associate teacher or other suitably qualified person accompanying them. Further, student teachers must not be asked to carry out relief teacher duties. For primary and secondary student teachers, if the associate teacher is absent it is appropriate for them to take any lessons that they have planned, however a relief teacher should be provided to take responsibility for the class.

Public health requirements for Covid-19Student teachers must meet the government public health requirements for Covid-19. Information can be found at covid19.govt.nz and www.health.govt.nz/our-work/diseases-and-conditions/covid-19-novel-coronavirus/covid-19-novel-coronavirus-health-advice-general-public.

Student teachers must ensure that they have been briefed about the Health and Safety guidelines in their school or centre before they begin the placement. If student teachers have any symptom of Covid-19 - including a sniffle, cough or sore throat - they MUST stay home. Anyone with symptoms of COVID-19 should get tested - contact your doctor or Healthline on 0800 358 5453. Student teachers should stay home until they hear that their test results are negative.

Children’s ActTe Herenga Waka Victoria University of Wellington undertakes police vetting of student teachers on your school/centre’s behalf, in accordance with the Children’s Act 2014 and Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015. If there is a matter to report, the information provided by the New Zealand Police will be shared with your Principal or the Centre Manager. Student teachers are required to immediately disclose any pending charges or criminal convictions that arise during their enrolment to the university.

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Teaching experience expectations and processesThe first teaching experience is important for student teachers to define their identities as teachers and enable them to observe teachers and learners and take opportunities to assist learners. The student teachers at this stage need mentoring, encouragement, support and direction from the associate teacher.

The table below indicates how the placement experience could be scaffolded, but this should be contextually negotiated to suit the needs of the school/centre and student teacher’s learning. During this first teaching experience, students can progress to greater responsibility as circumstances and contexts allow. The days need not be consecutive, depending on programmes but ideally two days consecutively give the student a real appreciation of how organised they need to be. A range of combinations can be undertaken e.g., some full days, every other day, or if necessary, some half days.

A number of primary and secondary schools are working in innovative learning environments. In these circumstances we would expect the student teacher to be developing the role of a beginning teacher and teaching larger groups of students for sustained periods over time. Sustainable preparation, planning, teaching and evaluating are the key aspects to this teaching experience.

Learning designsAs circumstances allow, student teachers should be involved in planning, preparing and implementing aspects of the teaching and learning programme with guidance from their associate teachers. Student teachers are expected to develop greater independence over time and to learn how to develop their own learning designs prior to teaching. We expect them to take every opportunity to practise and fine tune their teaching practice.

Associate teachers need to see planning sufficiently in advance to allow time for discussion and change to be made. The associate teacher should advise the student teacher how much time they require for this process to occur. For primary and secondary associate teachers two days in advance of when the student is teaching is a good rule of thumb.

For primary and secondary student teachers, a lesson planning sheet is provided to support student teachers. However, any form of planning that suits both the student teacher and associate teacher can be used. Student teachers should be mindful of additional learning area foci and should consult course materials to support them to identify how the nature and purposes of each learning area should be evident in planning. At a minimum, we would expect planning to identify:

the relevant achievement objective(s), drawn from the NZC, learning intentions and success criteria

what the learners know and can do prior to the lesson, including the assessment data that has informed planning.

how they will introduce and develop new learning, including consideration of students’ additional learning needs

consideration of culturally responsive pedagogy including the use of te reo me ona tikanga as appropriate to the lesson

the intentional use of curriculum-specific pedagogical approaches and teaching and learning strategies

the anticipated pace of the lesson and timing of each activities strategies for classroom, behaviour and resource management appropriate resources having been adapted for the specific classroom needs

After teaching, student teachers should evaluate their planning so that the next learning steps for learning and teaching are identified and planned for. Visiting lecturers will want

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to see evidence of this planning and evaluation during their visit. Student teachers must have organised evidence of prior planning and reflections on lessons taught available for visiting lecturers.

