Bachelor of Education (Teaching) Primary Specialisation€¦ · Technology Campus Phone (09) 623...

2014

Practicum Brief Bachelor of Education (Teaching)

Primary Specialisation

EDPRAC 101 The Professional Teacher:

Primary 1

EDPRAC 101 – The Professional Teacher 1

Student

School & Class

Principal

Associate teacher

Visiting Lecturer

Overview of Practicum Courses in the BEd (Tchg) Primary

Year 1 - EDPRAC 101

(15 points)

A five-week assessed practicum

Year 2 - EDPRAC 201

(15 points)

A five-week assessed practicum

Year 3 - EDPRAC 305

(30 points)

Part A:

A three-week placement at the beginning of the school year

Part B:

A seven-week assessed practicum and professional conversation evidencing

achievement of LOs/NZTCGTS

NB - All EDPRAC courses consist of two components for student teachers: an on-campus taught

component and a practicum placement in schools.

Faculty of Education Practicum Contacts

Epsom Campus & Manukau Institute of Technology Campus

Phone (09) 623 8899

Sandra Chandler Practicum Convenor EDPRAC 101 Judy Robinson Practicum Manager (Administration) Liz Jenkins Practicum Adviser (Administration)

Extn: 48129 Office: H 105 Email: [email protected] Extn: 48891 Office: H 201a Email: [email protected] Extn: 48452 Office: H 202 Email: [email protected]

Tai Tokerau Campus Phone (09) 470 1000

Judy Taingahue Practicum Co-ordinator Maureen Hendry Practicum Administrator

Ext: 47021

Email: [email protected] Ext: 47020

Email: [email protected]

mailto:[email protected]





TABLE OF CONTENTS

Page:

2

3

4

6

8

Overview of on-campus sessions

The purpose of EDPRAC 101

Overview of requirements

Learning outcomes and professional expectations

Student teacher requirements for EDPRAC 101 Part B

- General requirements

Specific requirements: Observing

- Observation Focus 1: Developing familiarity with the classroom learning environment

- Observation Focus 2: The teaching process in specific curriculum areas

- Observation Focus 3: Noticing, recognising and responding to children’s learning

Specific requirements: Assessing, planning, teaching, evaluating and reflecting

- Assessment Focus: Noticing, recognising and responding to children’s learning

- Planning, teaching, evaluating lessons/lesson sequences for groups/whole class

Reflecting on personal practice

Pre-practicum compulsory tasks

- Compulsory Task 1

- Compulsory Task 2

Assessment of practicum

EDPRAC 101: Student Teacher Self-Assessment Report Form

EDPRAC 101: Reminders for student teachers

10

12

13

14

15

1

Suggested Readings - refer CECIL, Library for those in bold type; additional readings also available on this site.

* Recommended text available on Short Loan from Library – McGee, C., & Fraser, D. (Eds.). (2012). The professional practice of teaching. South Melbourne, Australia: Cengage.

2

Week

In-class Content

Suggested Reading

Independent tasks

Week 10

Lecture 1: Belonging to the teaching profession - Myself as a teacher/as a learner - The relationship between teaching and

learning - Professional ethics

Aitken (2010) *McGee & Fraser (2012) - Chapter 13

Reflective writing about your beliefs about teaching and what has influenced these (refer Practicum Brief, p.12) Read Practicum Handbook, pp. 4-5,10 (CECIL) Create an account in ‘My Portfolio’ Read Practicum Brief p.1-3

Week 11

Lecture 2: ‘Teaching as inquiry’ - Children’s learning - My own learning Setting up an e-portfolio

NZC (2007) p.34-35 *McGee & Fraser (2012) - Chapter 12

Listen to expert teachers at http://www.youtube.com/watch?v=FXaLGt460e4

Read Practicum Brief p.6-9 Peer discussion about your beliefs about teaching – save Task 1 to ‘My Portfolio’

Week 12

Lecture 3: Effective observation - Purpose of observation - Process (format, making fieldnotes) - Practise observation

*McGee & Fraser (2012) - Chapter 5

Practise writing observation field notes using YouTube clip (refer session slides on CECIL) Plan your Ko wai au (refer to specific instructions on CECIL)

Week 13

Lecture 4: Effective observation - Analysing observations - Identifying ‘next steps’


Create your Ko wai au in ‘My Portfolio’ (refer Practicum Brief, p.12)

