Associate Teacher Meeting 16 June 2009 EDPRAC 306 Associate Teacher Meeting 16 June 2009

Outline of Meeting Introductions General expectations for student teachers on practicum EDPRAC 306 Practicum Principles of Student Teacher Documentation Professional responsibilities Agency An Effective Triadic Learning Outcomes Curriculum Signposts: Te Whāriki If you are concerned about a student teacher’s progress Questions

Whakatauki Ma te mahi ka mohio, ma te mahi ka marama, ma te mahi ka matatau Through practice comes knowledge, through knowledge comes understanding, through understanding comes expertise.

General expectations for student teachers on practicum: Contact associate teacher and visit centre if possible Attend 7.5 hours each day Follow centre or kindergarten policies Provide profile for notice board Inform of any absences Provide evidence of understanding from course work Maintain confidentiality and ethical practice (consent form) Communication and team work Engage in teaching and learning Consistently reflect on own practice Documents involvement in teaching and learning Prepare for triadic assessment and contribute professionally

EDPRAC 306 Practicum The final practicum in the BEd teaching They are expected to write a beginning philosophy and refer to it in their reflections There will be evidence of them reconstructing their practice over the seven weeks They will be working as a member of the teaching team as far as possible

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

Professional responsibilities Document involvement in teaching and learning Engage in written critical reflection (number not specified) Maintain contact with university supervisor Use ethical consent forms Professionally prepare and contribute to triadic process Reflect on Code of Ethics Work consistently towards meeting the Learning Outcomes (goal not a requirement) Complete self-assessment form Demonstration of agency

Agency Agency, as defined by Giddons (1984), involves the individual acting with purpose. It requires conscious action, the knowledge that human action is powerful and the understanding that human acts have the potential to create positive change. In teaching agency also means understanding the reasons for your decisions and acting with integrity. Agency also requires ethical practice and self-efficacy.

A Reconstructed Working Definition of Agency Professional agency in the practicum signifies that the student teacher operates with professional knowledge, skill, dispositions, and understanding in all professional practice contexts. Margaret Turnbull

Student Teachers Warm, welcoming, positive environment Accepted as member of team Mutual respect Support and professional knowledge

Associate Teachers Comfortable with self Positive rapport with children and ability to scaffold children’s learning Confident, diplomatic, tactful Ability to be inclusive of cultural diversity Commitment to professionalism Able to relate theory to practice Able to reflect critically

University Supervisors Self confidence Communication skills Professional knowledge Collaborative Able to reflect Professional knowledge and commitment

An Effective Triadic Time and suitable venue All parties well prepared (e.g. completed assessment reports) Professional facilitation: Starting with student teacher One learning outcome at a time Examples shared Each person takes a turn, and has the opportunity to finish their piece Honest and specific feedback given Outcome of each LO negotiated and finalised Success confirmed on completion of placement

Adults learn best when they are provided with an opportunity for continuous guided reflection based on ‘lived experience.’ A consensual decision-making process rests on each member of the triad contributing information on the student’s progress. A major dynamic of the triadic assessment is the need for a critical approach to practice. A second and inter-related dynamic of the practicum is the distribution of power within the triadic. Glenda Mac Naughton

Learning Outcomes: One Critically analyse the contextual complexities associated with own teaching and the effectiveness of own responses. Key question How is your pedagogy responsive to the contextual complexities of your teaching and professional decision making?

Two Communicate effectively and establish professional relationships within the professional educational community. Key question In what ways do you communicate to establish responsive and reciprocal professional relationships in the centre and community?

Three Demonstrate effective pedagogical practice that is informed by theory, research, practice and a personal philosophy. Key question How does critical reflection support the questioning and challenging of your pedagogical practice?

Four Consistently demonstrate and reflect upon ethical/professional practice as expected of a provisionally registered teacher in Aotearoa/New Zealand. Key question In what ways are you demonstrating professional agency in refining the ethical and professional practice expected of a qualified teacher in Aotearoa New Zealand?

Principles Create a mindset of receptivity Seek different perspectives Learn from conflicting ideas Find colleagues to support your learning Explore the question “why” to challenge thinking (Curtis & Carter, 2008)

Curriculum Signposts: Te Whāriki (Dr Graham Aitken) Focusing Inquiry (Alignment) Discussion and debate about planning programmes are a crucial part of the process of improving it, by ensuring that people think about, and are able to justify, their beliefs and practices. Learning Inquiry (Engagement and Success) Assessment of children’s learning and development involves intelligent observation of the children by experienced and knowledgeable adults for the purpose of improving the programme. Teaching Inquiry (Engagement and Success) Continuous observations, over a period of time, provide the basis of information for more in-depth assessment and evaluation that is integral to making decisions on how best to meet children’s needs.

University supervisors will make two visits: An initial visit to ensure the student and associate teacher are clear about expectations, and to arrange the assessment visit The triadic visit when they will observe the student teaching and facilitate the triadic assessment meeting

If you are concerned about a student teacher’s progress please Discuss your concerns with the student teacher Clarify expectations with the university supervisor Give clear written feedback outlining concerns and what needs to happen Let Debora know

Thank you for your support of our Programmes. We wish you all the best for the practicum.