1. Practicum Information for Associate Teachers

2. Whakatauki Ahakoa he iti, he pounamu

3. Thank you for welcoming a student teacher from the Faculty of Education teacher education programmes into your centre or kindergarten. We appreciate your support. Nga mihi nui, Debora Lee, Practicum Coordinator (ECE) (d.lee@auckland.ac.nz)d.lee@auckland.ac.nz

4. To assist in achieving the Learning Outcomes we recommend that students visit the centre prior to the practicum and meet with associate teacher, contact their university supervisor prepare a one-page introduction with a photograph, to display at the centre Include their EDPRAC 102 course work in your practicum file or folder discuss and sign the contract engage in professional dialogue and negotiation with their associate teacher become fully involved in the teaching and learning environment regularly reflect on their own learning and teaching (1 each week) begin to gather evidence of NZTC Graduating Teacher Standards complete the self-assessment report in time for the triadic discussion

5. Processes the student is asked to contact you and to visit the centre prior to the practicum a university supervisor is allocated to each student teacher, they will visit twice, once an initial visit and one triadic assessment visit associate teachers are asked to give weekly written and verbal feedback and to complete a written assessment report towards the end of the practicum a DVD of the triadic assessment processes is available to borrow

6. Learning Outcome 1 Describe a beginning awareness of the teacher’s role in enabling learning in complex environments Key question? What roles does a teacher have in the education and care centre or kindergarten? How do influences outside the early childhood setting impact on the decisions the teacher makes about teaching and learning?

7. Assessment Criteria 1.1 the complex roles that teachers carry out within the early childhood centre and the wider early childhood professional environment are explored 1.2 social, cultural and political factors that impact on the teaching/learning process are identified and discussed thoughtfully

8. Social, cultural and political factors include Parent/whanau/community expectations Funding issues Cultural and language differences Te Whāriki Educational achievement of Maori Diverse nature of learners and their families

9. Suggestions for students Write down the things that the teacher is involved in professionally both within the early education and care centre or kindergarten environment and outside it. Discuss with your associate teacher the different ways the wider early childhood community influences the teacher’s role as a professional. e.g. ask questions to explore the relationship between assessment and family and whanau involvement.

10. Learning Outcome 2 Demonstrates ability to communicate and establish professional relationships Key questions? What are the features of effective professional relationships? Share your written answers to this question with those around you

11. Assessment Criteria 2.1 Appropriate communication with learners and colleagues is established competently 2.2 Appropriate professional relationships with learners and colleagues are established positively

12. Appropriate and competent communication means writing, speaking and reading fluently and accurately in English or te reo Maori adjusting communications to consider purpose, context or need (e.g. first language) using appropriate listening skills/body language Positive relationships include working collaboratively and positively treating children and adults with respect developing equitable relationships Briefly discuss and describe what they have learnt about establishing professional relationships what they have learnt about their own language when communicating with children Student teacher’s beginning use of te reo Māori

13. Learning Outcome 3 Demonstrate an emerging pedagogical practice that contributes to children’s learning and is informed by theory and research Key question What informs/influences pedagogical practice when optimising learning?

14. Assessment Criteria 3.1 planning is clearly informed by observations of children’s interests and abilities 3.2 different ways of teaching to suit children’s interests and learning needs are identified and discussed 3.3 planning is appropriately informed by relevant curriculum documents 3.4 teaching/learning experiences are carefully planned, implemented and evaluated in relation to theory and research

15. 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, 1996, p. 10).

16. Learning Outcome 4 Consider and demonstrate what it is to be an emerging professional Aotearoa/NZ Key question: What does it mean to be a professional teacher in Aotearoa/New Zealand?

17. Assessment Criteria 4.1 positive personal and professional responsibilities are demonstrated appropriately 4.2 requirements stipulated by the NZTC are demonstrated appropriately 4.3 practicum related professional development goals are actioned and evaluated with support 4.4 professional dilemmas are recognised and discussed with beginning insight 4.5 bicultural practices and issues of diversity are identified and discussed thoughtfully

18. Appropriate Professional Responsibilities For Students being punctual being prepared using initiative documenting involvement in teaching and learning engaging in regular professional discussion being professionally responsible recognising professional dilemmas completing at least one reflection each week focussed on own role in the teaching/learning process considering how your practice actively demonstrates a responsibility to Maori and Pasifika learners preparing professionally and contributing to triadic assessment completing self assessment report before triadic assessment

19. Noticing Recognising and Responding What might students notice and/or recognise? (and document) children’s interests, their ideas and questions conversations that occur between children, or between children and adults their interactions with children, colleagues, families and whānau and other professionals complexities; e.g. gender roles, cultural expectations evidence in children’s involvement in the programme of the Principles of Te Whāriki

20. How might students respond? Effective decision making and responding form the basis for what is generally known as planning. We ask that students: consider their role as a student teacher and their place in the learning/teaching process Think about their responses to children Make links to Te Whāriki Look at the ways the children have responded to their teaching and reflect on this

21. Questions for students to consider during practicum How is ICT utilised in the early childhood centre? What potential does ICT have to optimise learning? What is the relationship between ICT, the curriculum and learning? What would you like to know more about? What will ICT mean for you as a teacher? What will ICT mean for you as a professional?

22. Discussion with student teacher could include organisation and preparation to optimise learning integration/implementation Te Whāriki and legislative changes use of ICT in learning Te Tiriti o Waitangi responsibilities use of documentation to support teaching and learning the notion of planning the Code of Ethics (ECE and Teachers Council) the socio-political context of the early childhood centre

23. Students are expected to become familiar with policies regarding child protection health and safety Treaty of Waitangi positive guidance

24. Professional Conduct Students are expected to attend the centre or kindergarten for seven and half-hours each day of the practicum. The starting and finishing times to be negotiated with the associate teacher be punctual and appropriately dressed for practicum become familiar with any policies and procedures the centre or kindergarten may require for students while on practicum give the associate teacher positive support at all times avoid situations where they may be left alone with a child demonstrate awareness of professional and ethical boundaries gain ethical consent maintain a professionally presented practicum file complete one piece of reflective writing each week gather written evidence of meeting the learning outcomes in practicum file or folder complete student teacher self assessment form students studying face-to-face attend the debriefing session on the final day of practicum, 2 November, 1.00 in F2

25. Profile Exemplar Kia ora koutou, My name is Debora Lee and I will be a student teacher in your centre for five weeks from 17 September. I am studying at the Faculty of Education towards a Bachelor of Education (Teaching) degree. 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. (include any special interests/strengths e.g. languages spoken)

26. Assessment Associate teachers are asked to give regular oral feedback and to write a weekly report on student teachers progress and to discuss learning that occurs during the practicum Associate teachers are asked to give feedback on student’s written reflections, one each week towards the end of the practicum the university supervisor will facilitate a triadic meeting with the student and AT and the assessment process will take place (DVD available to borrow) the AT will complete a written report detailing how the student has met the learning outcomes please contact the university supervisor (or Debora Lee at d.lee@auckland.ac.nz) if you have any concerns or questions d.lee@auckland.ac.nz