Week 14

Lecture 5: Planning for teaching and learning - Components of planning - Practicum requirements for assessing,

planning, teaching and evaluating

Read Practicum Brief pp.4-5,10-12 – note questions

Week 15

Lecture 6: Reflecting on practice - DATA reflection model

Killen (2013) - Chapter 5

Read Practicum Handbook, p.9 (CECIL) Read reflection exemplars on CECIL

Week 16 Lecture 7: Positively managing the learning environment - Creating a climate for learning - Positive Behaviour for Learning (PB4L)

Setting up your practicum file


Find out more about Positive Behaviour for Learning – refer list of websites and resources in session slides on CECIL Set up practicum file – include hard copies of pre-practicum tasks 1 & 2 (refer p.12)

Week 17-18

Semester Break/School Holidays

Week 19

Lecture 8: Expectations for student teachers on practicum - Professionalism - Practicum assessment - Preparing for the Professional Conversation; selecting artefacts

Groundwater-Smith, Ewing & Le Cornu (2006) – Chapter 7

Make contact with associate teacher via email once placement confirmed Read Practicum Brief pp.13-15, plan tasks to be completed in Week 1 of practicum

Week 20

Lecture 9: Professional Relationships - Establishment and maintenance - AT/ST perspectives


Make contact with visiting lecturer before beginning practicum

Weeks 21 - 25

EDPRAC 101

Reading as required to inform practice and reflection – draw on literature and research from all on-campus papers

Refer Practicum Brief for requirements and expectations during practicum

EDPRAC 101: Overview of on-campus sessions (Semester 1, 2014)

http://www.youtube.com/watch?v=FXaLGt460e4

The purpose of EDPRAC 101

Practicum learning outcomes are based upon four recurring themes:

understanding the complexity of the teacher’s role and the educational context

forming professional relationships – including effective communication

focusing on purposeful teaching and learning

being a professional teacher in Aotearoa New Zealand

It is intended that these themes be explored in greater depth in each consecutive practicum course.

In their first semester of study, student teachers complete a one-week ‘Introduction to Practicum’ school

placement, providing an orientation to the school and classroom environment with a specific focus on:

the teacher’s role

communication and relationships;

And an introduction to:

school and classroom organisation

EDPRAC 101 The Professional Teacher 1 provides opportunity for student teachers to develop an

understanding of the teacher’s professional role in facilitating learning within a school environment and

builds upon learning from the ‘Introduction to Practicum’ with a specific focus on:

extending understanding of the teacher’s professional role and how this is affected by school

policy, government legislation/policies and wider community influences

appropriate communication and relationships

developing the skills of observation and planning to inform emerging pedagogical practice that

supports children’s learning within a purposeful, safe, and supportive learning environment

implementing strategies for personal professional development and critical reflection

All practicum courses consist of two components: an on-campus taught component and a practicum

placement in schools. For details of the on-campus component for EDPRAC 101, refer to page 2. An

overview of learning outcomes and professional expectations for the practicum component can be found

on pages 4-5.

Overview of requirements

During EDPRAC 101, student teachers are required to observe, plan, teach, assess and evaluate single

lessons and lesson sequences with small groups, working towards teaching the whole class and taking

full responsibility for the class programme for 1-2 consecutive days in collaboration with and under

the supervision of the associate teacher.

Full class responsibility during EDPRAC 101 requires the student teacher to organise, manage, plan

for and teach the class, drawing on the associate teacher’s long-term plans, assessment information,

and classroom routines.

3

LEARNING OUTCOMES & PROFESSIONAL EXPECTATIONS

*Details of general and specific teaching requirements can be found on pages 6 - 12.

Learning Outcomes Assessment Criteria Indicators of Professional Expectations

1

Describe a beginning awareness of the teacher’s role in enabling learning in a complex environment

Key questions:

What roles does a teacher have in the classroom? How do influences outside the classroom impact on the decisions the teacher makes about teaching and learning? NZTCGTS: aspects of 3

1.1 the complex roles that teachers carry out within the class and wider school environment are explored

1.2 social, cultural and political factors that impact on

the teaching/learning process are identified and discussed thoughtfully

Discuss and record the different activities/tasks that a teacher is involved in professionally within the classroom and school environment (refer p.8). Discuss with your associate teacher, professional colleagues and principal (or his/her designate) the different ways that social, cultural and political factors impact on the teacher’s professional role (refer p.7). Ask questions and make notes about aspects such as…

parent/whanau/community expectations re learning and teaching

how the school draws on community expertise/resources when planning and organising for learning

policies/practices that support educational achievement of Māori & Pasifika learners

the diverse nature of learners and their families

implementation of NZC Key Competencies

2

Demonstrate an ability to communicate and establish professional relationships Key questions: What are the features of effective professional relationships? What are the features of effective communication with learners? NZTCGTS: aspects of 6

