Associate Associate Teacher Teacher MeetingMeeting

April 2010April 2010

EDPRAC 621BEDPRAC 621B

WelcomeWelcome

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.

New InitiativesNew 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

In the handbookIn 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

Possible OutcomesPossible Outcomes

• Pass - learning achieved for all Pass - learning achieved for all learning outcomes, if any LOs are not learning outcomes, if any LOs are not met the practicum result is a failmet the practicum result is a fail• FailFail• In Grad Dip provisional pass In Grad Dip provisional pass (dependent on subsequent passing of (dependent on subsequent passing of language course or assessment) all language course or assessment) all LOs must be met (apart from concern LOs must be met (apart from concern about language)about language)•A provisional pass must be confirmed A provisional pass must be confirmed with Barbara Backshallwith Barbara Backshall

If any language issues identified in If any language issues identified in BEd university supervisor to arrange BEd university supervisor to arrange appropriate support.appropriate support.

Role of Associate Role of Associate TeacherTeacher

Provide opportunities for students to: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 try out ideas and theories to test and modify them in

practicepracticeObserve student’s teachingObserve student’s teaching• model and discuss own assessment, planning, teaching, model and discuss own assessment, planning, teaching,

evaluating and reflectingevaluating 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 discuss student responsibilities and

participation/contributionsparticipation/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 Student teacher responsibilitiesresponsibilities

• Contact associate teacher and visit centre if Contact associate teacher and visit centre if possiblepossible

• 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 Understand teaching responsibilities of Te Tiriti o WaitangiWaitangi

• 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 contributePrepare for triadic assessment and contribute professionallyprofessionally

This practicumThis practicum

Graduate Diploma in Teaching Graduate Diploma in Teaching Conceptualising PracticeConceptualising Practice

3-28 May3-28 May

First assessed practicumFirst assessed practicum

First time students have set First time students have set professional goalprofessional goal

One more 7 week practicumOne more 7 week practicum

Diverse group Diverse group

• Culturally and linguisticallyCulturally and linguistically• Wide variety of degrees and Wide variety of degrees and experiencesexperiences

• Age rangeAge range• For some student teachers in For some student teachers in this programme this is their this programme this is their first extended period of time in first extended period of time in a centre or kindergartena centre or kindergarten

• Others are currently employed in Others are currently employed in centrescentres

Learning OutcomesLearning Outcomes

1.1. Establish professional Establish professional relationships and communicate relationships and communicate competently with children, competently with children, parents and colleaguesparents and colleagues

2.2. Demonstrate a developing ability Demonstrate a developing ability to practice effectively and to practice effectively and contextually in early childhood contextually in early childhood education settingseducation settings

3.3. Demonstrate an ability to Demonstrate an ability to integrate theory, research and integrate theory, research and practical experience in own practical experience in own developing pedagogical practice developing pedagogical practice in early childhood education in early childhood education settings settings

Evidencing Learning Evidencing Learning OutcomesOutcomes

Students are expected to show though Students are expected to show though their documented evidence that they their documented evidence that they have have

met the LOs.met the LOs.

Reflections, photos(?), anecdotal or Reflections, photos(?), anecdotal or diary notes, work samples, learning diary notes, work samples, learning stories….stories….

There are no set requirements in terms There are no set requirements in terms of quantity except a minimum of 3 of quantity except a minimum of 3 reflections per week.reflections per week.

Principles of Student Principles of Student Teacher DocumentationTeacher Documentation• Reflections are of a high quality Reflections are of a high quality

(rather (rather than quantity)than quantity)

• Student teacher’s ability to notice, Student teacher’s ability to notice, recognize and respond to children’s recognize and respond to children’s

• learning is evident in documentation learning is evident in documentation • (includes ‘assessment’ and (includes ‘assessment’ and

‘planning’)‘planning’)• The planning process is cyclical and The planning process is cyclical and

authenticauthentic

Reflection

• DATA • Brookfield’s critically reflective lenses

• Smyth’s Stages in Personal and Professional Empowerment

Weekly FeedbackWeekly Feedback

Is important to let student teachers know how Is important to let student teachers know how they are getting on. Discuss any feedback they are getting on. Discuss any feedback you write with student teachers.you write with student teachers.

