University University SupervisorSupervisorMeetingMeeting

Whakatepea te ko, kia Whakatepea te ko, kia kotahikotahi

We are in this togetherWe are in this together

The Role of the University The Role of the University SupervisorSupervisor

How do you see this role?How do you see this role? Support and guidance for student teachers?Support and guidance for student teachers? Liaison between university and early childhood Liaison between university and early childhood

community?community? Upholding the integrity of our programmes?Upholding the integrity of our programmes? Advocating for children?Advocating for children? Promoting early childhood education?Promoting early childhood education? Adhering to regulations?Adhering to regulations? Maintaining knowledge of current ECE initiatives?Maintaining knowledge of current ECE initiatives? Advertising our institution?Advertising our institution? Keeping up to date with what student teachers are Keeping up to date with what student teachers are

learning in their courses?learning in their courses? Advancing a philosophy of early childhood education?Advancing a philosophy of early childhood education? Defending aspects of our programmes? Defending aspects of our programmes?

Courses in the Programmes Courses in the Programmes explore concepts relating explore concepts relating

to:to:Social SciencesSocial SciencesHealthHealthDramaDramaPhysical Physical

EducationEducationMathematicsMathematicsDanceDanceScienceScienceVisual ArtsVisual Arts

MusicMusicTe Ao MāoriTe Ao MāoriPedagogyPedagogyLearning TheoryLearning TheoryLanguages and Languages and

culturesculturesTechnologyTechnology

Practicum Overview Practicum Overview Semester TwoSemester Two

Bachelor of Education (Teaching) ECE and Diploma of Teaching (ECE) (new programme in 2006)The Professional Teacher 1

This is a four week practicum for first year student teachers on the three year programme.

Graduate Diploma in Teaching (new programme in 2006)

Conceptualising PracticeThis is a paired, formatively

assessed three week placement for student teachers beginning their study in July 2007. It is the first part of a seven week practicum.

Bachelor of Teaching (ECE) (Legacy programme)Developing the Learning and Teaching EnvironmentThis is a four week practicum for student teachers in their second year of study.

Bachelor of Education (Teaching) ECE and Diploma of Teaching (ECE) (new programme in 2006)Practicum Early Childhood 2This is a five week practicum for student teachers in their second year of study.

Graduate Diploma in Teaching (new programme in 2006)Conceptualising PracticeThis is a four week placement and completes the first seven week practicum for these student teachers who began their study in July 2007.

Graduate Diploma in Teaching (new Graduate Diploma in Teaching (new programme in 2006)programme in 2006)

Pedagogy in PracticePedagogy in Practice

This is a seven week practicum, the This is a seven week practicum, the final practicum for students who final practicum for students who began their study in this programme began their study in this programme in January 2007.in January 2007.

PortfoliosPortfolios

The portfolio is intended to provide The portfolio is intended to provide evidence of the student teacher evidence of the student teacher having met the learning outcomes on having met the learning outcomes on the practicum and of their work in the the practicum and of their work in the Graduate Diploma in Teaching (ECE) Graduate Diploma in Teaching (ECE) courses. The following examples are courses. The following examples are from a Graduate Diploma in Teaching from a Graduate Diploma in Teaching student teacher on her first practicum student teacher on her first practicum (EDPRAC 621A)(EDPRAC 621A)

In order to better In order to better understand Te understand Te Whāriki on her Whāriki on her first practicum this first practicum this student teacher student teacher documented her documented her sense of belonging sense of belonging in the kindergarten in the kindergarten and what assisted and what assisted this.this.

Evidence of Evidence of involvement in the involvement in the visual arts visual arts included reference included reference to specific to specific understandings understandings from coursework.from coursework.

Recording Recording children’s voices children’s voices shows the depth of shows the depth of their their understanding. In understanding. In this case it is clear this case it is clear that these children that these children know a great deal know a great deal about beauty about beauty salons.salons.

Bachelor of Education Bachelor of Education (Teaching)(Teaching)

A portfolio is also to be developed by A portfolio is also to be developed by the students in this programmethe students in this programme

This portfolio will be developed over This portfolio will be developed over the three years of the degreethe three years of the degree

It will document the student’s It will document the student’s progress over timeprogress over time

It will provide evidence of the It will provide evidence of the Graduating Teacher Standards and Graduating Teacher Standards and encompass all aspects of the student encompass all aspects of the student teacher’s programmeteacher’s programme

EthicsEthics

During their teacher education During their teacher education programme we expect student programme we expect student teachers to grapple with teachers to grapple with complex ethical issues and to complex ethical issues and to reflect on these.reflect on these.

ExamplesExamples

A father admitted that he had withheld signing a A father admitted that he had withheld signing a permission form for one of the male student permission form for one of the male student teachers in one of our programmes because of teachers in one of our programmes because of his distrust of men wishing to work in ECE. The his distrust of men wishing to work in ECE. The student reflected:student reflected:

““Until now I believed I would never have to Until now I believed I would never have to deal with any form of accusation simply deal with any form of accusation simply because I will never offend. However the because I will never offend. However the conversation with my associate teacher conversation with my associate teacher pointed out to me that this kind of thing pointed out to me that this kind of thing can happen to anyone….”can happen to anyone….”

A student teacher has contact with a A student teacher has contact with a parent in another context and is sought parent in another context and is sought out to discuss centre issues:out to discuss centre issues:

““In not clearly stating that I could not In not clearly stating that I could not talk about other children I was not being talk about other children I was not being completely honest. I chose to avoid completely honest. I chose to avoid talking specific details with her and to talking specific details with her and to turn the conversation to my experience. turn the conversation to my experience. It may have been better to state my It may have been better to state my position at the start….”position at the start….”