2.1 appropriate communication with learners and colleagues is established competently

2.2 appropriate relationships with learners and colleagues are established positively

Appropriate and competent communication means:

writing, speaking and reading fluently and accurately in English and/or Māori

adjusting communications to consider purpose, context or need (e.g. first language)

using appropriate listening skills/body language

beginning use of te reo Māori Positive relationships include:

working collaboratively and positively

treating children and adults with respect

developing equitable relationships

accepting and acting on feedback and advice

Reflect on what you have learnt about: (refer p.8)

establishing professional relationships with learners and colleagues

communicating with children and colleagues

your own strengths and areas for development re relationships and communication

4

3

Demonstrate an emerging pedagogical practice that contributes to children’s learning and is informed by theory and practice Key questions: What are different ways a teacher notices, recognises and responds in order to optimise learning? What informs/influences your pedagogical practice when optimising learning? NZTCGTS: aspects of 1 2 4 5

3.1 planning is clearly informed by discussion about and analysis of focussed observations of children’s learning, interests, and abilities

3.2 different ways of teaching to suit children’s interests and learning needs are identified and discussed as a result of focussed observations

3.3 planning is appropriately informed by relevant curriculum documents, theory, and research

3.4 teaching/learning experiences that enhance children’s learning are carefully planned, implemented and evaluated

3.5 children’s behaviour is guided positively and fairly, with support and consistency

Observing, assessing, planning, teaching and evaluating (refer p. 8-11)

As you observe, assess, plan, teach and evaluate children’s learning and your own teaching, consider:

‘How effective was my teaching in promoting children’s learning?’

‘What does this mean for my developing pedagogy?’

negotiate times for regular ongoing observations, of and by your associate teacher, and subsequent analysis and discussion

begin to justify personal practice according to theories of teaching and learning, and evaluate/ critically reflect on your practice with reference to these

in collaboration with your associate teacher, identify and record ‘next steps’ for your professional learning

address identified ‘next steps’ through further observation and/or planning, teaching and evaluating

use opportunities to discuss and explore the relationship between assessment and planning

begin to collect and utilise assessment information in order to plan lessons that optimise children’s learning

Take responsibility for planning, teaching and managing the whole class for 1-2 days (in collaboration with and under the supervision of your associate teacher)

4

Consider and demonstrate what it is to be an emerging professional teacher in Aotearoa/New Zealand Key question: What does it mean to be a professional teacher in Aotearoa/ New Zealand? NZTCGTS: aspects of 7

4.1 positive personal and professional responsibilities are demonstrated appropriately

4.2 requirements stipulated by the NZ Teachers Council Fit to be a Teacher Criteria and the NZTCGTS are demonstrated appropriately

4.3 practicum related professional development ‘next steps’ are identified, actioned, and evaluated with support

4.4 opportunities for professional growth are recognised and appropriate procedures to capitalise upon these are identified, and critically reflected upon with beginning insight

4.5 bicultural practices and issues of diversity are

identified and discussed thoughtfully

Appropriate professional responsibilities as a teacher in Aotearoa New Zealand include:

attending on-campus sessions

being professionally responsible – using initiative; being punctual and prepared

maintaining professional documentation showing involvement in teaching and learning

engaging regularly in professional discussions (asking questions, making notes) and critically reflecting on your own practice

identifying/actioning ‘next steps’ with support from the associate teacher

understanding and striving to meet expectations for professional teachers (see NZTCGTS, Practicum Handbook, p.14) and the professional dispositions required (see Fit to be a Teacher, Practicum Handbook, p.15)

discussing with professional colleagues ways in which responsibility to Māori and issues of diversity have implications for the classroom teacher

[Refer also p.6, 7,12 and Practicum Handbook, p.4-6]

(see Reflect regularly on your own teaching, learning and/or interactions arising from your practice that caused you uncertainty, and analyse these in detail (refer p.12)

- record notes from reflective discussions with your associate teacher in your practicum file and share with your visiting lecturer

- complete at least three written critical reflections using the DATA model, each focussing on a specific aspect of your personal practice – discuss these with your associate teacher and file in your practicum file

5

In addition to meeting the learning outcomes specified above, you must demonstrate an acceptable level of English language competency as measured by the DELNA assessment.

