Associate Teacher Meeting February 2010 EDPRAC 621A

Haere mai and welcome Whakatepea te ko, kia kotahi We are in this together

Welcome Barbara Watson and Tanya Brand, from the Faculty Professional Support Team, will be working in the practicum team in Barbara will be enhancing relationships and connections with the community through her work with associate teachers and Tanya will be working predominantly with student teachers.

Additional Support for Student Teachers in 2010 Tanya Brand: Moodle support Moodle support Practicum briefings Practicum briefings Individual interviews Individual interviews Podcasts and discussion forum Podcasts and discussion forum

Additional Support for Associate Teachers in 2010 Barbara Watson: Phone calls for new associate teachers Phone calls for new associate teachers Professional development opportunities Professional development opportunities Online support and discussion Online support and discussion Looking towards restructuring of practicum through partnership ‘cluster’ arrangements Looking towards restructuring of practicum through partnership ‘cluster’ arrangements

New Initiatives General Changes: First practicum may be completed in “home centre” Graduating Teacher Standards DELNA is compulsory for all undergraduate student teachers

New Initiatives Bachelor of Education Changes in this programme mean there is now a taught component in each of the EDPRAC courses. Professional Support People meet with all year one students each week in semester one Compulsory number of courses must be passed before going on each practicum Students must prove that they are prepared for practicum (eg attendance at briefing meetings, formative assessments) Reflection (Year one)

New Initiatives Graduate Diploma in Teaching (ECE): EDPRAC 621A – Student teachers must meet the requirements for this course before being given approval to engage in EDPRAC 621B. Please record any concerns you have and make sure these are shared with students. Emphasis on GTS in documentation and assessment EDPRAC 621A Moodle discussion forum (Tanya) Recognise that EDPRAC 622 is also a learning experience

New Initiatives Graduating Teacher Standards: Aotearoa New Zealand Example: The New Zealand Teachers Council Graduating Standards are listed in the Bachelor of Education Teaching Handbook, page 29. Students are advised to become familiar with the seven standards that are listed under the three domains: Professional Knowledge, Professional Practice, Professional Values and Relationships. During the practicum collect information, documentation and resources that will contribute towards your evidence of achievement of the graduating standards.

New Initiatives E-Portfolios Year two students have been introduced to My Portfolio (in 2009) which is a programme similar to a social networking site STEP (School of Teacher Education Practice) currently in negotiation with CEDD (CENTRE for Educational Design and Development) about how this may be progressed

Role of University Supervisor in Assessment Support and communication Feedback on reflections and level of writing Advice regarding Faculty Support Awareness of possible problems Communication within triadic relationship No-surprises in triadic assessment Facilitation of agreement, final judgement (if necessary) and clarity about outcome of triadic assessment

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.

New Centre Academic Success Centre Student Learning Coordinator Academic English Language Support Speech Language Therapist Associate Dean (Students)

Other support for students (and no less important): Maori Student Support Coordinator Coordinator Pasifika Academic Success Services (PASS), Library Manager Counsellors Disability Services

Equity Issues Concerns have been raised about student teachers experiencing racism in our courses. Experiences? Possible actions? Discussion

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

Student teacher responsibilities Contact associate teacher and visit centre if possibleContact associate teacher and visit centre if possible 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

Hazel Hagger: Orientations to learning DimensionOrientation Intentionality the extent to which learning is planned DeliberativeReactive Frame of reference the value ascribed to looking beyond their experience in order to make sense of it Drawing on a range of sources to shape and make sense of experience Exclusive reliance on the experience of ‘classroom’teach ing Response to feedback disposition towards receiving feedback and the value attributed to it Effective use of feedback to further learning Tendency to be disabled by critical feedback Aspiration the extent of their aspirations for their own and their pupils’ learning Aspirational – both as learners and teachers Satisfaction with current level of achievement Attitude to context attitude to the positions in which student-teachers find themselves and the approaches they take to the school context Acceptance of the context and ability to capitalise on it Tendency to regard the context as constraining

Graduate Diploma in Teaching Conceptualising Practice 1 March – 19 March This is a three week introductory practicum, the first practicum for students who began their study in this programme in January 2010, or if they are part time, January They are visited once by a university supervisor and engage in a formative triadic assessment.

Diverse group Culturally and linguistically Culturally and linguistically Wide variety of degrees and experiences Wide variety of degrees and experiences Age range Age range For some student teachers in this programme this is their first extended period of time in a centre or kindergarten For some student teachers in this programme this is their first extended period of time in a centre or kindergarten Others are currently employed in centres Others are currently employed in centres

Learning Outcomes 1. Establish professional relationships and communicate competently with children, parents and colleagues 2. Demonstrate a developing ability to practice effectively and contextually in early childhood education settings 3. Demonstrate an ability to integrate theory, research and practical experience in own developing pedagogical practice in early childhood education settings

Feedback The practicum assignments, which are innovative, reflect best practice in ECE services and give students the opportunity to engage in complex reflections on their teaching. They seem to mirror the Graduating Teacher Standards and they increase in complexity through the three teaching experiences. The course outlines suggest that the courses support the teaching experience.

Portfolios The portfolio is intended to provide evidence of the student teacher having met the learning outcomes on the practicum and of their work in each of the Graduate Diploma in Teaching (ECE) courses.

Reflection DATA Brookfield’s critically reflective lenses Smyth’s Stages in Personal and Professional Empowerment

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.

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 me on , extn or If it is still not resolved please contact me on , extn or

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.

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.

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

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

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

Support for Associate Teachers Web Site Web Site Associate Teacher Handbook and Associate Teacher Handbook andmeetings Practicum handbooks Practicum handbooks University Supervisor University Supervisor Practicum Coordinator Practicum Coordinator 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)

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