Recognising the importance Recognising the importance of own experiencesof own experiences

““Without the ability to express our feelings Without the ability to express our feelings through talk, our possibilities for through talk, our possibilities for communication are restricted and we start to communication are restricted and we start to feel powerless and lonely. As a foreigner to feel powerless and lonely. As a foreigner to the culture and language of New Zealand I the culture and language of New Zealand I know from my own experience how difficult know from my own experience how difficult it can be to express oneself in a second it can be to express oneself in a second language and in a culture where different language and in a culture where different rules are in effect. It may only seem a small rules are in effect. It may only seem a small difference, like a different sense of humor, difference, like a different sense of humor, but it can have a powerful impact.”but it can have a powerful impact.”

Demonstrating Demonstrating understanding of theoryunderstanding of theory

In reflective writing:In reflective writing:

““MacNaughton (2003), suggests MacNaughton (2003), suggests contrasting constructions of modern contrasting constructions of modern and post-modern child that might be and post-modern child that might be helpful. In this analysis my construction helpful. In this analysis my construction of ‘child’ would be considered modern of ‘child’ would be considered modern e.g., emphasizing the difference e.g., emphasizing the difference between adult and child and reliance on between adult and child and reliance on the adult in the environment.”the adult in the environment.”

Confronting own valuesConfronting own values

““As this is such an important issue for me I don’t As this is such an important issue for me I don’t want the apologies I ask children to give to want the apologies I ask children to give to become meaningless, I want them to understand in become meaningless, I want them to understand in some way the impact of their actions on others some way the impact of their actions on others around them. To do this I need to consider the around them. To do this I need to consider the different ways children and their families approach different ways children and their families approach this issue. Cultural, social and personal factors all this issue. Cultural, social and personal factors all play a part in this approach. What does “at play a part in this approach. What does “at kindergarten we say sorry when we do something kindergarten we say sorry when we do something that hurts others” really mean to children whose that hurts others” really mean to children whose families do not share my cultural values, or families do not share my cultural values, or express these in a different way?express these in a different way?In what ways can I achieve a level of In what ways can I achieve a level of understanding for children that satisfies my values understanding for children that satisfies my values of respect for both the instigator and the victim?”of respect for both the instigator and the victim?”

Teacher’s Council Teacher’s Council CriteriaCriteria

Imagination:Imagination:

““I believe that children’s I believe that children’s imaginations are more flexible than imaginations are more flexible than those of adults. They are not as those of adults. They are not as constrained by the ‘sides of the box’ constrained by the ‘sides of the box’ that limit our thinking as we learn that limit our thinking as we learn about what is possible and what about what is possible and what isn’t. I have so much to learn from isn’t. I have so much to learn from children about how to imagine.”children about how to imagine.”

Give and receive constructive Give and receive constructive criticismcriticism

““It is only now, planning for my last It is only now, planning for my last practicum, that I have carefully read all practicum, that I have carefully read all the bullet points under the the bullet points under the communication heading (of the “Fit to communication heading (of the “Fit to be a Teacher” criteria). I have learned, be a Teacher” criteria). I have learned, for the most part, not to be defensive for the most part, not to be defensive when receiving constructive criticism, when receiving constructive criticism, but I feel really uncomfortable about but I feel really uncomfortable about giving it. This is certainly an area for giving it. This is certainly an area for me to think about.”me to think about.”

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

example:example:Learning Outcome 1:Learning Outcome 1:

““Kia ora Sujatha, communication is a real strength Kia ora Sujatha, communication is a real strength for you. You established and maintained contact for you. You established and maintained contact with me as your university supervisor throughout with me as your university supervisor throughout the practicum. You clearly have extremely positive the practicum. You clearly have extremely positive relationships with the children and with their relationships with the children and with their families and whānau. You readily discuss families and whānau. You readily discuss interactions of interest, and their implications for interactions of interest, and their implications for teaching and learning, with your associate teacher. teaching and learning, with your associate teacher. You are confident and professional in all your You are confident and professional in all your dealings with the teaching team and other adults in dealings with the teaching team and other adults in the centre.”the centre.”

If an associate teacher is If an associate teacher is concerned about a student concerned about a student

teacher’s ability to passteacher’s ability to pass Please request that they give clear verbal and Please request that they give clear verbal and

written feedback warning her/him of your written feedback warning her/him of your concernsconcerns

Arrange a visit and identify the issuesArrange a visit and identify the issues Give clear written guidance of the Give clear written guidance of the

expectationsexpectations Contact Debora to discuss areas of concernContact Debora to discuss areas of concern Sometimes it is just that additional support Sometimes it is just that additional support

required, in serious cases a fail will allocated required, in serious cases a fail will allocated and the student will not be allowed to continue and the student will not be allowed to continue the practicumthe practicum

If you are concerned about If you are concerned about a studenta student

Discuss your concerns with the student Discuss your concerns with the student teacherteacher

Clarify expectations with the associate Clarify expectations with the associate teacherteacher

Give clear written feedback outlining Give clear written feedback outlining concerns and what needs to happenconcerns and what needs to happen

Let Debora knowLet Debora know Maintain contact with both the student Maintain contact with both the student

and the associate teacherand the associate teacher

General expectations for student teachers:General expectations for student teachers: Contact associate teacher and visit centre if Contact associate teacher and visit centre if

possiblepossible 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 Provide evidence of understanding from

course workcourse 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 Consistently reflect on own practiceConsistently reflect on own practice Documents involvement in teaching and Documents involvement in teaching and

learninglearning Prepare for triadic assessment and Prepare for triadic assessment and

contribute professionallycontribute professionally