Student teacher requirements for EDPRAC 101

General requirements:

Assigned requirements are designed to help you develop an understanding of the teacher’s professional

role within the classroom and wider school context. They also assist you to gain the knowledge, skills and

competencies to undertake full responsibility for the class programme for 1-2 consecutive days.

Preparing for practicum

attend all EDPRAC 101 on-campus sessions

read this Practicum Brief and ensure you understand what is required of you before going out on

practicum

set up/organise your practicum file

register with ‘My Portfolio’

complete pre-practicum compulsory tasks (see p.12) and upload Task 1 to ‘My Portfolio’

make contact with your school/associate teacher prior to the practicum (by email in the first instance)

contact your visiting lecturer by email before practicum begins

Maintaining documentation

You are expected to maintain a high standard of documentation as would be expected of a professional. We

encourage you to personalise your practicum file and to organise it in a way that is meaningful for you but it

could include the following clearly labelled sections:

pre-practicum compulsory tasks

Faculty of Education information – practicum brief, Practicum Handbook, relevant handouts/notes

the school and classroom setting – special features, organisation, policies and procedures, notes from

discussions with principal and other school colleagues

specific practicum tasks (i.e. Observation Focus and Assessment Focus tasks – see p.8-10)

copies of associate teacher’s assessment information, and term overviews/unit plans

short-term (daily/weekly) planning for the duration of the practicum (associate teacher’s and own plan)

lesson plans/sequences for groups and the whole class, assessment of learning, evaluation of teaching

associate teacher observations/feedback, notes from discussions with associate teacher, ‘Next Steps’

written reflections (DATA model)

resource materials developed/collected for personal teaching

Increasing awareness of Information Communication Technology (ICT)

Seek opportunities to increase your knowledge and use of ICT, and to develop your awareness of the

different ways that it is incorporated into teaching and learning in your classroom, as well as across the

school.

6

Your e-portfolio and the NZTC Graduating Teacher Standards

*Refer to The Professional Portfolio (Practicum Handbook, p.10) and The New Zealand Teachers’ Council

Graduating Teacher Standards (NZTCGTS) (Practicum Handbook, p.14)

Prior to EDPRAC 101:

register with My Portfolio and create an account

upload pre-practicum tasks to My Portfolio

familiarise yourself with the learning outcomes and assessment procedures for EDPRAC 101

During EDPRAC 101:

collect and store in your practicum file all completed practicum tasks and requirements, relevant

school/classroom information, and resources that you have generated during the practicum

Towards the end of EDPRAC 101:

in preparation for your professional conversation (refer p.13), select at least three artefacts as

evidence of your achievement of Learning Outcome 4 – Consider and demonstrate what it

is to be an emerging professional teacher in Aotearoa/NZ and upload these to My Portfolio

using the assessment criteria for Learning Outcome 4 as a guide, prepare brief justifications for

the material you have selected

share your selections and justifications with your associate teacher and visiting lecturer

Following EDPRAC 101:

categorise chosen artefacts from your practicum according to relevant aspects of the NZTCGTS

and store these in your e-portfolio together with a justification for selection

Discussions with principal and professional colleagues

It is anticipated that during each practicum the principal (or his/her representative) is able to meet with

student teachers to discuss the broader dimensions of school life that impact on the teaching role. You

should be prepared with questions for discussion and record a brief summary of responses related

to aspects of school life such as:

the teacher’s role/responsibilities within the school community

the school’s responses to the diverse nature of learners and their families

policies/practices that support educational achievement of Māori & Pasifika learners

the school’s expectations of student teachers on practicum

current issues in education and their implications for teaching and learning

It is also helpful to engage your associate teacher and other professional colleagues in discussions to

learn about the beliefs which inform their professional actions, their classroom practices, and the

teaching/learning decisions they make. Use opportunities to discuss and record notes about:

the variety and complexity of the teacher’s role and responsibilities - record activities/tasks that

classroom teachers are involved in professionally within the classroom/school environment

how teachers plan for and organise a class to optimise learning for diverse learners

the relationship between planning and assessment

the role of home-school partnerships to support children’s learning

how NZC Key Competencies are integrated into learning programmes

7

Specific requirements: Observing, planning, teaching, assessing, evaluating and reflecting

Background:

As stated in The New Zealand Curriculum (MoE, 2007, p. 34), “While there is no formula that will guarantee

learning for every student in every context, there is extensive, well-documented evidence about the kinds of

teaching approaches that consistently have a positive impact on student learning”. The evidence tells us that

students learn best when teachers inquire into the impact of their teaching on their students. The cyclical

process of “teaching as inquiry” (Aitken & Sinnema, 2008), discussed in our on-campus sessions for

EDPRAC 101, provides the framework for the specific observation, planning, teaching, assessment,

evaluation and reflection requirements for each of your practicum placements.