Submission of teaching experience documentationIt is the student teacher’s responsibility to submit the following to the Education Professional Placements and Partnership Office:

Early childhood Associate Teacher and Student Teacher Agreement if this was not

completed during Days in Centres Summary of Progress (associate teacher to complete) due six days after start

date Interim Report due six days after start date (student teacher to complete) Formative Assessment Visiting Lecturer Report Associate Teacher professionalism (GTS7) report Administration Package identify with the student teacher the administration

tasks to become familiar with Any written formative feedback completed by the Associate Teacher

Primary/Secondary

Associate Teacher and Student Teacher Agreement if this was not completed during Days in Schools

Summary of Progress (associate teacher to complete) due six days after start date

Interim Report due six days after start date (student teacher to complete) Formative Assessment Visiting Lecturer Report Associate Teacher professionalism (GTS7) report Teaching experience log Any formative lesson observations completed by the Associate Teacher(s)

All teaching experience documentation can be found at https://www.wgtn.ac.nz/education/teaching-experience-office/forms-and-handbooks

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Suggested teaching experience sequenceThis table indicates how the placement experience could be scaffolded, but this should be contextually negotiated to suit the needs of the school/centre and student teacher’s learning.

Week Option A Option B Option C18 - 22 May Three out of five days (or equivalent 0.6)

in school/centre. Two days to work on university assignments and write up portfolio work from this point. Focus on observation and document this with a focus on GTS 3, 4, and 6.

Take first week to work on university assignments. One day a week will be available to work on assignments and write up portfolio from next week.

Take first week to work on university assignments.

25 - 29 May Three out of five days in school/centre.Observation continues, and student teachers continue to build warm and responsive relationships with children or young people. Engagement with small groups in consultation with associate teachers. Reflection on this engagement in relation to GTS 2 & 3 as part of portfolio.

Four out of five days in school/centre. Focus on observation and document this with a focus on GTS 3, 4, and 6.

Take second week to complete university assignments as time in school/centre will be full-time from the next week.

2 - 5 June Three out of five days in school/centre. Engagement with small groups continues. Analyse the relationship between teacher planning, teaching, the learning and environment, learning needs and assessment based on observation and associate teacher discussion on planning if possible as portfolio item (GTS 1, 2 & 5)

Four out of five days in school/centre. Observation continues, and student teachers continue to build warm and responsive relationships with children or young people. Engagement with small groups in consultation with associate teachers. Reflection on this engagement in relation to GTS 2 & 3 as part of portfolio. Analyse the relationship between teacher planning, teaching, the learning and environment, learning needs and assessment based on observation and associate teacher discussion on planning if possible as portfolio item (GTS 1, 2 & 5)

Five full time days in school/centre from this point keeping teacher hours. Focus on observation and document this with a focus on GTS 3, 4, and 6. Engagement with small groups in consultation with associate teachers. Reflection on this engagement in relation to GTS 2 & 3 as part of portfolio. Begin analysis of the relationship between teacher planning, teaching, the learning and environment, learning needs and assessment based on observation and associate teacher discussion on planning if possible as portfolio item (GTS 1, 2 & 5)

8 - 12 June Three out of five days in school/centre. Engagement with small groups. Working

Four out of five days in school/centre. Analyse the relationship between teacher

Five full days a week in school/centre keeping teacher hours. Working with small groups

with small groups (early childhood) or teaching single lessons (primary/secondary) at discretion of associate teacher Focus on GTS 1, 2 & 5

planning, teaching, the learning and environment, learning needs and assessment based on observation and associate teacher discussion on planning if possible as portfolio item (GTS 1, 2 & 5). Working with small groups (early childhood) or teaching single lessons (primary/secondary) at discretion of associate teacher Focus on GTS 1, 2 & 5

(early childhood) or teaching single lessons (primary/secondary) at discretion of associate teacher Focus on GTS 1, 2 & 5. Continue analysis of the relationship between teacher planning, teaching, the learning and environment, learning needs and assessment based on observation and associate teacher discussion on planning if possible as portfolio item (GTS 1, 2 & 5)

Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 1, 2 & 5.

15 - 19 June Three out of five days in school/centre. Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 1, 2 & 5.

Four out of five days in school/centre. Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 1, 2 & 5.

Four out of five days in school/centre. Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 1, 2 & 5.

22 - 26 June A full week this week to bring you to 20 days in school/centre in total.Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 4 & 6.

Feedback on GTS7 from associate teacher an element of portfolio

A full week this week to bring you to 20 days in school/centre in total.Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 4 & 6.

Feedback on GTS7 from associate teacher an element of portfolio

A full week this week to bring you to 20 days in school/centre in total.Observation continues as part of analysis for portfolio. Build up to larger groups (early childhood) and teaching single lessons or longer lesson sequences (primary/secondary) at discretion of associate teacher. Focus on GTS 4 & 6.

Feedback on GTS7 from associate teacher as an element of portfolio