You are settling in well and I know you worked You are settling in well and I know you worked hard to learn all the children’s names. We hard to learn all the children’s names. We are enjoying your input and enthusiasm. are enjoying your input and enthusiasm.

Future Directions:Future Directions:Please be aware of all the areas of learning Please be aware of all the areas of learning and do not focus on just those you are most and do not focus on just those you are most comfortable with. It would be interesting comfortable with. It would be interesting to hear more about what you are learning in to hear more about what you are learning in your courses. your courses.

If you have concernsIf you have concerns

• Address them to the student teacher in Address them to the student teacher in the first instance and as soon as the first instance and as soon as possible both verbally and in writingpossible both verbally and in writing

• Contact the university supervisor, a Contact the university supervisor, a meeting may assist to address the issuemeeting may assist to address the issue

• The university supervisor is likely to The university supervisor is likely to contact us but…contact us but…

• If it is still not resolved please If it is still not resolved please contact Debora Lee on 623 8899 xtn 46216 contact Debora Lee on 623 8899 xtn 46216 or or d.lee@auckland.ac.nzd.lee@auckland.ac.nz me on 623 8899 me on 623 8899 xtn 48225 or xtn 48225 or bs.watson@auckland.ac.nzbs.watson@auckland.ac.nz

Final ReportsFinal Reports• Are specific to the learning outcomesAre specific to the learning outcomes• Include examples that demonstrate competence, for example:Include examples that demonstrate competence, for example:Learning Outcome 1:Learning Outcome 1:

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

If the learning outcome is not met:If the learning outcome is not met:

Kia ora Jane, although your poor Kia ora Jane, although your poor attendance contributed to your lack of attendance contributed to your lack of success on this practicum I was also success on this practicum I was also concerned at the lack of enthusiasm you concerned at the lack of enthusiasm you exhibited. It was hard for us to exhibited. It was hard for us to support you in our busy centre when it support you in our busy centre when it did not appear that you wanted to be did not appear that you wanted to be here. It did not seem that you made here. It did not seem that you made much effort to develop relationships much effort to develop relationships with children, teachers or families. with children, teachers or families.

If any of the learning If any of the learning outcomes outcomes are not metare not met

• Triadic assessment should still Triadic assessment should still take placetake place

• Student teacher will be aware that Student teacher will be aware that there are areas of concernthere are areas of concern

• University supervisor facilitates, University supervisor facilitates, ideally the student teacher will ideally the student teacher will understand that they have not understand that they have not demonstrated adequately that they demonstrated adequately that they should passshould pass

• All concerns should be documented All concerns should be documented in final report in final report

Triadic AssessmentTriadic Assessment• Important component of our programmesImportant component of our programmes• Times can be negotiated when setting Times can be negotiated when setting final final visitvisit

• Facilitated by university supervisorFacilitated by university supervisor• Student teacher begins processStudent teacher begins process• No new information should be sharedNo new information should be shared• A collegial and collaborative processA collegial and collaborative process• Includes reference to documentation and Includes reference to documentation and examples from portfolioexamples from portfolio

• DVD available to borrowDVD available to borrow

Support for Associate Support for Associate TeachersTeachers• Web Site Web Site • Associate Teacher Handbook and Associate Teacher Handbook and meetingsmeetings

• Practicum handbooksPracticum handbooks• University SupervisorUniversity Supervisor• Practicum Coordinator (Practicum Coordinator (d.lee@auckland.ac.nzd.lee@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)(12 June 2010 at MIT)

Thank you for your support of Thank you for your support of our programmes. our programmes.

Kia kaha, kia manawanui. Kia kaha, kia manawanui.