OBSERVING

*Refer Guidelines for Focused Observations (Practicum Handbook, p.7)

During EDPRAC 101, you will complete and document specific observations that focus on:

- developing familiarity with the classroom learning environment

- your associate teacher’s teaching process in specific curriculum areas (assessing, planning,

teaching, evaluating, reflecting)

- collecting and using assessment information for planning, teaching and learning (noticing,

recognising and responding to children’s learning)

Observation Focus 1: Developing familiarity with the classroom learning environment

During the first week of the practicum use opportunities to ask questions and observe the children and

your associate teacher to help you discover:

what children are learning/have learnt

what individual children prefer doing and reasons why

how children’s learning is organised (e.g. class timetable, groupings, independent tasks)

what classroom routines/expectations are in place (e.g. for group work, transitions, written work) and

how these routines/expectations are established and maintained

Briefly record your findings about each of the aspects (above) and discuss with your associate teacher.

Draw and label a classroom plan – discuss with your associate teacher their considerations when

establishing the classroom learning environment.

Discuss your responses to the following questions with your associate teacher, and seek their feedback:

How well do the children respond to my interactions and communication?

What have I learned about establishing professional relationships?

Which aspects of my interactions and communication do I need to improve?

Your responses may help you and your associate teacher to identify ‘next steps’ for your professional

development. You may also wish to use these questions as a prompt for your first reflection (refer p.12).

8

Observation Focus 2: The teaching process in specific curriculum areas

(i.e. assessing, planning, teaching, evaluating, reflecting)

Complete at least four focussed observations of your associate teacher (in at least two curriculum

areas) using the observation form provided on CECIL.

Before each observation:

discuss the assessment information and planning process/steps used by your associate teacher in

preparation for teaching

identify a focus for your observation and discuss the intended learning and learning experiences for

each lesson observed

During each observation:

record deliberate teacher actions related to the focus and the intended learning

e.g. How does the teacher adapt his/her teaching strategies to meet the needs of particular learners?

Following each observation:

discuss information collected from your observation with your associate teacher by asking carefully

formulated questions to help clarify your understanding

record any conclusions and considerations you have drawn for your future practice

identify your ‘next steps’ (e.g. further observation, planning for teaching a group, leading a class session)

Observation Focus 3: Noticing, recognising and responding to children’s learning

Observe your associate teacher teaching in different curriculum areas (e.g. Reading and Maths) on

at least two occasions. Discuss the learning intention/s and notice occasions where you could ‘see’

that a child learned something and/or had achieved the success criteria for the intended learning.

Before each observation:

identify and discuss the learning intentions and learning experiences for each lesson

During each observation:

observe how the children were made aware of the learning being sought (e.g. using success criteria)

record what you noticed about each child’s learning (i.e. evidence that indicates achievement)

Following each observation:

Discuss with your associate teacher

o how you recognised that learning for some children had occurred (i.e. evidence noted)

o possible implications for your own planning/teaching

Follow-up action:

Negotiate with your associate teacher to use this information to plan a subsequent learning

experience for this group of children

Document your planning. Share your plan with your associate teacher well in advance of teaching,

seek feedback, and make suggested refinements

Teach the lesson, record evidence of what you noticed about children’s learning (assessment), and

evaluate your teaching effectiveness:

o Did the children achieve the intended learning intentions? How do I know? (i.e. evidence noted)

o How effective was my teaching for children’s learning?

In collaboration with your associate teacher, identify ‘next steps’ for the children’s learning, and for

your own learning/teaching (e.g. carrying out further observations, or negotiating further opportunities

to plan, teach, assess, and evaluate)

9

ASSESSING, PLANNNG, TEACHING, EVALUATING

Summary:

During EDPRAC 101, you will be involved in addressing specific tasks, as outlined below, involving

assessment, planning, teaching and evaluating. Assess, plan, teach, and evaluate in as many areas

of the curriculum as possible (a minimum of three) including, where possible, maths and reading.

