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

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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 - PowerPoint PPT Presentation

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Page 1: EDPRAC 306

EDPRAC 306

Associate Teacher Associate Teacher Meeting Meeting 16 June 200916 June 2009

Page 2: EDPRAC 306

Outline of MeetingOutline of Meeting• Introductions• General expectations for student teachers on General expectations for student teachers on

practicumpracticum• EDPRAC 306 Practicum• Principles of Student Teacher DocumentationPrinciples of Student Teacher Documentation• Professional responsibilitiesProfessional responsibilities• AgencyAgency• An Effective TriadicAn Effective Triadic• Learning Outcomes• Curriculum Signposts: Te Curriculum Signposts: Te

WhWhārikiāriki • If you are concerned about a If you are concerned about a

student teacher’s progressstudent teacher’s progress • Questions

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WhakataukiWhakatauki

Ma te mahi ka mohio, ma te mahi ka Ma te mahi ka mohio, ma te mahi ka marama, ma te mahi ka matataumarama, ma te mahi ka matatau

Through practice comes knowledge, Through practice comes knowledge, through knowledge comes through knowledge comes understanding, through understanding understanding, through understanding comes expertise.comes expertise.

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General expectations for student General expectations for student teachers on practicum:teachers on practicum:

– 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 practice (consentMaintain confidentiality and ethical practice (consent

form)form)– Communication and team workCommunication and team work– Engage in teaching and learningEngage in teaching and learning– Consistently reflect on own practiceConsistently reflect on own practice– Documents involvement in teaching and learningDocuments involvement in teaching and learning– Prepare for triadic assessment and contribute Prepare for triadic assessment and contribute

professionallyprofessionally

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EDPRAC 306 PracticumEDPRAC 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 theseven weeks

• They will be working as a member of the teaching team as far as possible

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Principles of Student Teacher Principles of Student Teacher DocumentationDocumentation

• Reflections are of a high quality Reflections are of a high quality (rather than quantity)(rather 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 ‘planning’)(includes ‘assessment’ and ‘planning’)

• The planning process is cyclical and The planning process is cyclical and authenticauthentic

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Professional responsibilitiesProfessional responsibilities

• Document involvement in teaching and learningDocument involvement in teaching and learning• Engage in written critical reflection Engage in written critical reflection (number not (number not

specified)specified)• Maintain contact with university supervisorMaintain contact with university supervisor• Use ethical consent formsUse ethical consent forms• Professionally prepare and contribute to triadic Professionally prepare and contribute to triadic

processprocess• Reflect on Code of Ethics Reflect on Code of Ethics • Work consistently towards meeting the Learning Work consistently towards meeting the Learning

Outcomes Outcomes (goal not a requirement)(goal not a requirement)• Complete self-assessment formComplete self-assessment form• Demonstration of agencyDemonstration of agency

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AgencyAgency

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

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A Reconstructed Working A Reconstructed Working Definition of AgencyDefinition 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 TurnbullMargaret Turnbull

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Student Teachers

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

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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

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University Supervisors

• Self confidence• Communication skills• Professional knowledge• Collaborative• Able to reflect• Professional knowledge and

commitment

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An Effective TriadicAn 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

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• Adults learn best when they are provided with an Adults learn best when they are provided with an opportunity for continuous guided reflection based opportunity for continuous guided reflection based on ‘lived experience.’ on ‘lived experience.’

• A consensual decision-making process rests on each A consensual decision-making process rests on each member of the triad contributing information on member of the triad contributing information on the student’s progress.the student’s progress.

• A major dynamic of the triadic assessment is the A major dynamic of the triadic assessment is the need for a critical approach to practice.need for a critical approach to practice.

• A second and inter-related dynamic of the A second and inter-related dynamic of the practicum is the distribution of power within practicum is the distribution of power within the triadic.the triadic. Glenda Mac Naughton

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Learning Outcomes: OneLearning Outcomes: One

• Critically analyse the contextual Critically analyse the contextual complexities associated with own complexities associated with own teaching and the effectiveness of own responses.teaching and the effectiveness of own responses.

Key questionKey question• How is your pedagogy responsive to How is your pedagogy responsive to

the contextual complexities of your the contextual complexities of your teaching and professional decision teaching and professional decision making?making?

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TwoTwo

• Communicate effectively and establish Communicate effectively and establish professional professional relationships within the relationships within the professional educational community.professional educational community.

Key questionKey question• In what ways do you communicate to establish In what ways do you communicate to establish

responsive and reciprocal professional responsive and reciprocal professional relationships in the centre relationships in the centre and community?and community?

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ThreeThree

• Demonstrate effective pedagogical Demonstrate effective pedagogical practice that is informed by theory, practice that is informed by theory, research, practice and a personal research, practice and a personal philosophy.philosophy.

Key questionKey question• How does critical reflection support How does critical reflection support

the questioning and challenging of the questioning and challenging of your pedagogical practice?your pedagogical practice?

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FourFour

• Consistently demonstrate and Consistently demonstrate and reflect upon ethical/professional reflect upon ethical/professional practice as expected of a practice as expected of a provisionally registered teacher in Aotearoa/New provisionally registered teacher in Aotearoa/New Zealand.Zealand.

Key questionKey question• In what ways are you demonstrating In what ways are you demonstrating

professional agency in refining the ethical professional agency in refining the ethical and professional practice expected of a and professional practice expected of a qualified teacher in Aotearoa New Zealand?qualified teacher in Aotearoa New Zealand?

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PrinciplesPrinciples

• 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)

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Curriculum Signposts: Te Curriculum Signposts: Te WhWhāriki āriki (Dr Graham Aitken)(Dr Graham Aitken)

Focusing Inquiry (Alignment)Focusing Inquiry (Alignment)• Discussion and debate about planning programmes are a Discussion and debate about planning programmes are a

crucial part of the process of improving it, by ensuring that crucial part of the process of improving it, by ensuring that people think about, and are able to justify, their beliefs and people think about, and are able to justify, their beliefs and practices.practices.

Learning Inquiry (Engagement and Success)Learning Inquiry (Engagement and Success)• Assessment of children’s learning and development Assessment of children’s learning and development

involves intelligent observation of the children by involves intelligent observation of the children by experienced and knowledgeable adults for the purpose of experienced and knowledgeable adults for the purpose of improving the programme. improving the programme.

Teaching Inquiry (Engagement and Success)Teaching Inquiry (Engagement and Success)• Continuous observations, over a period of time, provide Continuous observations, over a period of time, provide

the basis of information for more in-depth assessment and the basis of information for more in-depth assessment and evaluation that is integral to making decisions on how best to meet evaluation that is integral to making decisions on how best to meet children’s needs.children’s needs.

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• University supervisors will make two visits:– An initial visit to ensure the student

and associate teacher are clear about expectations, and to arrange theassessment visit

– The triadic visit when they will observe the student teaching and facilitate the triadic assessment meeting

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If you are concerned about a If you are concerned about a student teacher’s progress pleasestudent teacher’s progress please• Discuss your concerns with the student Discuss your concerns with the student

teacherteacher• Clarify expectations with the university Clarify expectations with the university

supervisorsupervisor• Give clear written feedback outlining Give clear written feedback outlining

concerns and what needs to happenconcerns and what needs to happen• Let Debora knowLet Debora know

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Thank you for your support of our Programmes.

We wish you all the best for thepracticum.