1. Associate Teacher Meeting May 2010 EDPRAC 622 EDPRAC 202

2. Welcome Bridgit Williams and myself, from the Faculty Professional Support Team, will be working in the practicum team in 2010. I will be enhancing relationships and connections with the community through my work with associate teachers and Bridgit will be working predominantly with student teachers. Our contact details are: Barbara Watson - bs.watson@auckland.ac.nzbs.watson@auckland.ac.nz 623 8899 xtn 48225 Bridgit Williams - bj.williams@auckland.ac.nzbj.williams@auckland.ac.nz 623 8899 xtn 48433

3. New Initiatives First practicum may be completed in “home centre” Graduating Teacher Standards DELNA is compulsory for all undergraduate student teachers Taught component in B.Ed PSP groups Compulsory minimum pass to go out on practicum

4. In the handbook Course overview Portfolio requirements Learning Outcomes Goal setting Reflection expectations & exemplars Permission proforma Roles & responsibilities - student, AT, US Triadic process Guidelines Procedure for resolving concerns Fit to be a Teacher criteria & GTS Course overview

5. Possible Outcomes Pass - learning achieved for all learning outcomes, if any LOs are not met the practicum result is a fail Pass - learning achieved for all learning outcomes, if any LOs are not met the practicum result is a fail Fail Fail In Grad Dip provisional pass (dependent on subsequent passing of language course or assessment) all LOs must be met (apart from concern about language) In Grad Dip provisional pass (dependent on subsequent passing of language course or assessment) all LOs must be met (apart from concern about language) A provisional pass must be confirmed with Barbara BackshallA provisional pass must be confirmed with Barbara Backshall If any language issues identified in BEd university supervisor to arrange appropriate support.

6. Role of Associate Teacher Provide opportunities for students to: gain practical experiencegain practical experience construct new learning, knowledge and understandingconstruct new learning, knowledge and understanding try out ideas and theories to test and modify them in practicetry out ideas and theories to test and modify them in practice Observe student’s teaching model and discuss own assessment, planning, teaching, evaluating and reflectingmodel and discuss own assessment, planning, teaching, evaluating and reflecting introduce student to teachers and familiesintroduce student to teachers and families induct into centre’s policies and programmeinduct into centre’s policies and programme provide support, encouragement and professional challengesprovide support, encouragement and professional challenges monitor progress carefullymonitor progress carefully discuss student responsibilities and participation/contributionsdiscuss student responsibilities and participation/contributions provide regular verbal and written feedbackprovide regular verbal and written feedback discuss any concerns with student and university supervisordiscuss any concerns with student and university supervisor regard student as professional colleaguesregard student as professional colleagues contribute to the triadic assessment processcontribute to the triadic assessment process complete weekly reportscomplete weekly reports

7. Student teacher responsibilities Contact associate teacher and visit centre prior to practicumContact associate teacher and visit centre prior to practicum Attend 7.5 hours each dayAttend 7.5 hours each day Follow centre or kindergarten policiesFollow centre or kindergarten policies Provide profile for notice boardProvide profile for notice board Inform of any absencesInform of any absences Provide evidence of understanding from course workProvide evidence of understanding from course work Maintain confidentiality and ethical practiceMaintain confidentiality and ethical practice Communication and team workCommunication and team work Engage in teaching and learningEngage in teaching and learning Understand teaching responsibilities of Te Tiriti o WaitangiUnderstand teaching responsibilities of Te Tiriti o Waitangi Consistently reflect on own practiceConsistently reflect on own practice Document involvement in teaching and learningDocument involvement in teaching and learning Demonstrate teamworkDemonstrate teamwork Prepare for triadic assessment and contribute professionallyPrepare for triadic assessment and contribute professionally

8. This practicum Graduate Diploma in Teaching Pedagogy in Practice (EDPRAC 622) 17 May - 2 July (7 weeks) Final practicum B. Ed Early Childhood practicum 2 (EDPRAC 202) 17 May - 18 June (5 weeks)

9. Diverse group Particularly true of 622 cohort Particularly true of 622 cohort Culturally and linguistically Culturally and linguistically Wide variety of experiences Wide variety of experiences Age range Age range Some have limited experience in ECE settings Some have limited experience in ECE settings Others are currently employed in centres Others are currently employed in centres Range of awareness of socio-cultural practice Range of awareness of socio-cultural practice

10. Learning Outcomes EDPRAC 622 (pgs 8-9) EDPRAC 622 (pgs 8-9) 1: Establish effective personal/professional relationships. Communication. 1: Establish effective personal/professional relationships. Communication. 2: Inclusive, contextually appropriate practice. 2: Inclusive, contextually appropriate practice. 3: Integrate theory & practice into personal pedagogy. 3: Integrate theory & practice into personal pedagogy. 4: Understanding of complex moral, political & ethical influences. 4: Understanding of complex moral, political & ethical influences. EDPRAC 202 (pgs 5-6) 1: Explaining & managing contextual complexities. 2: Effective communication & professional relationships. 3: Effective pedagogical practice informed by theory. 4: Behaviour & dispositions of a professional teacher.