You will need to provide documented evidence of:

- sequences of lessons for groups of children in at least two curriculum areas

- sequences of lessons for the whole class in at least one other curriculum area

- short-term/weekly planning

Begin by analysing the observation/assessment information you (and your associate teacher) have

collected to inform your understanding of the needs of individual learners in the group/s you will teach.

Then, with support from your associate teacher, plan, teach, assess, and evaluate single lessons with

these groups. As soon as possible begin to plan, teach, assess and evaluate lesson sequences for small

groups. Gradually work towards taking full responsibility for planning, teaching and managing the whole

class for 1-2 consecutive days (in collaboration with your associate teacher).

Use planning formats that include clearly defined lesson components, and are suitable for documenting

single lessons or lesson sequences – these are available on CECIL. Present all planning to your

associate teacher well in advance of all teaching sessions to allow time for modification and refinement.

Assessment Focus: Noticing, recognising and responding to children’s learning

Discuss with your associate teacher the procedures used for checking for evidence of children’s learning

in independent work. Negotiate to assess some independent work for one group of children (e.g. in

Written Language) and provide feedback/feed forward linked to learning intentions/success criteria.

Before you assess the children’s work, discuss with your associate teacher:

the learning intention/s for this independent task

the success criteria that have been developed with/for these learners

Following assessment, discuss with your associate teacher:

what you noticed about the children’s learning from their work and any discussion you had with them

which children did/did not achieve the learning intention/s and your evidence of this

the feedback you provided against the learning intention/s and success criteria

Follow-up action:

Negotiate to use this information to plan and teach a subsequent lesson for this group of children

Document your planning. Share your plan with your associate teacher well in advance of teaching,

seek feedback, and make suggested refinements

Teach the lesson, record evidence of what you noticed about children’s learning (assessment), and

evaluate your teaching effectiveness by answering these questions:

o Did the children achieve the intended learning intentions/meet the success criteria?

o How effective was my teaching for children’s learning?

In collaboration with your associate teacher, identify ‘next steps’ for the children’s learning, and for

your own learning/teaching (e.g. carrying out further observations, or negotiating further opportunities

to plan, teach, assess, and evaluate)

10

Sequences of lessons for groups of children

In collaboration with your associate teacher, prepare sequences of lessons (e.g. 3-4 consecutive

lessons) for a small group in at least two curriculum areas (e.g. Reading, Maths):

prior to beginning your planning, discuss with your associate teacher what you already know

about the learners in this group (you may draw on information collected during the Observation

Focus 3 or Assessment Focus tasks)

plan how you will collect and record assessment information about the individuals in the group

in relation to your planned learning intentions and success criteria for each teaching session

as you develop your plans, give consideration to individuals who might need special attention

teach the lessons and continue to assess the children’s learning and evaluate your own teaching

use this information to adjust your plan as required and to inform subsequent planning and

teaching

Sequences of lessons for the whole class

In collaboration with your associate teacher, prepare a sequence of lessons in at least one other

curriculum area where you will teach/manage the whole class:

prior to beginning your planning, discuss with your associate teacher ways that you will collect

and record some assessment information for individuals or a group within the class in relation

to the learning intentions and the success criteria

as you develop the plans, give consideration to individuals and groups who might need special

attention

teach the lessons and continue to assess the children’s learning and evaluate your own teaching

to inform subsequent planning and teaching

Short-term planning

In consultation with your associate teacher, identify a planning format that is suitable for documenting

weekly/short-term planning

use this format to note both your associate teacher’s and your own teaching responsibilities

throughout the practicum

show appropriate links between your weekly/short-term planning and your planning for single

lessons/lesson sequences

Full class responsibility

Take full responsibility for organising, managing, planning for and teaching the class programme for

1-2 consecutive days in collaboration with and under the supervision of your associate teacher,

drawing on the associate teacher’s long-term plans, assessment information, and classroom routines.

Important note: Student teachers should not be put in a vulnerable situation by being asked to relief

teach a class. Such requests are not appropriate and can impact on student teacher confidence. It is

important that student teachers on EDPRAC 101 are supervised in their practice, with opportunities to

observe and to be observed, and to receive regular feedback to support their professional development.

11

REFLECTING ON PERSONAL PRACTICE

*Refer Guidelines for Reflection (Practicum Handbook, p.9)

During this practicum you are required to reflect regularly on your own teaching, learning and/or

interactions arising from your practice that caused you uncertainty, and analyse these in detail.

