1. Graduate Diploma in Teaching (Early Childhood Education) EDPRAC 621A

2. Whakatauki Whakatepea te ko, kia kotahi We are in this together

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

4.  For student teachers to progress steadily towards achieving the learning outcomes  For associate teachers and university supervisors to support student teacher development while ensuring that student teachers develop the knowledge, skills and disposition to become confident teachers

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

6. Student teacher responsibilities  Prepare professionally (e.g. read Practicum Handbook)  7.5 hours in centre  Complete practicum contract with Associate Teacher  Inform of absences (apply for special leave in exceptional circumstances only)  Begin portfolio of evidence (include evidence of learning outcomes and Graduating Teacher Standards)  Engage in written reflection (three each week)  Maintain contact with university supervisor  Use ethical consent forms  Prepare for and contribute to triadic assessment process  Reflect on Code of Ethics (Teacher’s Council and ECE) and own practice  Consider goal for next practicum

7. Practicum Contract  This form provides an opportunity for you to discuss expectations with your Associate Teacher early in the practicum.  It addresses hours of attendance, start and finish times and any placement specific expectations.

8. Learning Outcomes  Establish professional relationships and communicate competently with children, parents and colleagues  Demonstrate a developing ability to practice effectively and contextually in early childhood education settings  Demonstrate an ability to integrate theory, research and practical experience in own developing pedagogical practice in early childhood education settings

9. Documentation  Is key to assessment and planning for learning in ECE  Creating a portfolio will assist you in learning about early childhood documentation and assessment for children’s learning  Exemplar of portfolio in library on short term loan  Set up portfolio before EDPRAC 621A and begin gathering evidence during the practicum

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

11. Portfolio The portfolio will provide evidence of: Holistic and integrated learner-centred teaching and learning practices in early childhood settings Holistic and integrated learner-centred teaching and learning practices in early childhood settings Integration of theory, research, philosophy and practice Integration of theory, research, philosophy and practice Inquiry into and reflection on theory, research, philosophy and practice Inquiry into and reflection on theory, research, philosophy and practice

12. What can be included? Artefacts and other documents: Photographs and interpretive statements Photographs and interpretive statements Records and interpretations of children’s work as a demonstration of teacher practices Records and interpretations of children’s work as a demonstration of teacher practices

13. Examples of organisation and planning Examples of organisation and planning Records of meetings where student teacher has taken an active role Records of meetings where student teacher has taken an active role Evidence of communication with whanau Evidence of communication with whanau (Goodfellow, 2004). Download Goodfellow article from library database.

15. Te Tiriti o Waitangi “In early childhood education settings, all children should be given the opportunity to develop knowledge and an understanding of the cultural heritages of both partners to Te Tiriti o Waitangi. The curriculum reflects this partnership in both text and structure” (Ministry of Education, 1996, p.9).

16. Triadic Assessment  In EDPRAC 621A the triadic assessment is formative.  If you are unfamiliar with the Faculty triadic process please request a copy of our new dvd from l.joicey@auckland.ac.nz  N.B. although you do not have written final reports on the EDPRAC 621A practicum you will be involved in filling out a completion form as a record of your success.  You will be required to complete a self assessment report for EDPRAC 621B and EDPRAC 622.

17. Reflection  Reflection should not be restricted to examining only technical skills; it should equally be concerned with the ethical, social and political context within which teaching occurs;  Reflection should not be restricted to teachers reflecting individually upon their teaching; there needs to be a collective and collaborative dimension as well;

18.  Reflection is a process that is centrally concerned with challenging dominant myths, assumptions and hidden message systems, implicit in the way teaching and education are currently organised;  Reflection is also fundamentally about creating improvements in educational practice, and the social relationships that underlie those practices;

19.  Reflection is founded on the belief that knowledge about teaching is a tentative and incomplete state, and as such is continually being modified as a consequence of practice;  Reflection occurs best when it begins with the experiences of practitioners as they are assisted in the process of describing, informing, confronting and reconstructing their theories of practice (pp.47-48). Smyth, J. (1993). Reflective practice in teacher education and other professions. Keynote address to Fifth national Practicum Conference, McQuarie University, Sydney, 4 February 1993.

20. Reflections  DATA  Brookfield’s critically reflective lenses  Spiral  Using Bronfenbrenner’s ecological approach  Smyth’s framework (EDPRAC 621B)

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

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

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

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

25. Assessment Criteria 1.1 Appropriate communication with children, parents and colleagues is established and practised consistently. 1.2 Appropriate professional relationships with children, parents and colleagues are established and practised consistently.

26. What evidence could you include for these criteria?

27.  Reflective writing about your interactions  Examples of your written communication with children, colleagues or whanau  Evidence of your attendance at meetings etc.  Photographs and descriptions of your professional engagement

28. 2.1 Provision for a safe and purposeful learning environment is made, with support. 2.2 Practice is clearly informed by assessment of children’s interests, strengths, abilities and needs. 2.3 Practice is informed by relevant curriculum documents and curriculum areas studied so far on programme

29. 2.4 Teaching/learning experiences are carefully planned, implemented and evaluated with individuals and small groups. 2.5 Positive personal and professional responsibilities are demonstrated appropriately. Personal qualities and dispositions identified by the Teachers Council ‘Fit to be a Teacher’ criteria are demonstrated appropriately. 2.4 Teaching/learning experiences are carefully planned, implemented and evaluated with individuals and small groups. 2.5 Positive personal and professional responsibilities are demonstrated appropriately. Personal qualities and dispositions identified by the Teachers Council ‘Fit to be a Teacher’ criteria are demonstrated appropriately.

30.  Anecdotal stories of your teaching  Learning stories, planning stories, child's voice, whanau voice  Reflections about NZTC requirements  Written responses to children’s interests  Inclusion of material from curriculum documents

31. 3.1 Personal pedagogical practice in relation to the learning outcomes of this course is articulated and critically reflected upon in relation to theory and research studied. 3.2 Different ways of teaching to suit children’s interests and learning needs are identified and discussed in detail.

32.  Use of references to literature from courses  Evidence of understanding of developing pedagogy  Evaluation of own practice  Evidence of knowledge and understanding of children’s learning

33. Things to do  Create profile  Ring and visit centre/kindergarten before Practicum  Contact University Supervisor  Engage in material from your courses that will support your practice  Contact your student teacher partner if appropriate  Set up Practicum portfolio

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

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

36. Resources to support you  ECE Code of Ethics  Guidelines for Positive Guidance, Desirable objectives and Practices, Quality in Action (available from www.minedu.govt.nz) www.minedu.govt.nz)  Choices for Child Care (available from www.ecd.govt.nz) www.ecd.govt.nz

37. We wish you all the best for your practicum. Kia kaha, kia manawanui!