11. Evidencing Learning Outcomes Students are expected to show though their documented evidence that they have their documented evidence that they have met the LOs. met the LOs. Reflections, photos(?), anecdotal or diary notes, work samples, learning stories…. There are no set requirements in terms of quantity except a minimum of 3 reflections per week for Grad Dips. (range of approaches) & 2 per week for B.Ed (Smyth).

12. Principles of Student Teacher Documentation Reflections are of a high quality (rather Reflections are of a high quality (rather than quantity) Student teacher’s ability to notice, Student teacher’s ability to notice, recognize and respond to children’s learning is evident in documentation learning is evident in documentation (includes ‘assessment’ and ‘planning’) (includes ‘assessment’ and ‘planning’) The planning process is cyclical and The planning process is cyclical andauthentic

13. Weekly Feedback Is important to let student teachers know how they are getting on. Discuss any feedback you write with student teachers. You are settling in well and I know you worked hard to learn all the children’s names. We are enjoying your input and enthusiasm. Future Directions: Please be aware of all the areas of learning and do not focus on just those you are most comfortable with. It would be interesting to hear more about what you are learning in your courses.

14. If you have concerns Address them to the student teacher in the first instance and as soon as possible both verbally and in writing Address them to the student teacher in the first instance and as soon as possible both verbally and in writing Contact the university supervisor, a meeting may assist to address the issue Contact the university supervisor, a meeting may assist to address the issue The university supervisor is likely to contact us but… The university supervisor is likely to contact us but… If it is still not resolved please contact Debora Lee on 623 8899 extn 48216 or d.lee@auckland.ac.nz or me on 623 8899, extn 48225 or bs.watson@auckland.ac.nz If it is still not resolved please contact Debora Lee on 623 8899 extn 48216 or d.lee@auckland.ac.nz or me on 623 8899, extn 48225 or bs.watson@auckland.ac.nzd.lee@auckland.ac.nz

15. Final Reports Are specific to the learning outcomes Are specific to the learning outcomes Include examples that demonstrate competence, for example: Include examples that demonstrate competence, for example: Learning Outcome 1: “Kia ora Jane, from the outset you showed professionalism in your communication. You clearly had a good understanding of the learning outcomes and the importance of communication in teaching. You were sensitive in developing relationships with children, you did not rush them and were thoughtful about how it would be for them to have a new face in the centre. You also worked really hard to develop relationships with families/whanau and, although this was a challenge for you, it was great to see you make progress. I suggest that you continue ot work on this in your next practicum. Your teamwork is fantastic and you are a great team contributor. We will miss your input.

16. If the learning outcome is not met: Kia ora Jane, although your poor attendance contributed to your lack of success on this practicum I was also concerned at the lack of enthusiasm you exhibited. It was hard for us to support you in our busy centre when it did not appear that you wanted to be here. It did not seem that you made much effort to develop relationships with children, teachers or families. NB: It is critical that any concerns are raised with the student early so that they have a chance to address them. There should be no ‘unpleasant surprises’ in the triadic. NB: It is critical that any concerns are raised with the student early so that they have a chance to address them. There should be no ‘unpleasant surprises’ in the triadic.

17. If any of the learning outcomes are not met Triadic assessment should still take place Triadic assessment should still take place Student teacher will be aware that there are areas of concern Student teacher will be aware that there are areas of concern University supervisor facilitates, ideally the student teacher will understand that they have not demonstrated adequately that they should pass University supervisor facilitates, ideally the student teacher will understand that they have not demonstrated adequately that they should pass All concerns should be documented in final report All concerns should be documented in final report

18. Triadic Assessment Important component of our programmes Important component of our programmes Times can be negotiated when setting final Times can be negotiated when setting finalvisit Facilitated by university supervisor Facilitated by university supervisor Student teacher begins process Student teacher begins process No new information should be shared No new information should be shared A collegial and collaborative process A collegial and collaborative process Includes reference to documentation and Includes reference to documentation and examples from portfolio DVD available to borrow DVD available to borrow

19. Support for Associate Teachers Web Site www.education.auckland.ac.nz/uoa/ece- resources Web Site www.education.auckland.ac.nz/uoa/ece- resources Associate Teacher Handbook and meetings Associate Teacher Handbook and meetings Practicum handbooks Practicum handbooks University Supervisor University Supervisor Practicum Coordinator (d.lee@auckland.ac.nz) Practicum Coordinator (d.lee@auckland.ac.nz)d.lee@auckland.ac.nz AT liaison (bs.watson@auckland.ac.nz ) AT liaison (bs.watson@auckland.ac.nz )bs.watson@auckland.ac.nz DVDs (new one coming out this year) DVDs (new one coming out this year) Combined Associate Teacher Symposium Combined Associate Teacher Symposium (12 June 2010 at MIT)

20. Thank you for your support of our programmes. Kia kaha, kia manawanui.