Some of your reflective practice will take the form of discussions with your associate teacher, visiting

lecturer, and other teachers. These discussions will help you to clarify your thinking, to make links to

theory and research, to refine your practice, and to examine your beliefs about teaching and learning.

Retain notes from reflective discussions in your practicum file to share with your visiting lecturer.

Each week, discuss with your associate teacher a focus for your own professional development for the

following week and record this on your ‘Next Steps’ sheet. At the end of the week, reflect on your

progress with your associate teacher and identify your focus for the following week.

During the practicum, record at least three written reflections focussing on your own practice using

the DATA model (Peters,1991). DATA is an acronym that represents the four stages in the model:

Describe

Analyse

Theorise

Act

(For detail about each of these stages, refer Practicum Handbook, p.9.)

Pre-practicum Compulsory Tasks

Student teachers should meet with one or more of their class colleagues as critical friends to discuss both

of the compulsory tasks, and to give and receive feedback.

Both tasks must be completed to achieve a pass in EPRAC 101. These tasks must be uploaded to

‘My Portfolio’, and Task 1 must be also be available in your practicum file for the visiting lecturer to view

during their initial practicum visit.

Completion of these tasks will provide a basis for relationship building and professional discussions with

your associate teacher and visiting lecturer.

Compulsory Task 1 – contributes to LO4

Reflective writing about your beliefs about teaching and what has influenced these – approx. one A4 page.

Compulsory Task 2 - contributes to LO2 & LO4

Create your Ko wai au in ‘My Portfolio’ describing who you are, where you have come from, what you

have experienced and accomplished in the past, what is important to you, and what interests you. You

will share this electronically with your associate teacher and visiting lecturer at the beginning of practicum.

12

Assessment of practicum

For the successful completion of EDPRAC 101 you will:

attend all EDPRAC 101 on-campus sessions and complete assigned compulsory tasks

complete all requirements of EDPRAC 101 (a five-week assessed practicum):

o make contact with your school/ associate teacher prior to the practicum

o demonstrate professional commitment to the role of teacher throughout your practicum

o engage in professional dialogue with your associate teacher throughout your practicum

o undertake focussed observations, discuss and analyse findings, identify and address ‘next

steps’ to inform your own planning and teaching

o submit all planning to your associate teacher for approval well in advance of teaching sessions

o maintain professional documentation to a satisfactory standard, including observation focus

tasks, planning, assessments, evaluations, reflections, ‘next steps’ summary

o utilise reflection on your own practice as a means to take action to refine and develop your

teaching practice

o work towards teaching the whole class and take full responsibility for the classroom

programme for a minimum of 1-2 consecutive days

o complete your self-assessment report prior to your professional conversation

o contribute to your assessment for EDPRAC 101 during the professional conversation

o meet the four learning outcomes of EDPRAC 101 (with reference to specified NZTCGTS

aspects) to the satisfaction of your associate teacher and visiting lecturer

The final decision about pass/fail will be made and recorded by the visiting lecturer on the basis of the

documentation and material supplied as evidence of your achievement of the learning outcomes (with

reference to specified NZTCGTS aspects) when you return to the Faculty.

The professional conversation *Refer Practicum Assessment (Practicum Handbook, p.12)

Towards the end of the practicum, your professional learning will be jointly assessed during a three-way

professional conversation between you, your associate teacher, and your visiting lecturer.

Before the professional conversation:

you and your associate teacher should each complete a pre-assessment of your professional

learning, as demonstrated at that time, using the assessment reports provided

During the professional conversation:

you, your associate teacher, and your visiting lecturer will each contribute his/her informed

professional judgement of your work in relation to the learning outcomes, as demonstrated through

the assessment criteria

while the professional conversation is facilitated by your visiting lecturer, you are expected to lead

the discussion relating to Learning Outcome 4 - Consider and demonstrate what it is to be an

emerging professional teacher in Aotearoa/NZ by referencing three artefacts from this practicum

(uploaded to My Portfolio) as evidence of your achievement, providing a brief justification for each

Following the professional conversation:

The visiting lecturer records the provisional assessment agreed upon.

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EDPRAC 101: Student teacher self-assessment report form

Pre-assessments must be completed prior to the lecturer’s visit – this form is also available on CECIL.

Learning Outcome Assessment Criteria Comment/Evidence

1. Describe a beginning awareness of the teacher’s role in enabling learning in a complex environment

Learning Outcome 1 has been

Achieved Not achieved

NZTCGTS: aspects of 3

1.1 the complex roles that teachers carry out within the class and wider school environment are explored

1.2 social, cultural and political factors that impact on the teaching/learning process are identified and discussed thoughtfully

2. Demonstrates ability to communicate and establish professional relationships


Achieved

Not achieved


2.1 appropriate communication with learners and colleagues is established competently

2.2 appropriate relationships with learners and colleagues are established positively

3. Demonstrates an emerging pedagogical practice that contributes to children’s learning and is informed by theory and practice



NZTCGTS: aspects of 1 2 4 5

3.1 planning is clearly informed by discussion about and analysis of observations of children’s learning, interests, and abilities

3.2 different ways of teaching to suit children’s interests and learning needs are identified and discussed as a result of focussed observations

3.3 planning is appropriately informed by relevant curriculum documents, theory and research

3.4 teaching/learning experiences that enhance children’s learning are carefully planned, implemented and evaluated

3.5 children’s behaviour is guided positively and fairly, with support and consistency

4. Consider and demonstrate what it is to be an emerging professional teacher in Aotearoa/NZ




4.1 positive personal and professional responsibilities are demonstrated appropriately

4.2 requirements stipulated by the NZ Teachers Council Fit to be a Teacher Criteria and the NZTCGTS are demonstrated appropriately

4.3 practicum-related professional development ‘next steps’ are identified, actioned and evaluated with support

4.4 opportunities for professional growth are recognised and appropriate procedures to capitalise upon these are reflected on with beginning insight

4.5 bicultural practices and issues of diversity are identified and discussed thoughtfully

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Before EDPRAC 101, I have….

attended all EDPRAC 101 on-campus sessions

1 2 3 4 5 6 7 8 9

read this Practicum Brief and familiarised myself with the LOs and requirements for EDPRAC 101

organised my practicum file with clearly labelled sections

registered with ‘My Portfolio’ and created my own account

completed Pre-practicum Compulsory Tasks 1 and 2, and uploaded Task 1 to ‘My Portfolio’

1 2

made contact with my associate teacher (by email)

contacted my visiting lecturer (by email or in person)

During EDPRAC 101, I have…

Observation Focus 1: Developing familiarity with classroom learning environment

documented information relating to the classroom environment

drawn and labelled a classroom plan

discussed findings from observations and interactions with AT

sought feedback about my communication and professional relationships

Observation Focus 2: The teaching process in specific curriculum areas

documented, analysed, & discussed at least 4 observations of my associate’s teaching

1 2 3 4

Observation Focus 3: Noticing, recognising and responding to children’s learning

documented observations relating to children’s learning (on at least 2 occasions)

planned, taught, and evaluated follow-up lessons (at least 2)

1 2

1 2

Assessment Focus: Noticing, recognising and responding to children’s learning

documented my assessment of written work from a group of children

discussed the information collected with my associate teacher

planned, taught, and evaluated a follow-up lesson

1

1

Assessing, planning, teaching, evaluating:

planned, taught, and evaluated lesson sequences for one ______________ group

planned, taught, and evaluated lesson sequences for one ______________ group

planned, taught, and evaluated a sequence of __________ lessons with the class

documented my own short-term/weekly planning (x5) ; made copies of AT’s plans

Wk 1 2 3 4 5

sought opportunities to increase my knowledge and use of ICT

Reflecting on personal practice:

maintained a weekly record of my professional development ‘Next Steps’

reflected on my personal practice using the DATA model (x 3)

1 2 3 4 5

1 2 3

Towards the end of EDPRAC 101, I have…

taken full responsibility for the class for a minimum of 1-2 consecutive days

discussed with the principal/professional colleagues the broader dimensions of school life that impact on the teacher’s role

completed my self-assessment report prior to the professional conversation

contributed to my assessment for EDPRAC 101 during the professional conversation referencing & justifying three artefacts re LO4, stored in ‘My Portfolio’

1 2 3

met with my visiting lecturer at the end of my practicum to debrief and confirm my final grade

submitted all paperwork to the Practicum Office

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EDPRAC 101: Reminders for student teachers

Bachelor of Education (Teaching) Primary Specialisation€¦ · Technology Campus Phone (09) 623...

Documents

Transcript of Bachelor of Education (Teaching) Primary Specialisation€¦ · Technology Campus Phone (09) 623...