COLLEGE OF EDUCATION

EDPR302 Professional Inquiry in(to) Practice 2

Paper Outline Semester 1 (N1), 2017

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This material is for the sole use of students enrolled in the course for which it was produced.

It may not be reproduced by any means without the written authority of the Registrar, University of Otago, P O Box 56, Dunedin, New Zealand

Contents Page

Contacts ............................................................................................................................................ 1

Communicating with you .................................................................................................................. 1

Paper Details ..................................................................................................................................... 1

Attendance ........................................................................................................................................ 2

Professional Practice/Experience...................................................................................................... 3

Personalised Practicum ..................................................................................................................... 3

Assessment ....................................................................................................................................... 6

Assignment 1 part A – Practicum Assessment .................................................................................. 7

Assignment 1 part B - Interview ........................................................................................................ 8

Your Online Learning System .......................................................................................................... 13

College Website .............................................................................................................................. 13

Important Note ............................................................................................................................... 13

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Contacts

Paper Coordinator: Judy Layland

Contact Information

Phone: 479 4259

Email: judy.layland@otago.ac.nz

Office Location: Registry G29C

Communicating with you

The primary means of University communications with students is through the student email address allocated by the University. If you don’t regularly check your student email you can forward messages to your personal email address.

Ctrl + click on the following link and then follow the Ask ITS instructions:

How do I forward my University of Otago StudentMail to another email address?

IMPORTANT – DO THIS NOW.

Paper Details

This paper has been designed to provide you with the opportunity to become a reflective and practically competent early childhood teacher who is able to work effectively in early childhood education. You will:

Engage in interaction with lecturers and fellow students. The aim is to integrate theory and practice

Complete practicum experiences where you will work towards demonstrating that you have met the learning outcomes of this paper and the Education Council Graduating Teacher Standards (see Appendix A). This will involve setting goals in conjunction with your associate and supported by your tutor – a personalised practicum approach (see p.3).

Prescription

Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.

Learning Outcomes (Aims and Objectives)

1. To evaluate professionalism in practice. 2. To critically analyse and debate innovative and effective pedagogical practice. 3. To create dialogue within a community of learners/community of practice. 4. To critically examine strategies to facilitate children’s learning and well-being. 5. To articulate a philosophy of practice which reflects current theory about philosophy.

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Content

Professionalism in practice

Teaching portfolios

Debating innovative and effective pedagogical practice

Transforming practice

Reconceptualising practice

Bicultural practice

Community of learners/ community of practice

Creating communities of learners

Creating communities of practice – the theoretical context

Facilitating children’s learning and well-being in inclusive settings

Narrative assessment

Planning

Pedagogy and environments which include all children

Timetable

Block practicum Monday 16 January – Friday 17 February

Workload Expectations

200 hours

Attendance

Any enrolled student should aim to attend all classes and tutorials.

You are enrolled in a professional programme. As you enter a profession you also commit to a set of professional and ethical obligations. On completion of your programme the College is required to attest to the New Zealand Teachers Council your fitness to be a teacher. Fitness to teach is evidenced by:

• Professional behaviour

• Commitment to being fully prepared for professional experience

• Engagement with colleagues

• Reliability and trustworthiness

Your on-campus classes are structured to prepare you for your professional experiences out in schools/centres. These classes are an important and integral part of preparing you for this professional experience and your future teaching profession. In our experience, students who miss lectures and/or workshops are often inadequately prepared for their professional experience in schools/centres. We reserve the right to not allocate you a place in professional experience where we determine that you are not sufficiently prepared. This could result in failure of the entire professional experience paper for that year. Should exceptional circumstances arise regarding attendance, students need to contact College Reception, phone 479 4914 or email uoce-reception@otago.ac.nz as soon as possible.

If you are ill and unable to attend classes or professional experience you may need to complete a Health Declaration for Special Consideration Application – refer to Information for University of Otago College of Education Students Enrolled in Teacher Education Papers at http://www.otago.ac.nz/education/forstudents.html

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Professional Practice/Experience

Completion of all professional practice/experience is a requirement for provisional registration as a teacher. Therefore you must meet the full requirements in terms of hours in the class and in schools/centres. Of course unexpected events can occur. If you are unable to go to your allocated school/centre for professional practice/experience, you need to communicate with your school/centre and the College of Education:

• Phone your centre before 8:30 am.

• Phone or email the Practicum Coordinator:

ECE 479 4225 ecepracadmin@otago.ac.nz

• If you are due to be visited by your University Visiting Lecturer/Mentor, you must also contact that person.

Personalised Practicum

You have been placed in a range of early childhood settings. Each of these settings will have developed assessment, pedagogical and curriculum approaches to reflect their sociocultural context. It is important that you learn to work effectively within this context.

During your practicum you will be mentored by your associate who will have a range of expectations as to what you will be expected to achieve in their context. Your visiting lecturer will also be supporting you in a mentoring/coaching way. For this reason we are being less prescriptive about what you will do on each weekly visit or during your block posting. Rather, we are creating an opportunity for more personalised learning.

This posting is focussed on you transitioning to working within a teaching team in the sector. With this in mind you, will be taking on the responsibilities of your associate, and a lead role in day-to-day curriculum development and implementation, including managerial roles. There will be a focus on working with small and large groups of children, supporting individual learning within this. You will be expected to be constantly setting and evaluating goals to achieve this increased responsibility across the semester.

We are expecting you to take responsibility to use what you have learnt or are learning in your teacher education programme to reach your goal of being an effective early childhood teacher who provides a context in which children will “learn how to learn”, and learn to be an effective member of a social group. It is expected that your practice will be guided by Te Whāriki and you will take a professional approach towards any responsibilities you are required to undertake at all times.

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Your Personalised Practicum Learning Plan

It is important to initially develop this from your reflections on your EDPR301 practice, and from the feedback received for your associates and visiting lecturers. You will then continue to develop this in response to your ongoing reflections and in collaboration with your associate, with the support of your visiting lecturer. The main aim is to meet the learning outcomes for this paper.

Regard the plan as an ever-changing “work in progress”. Keep a hard copy of your plan in your practicum folder. This will be the basis upon which you develop your practice and provide evidence for your Competency Check and Interview.

The learning outcomes, together with the Education Council Graduating Teacher Standards, set the frame for what is to be achieved during this practicum.

Table 1 – Examples of expectations for personalised planning and goal setting

Practicum 4 (EDPR 302)

To evaluate professionalism in practice.

Continues developing the practicum folder, maintaining its currency and having it available at all times.

Reflects on and evaluates their role as a team member in the centre

Analyses the way in which they contribute to the overall functioning of the centre

Critically reflects on their ability to take on increased responsibility within the programme

Evidence of cultural competencies of Tātaiako in practice

The foregrounding of Māori understandings of the principles, strands and domains of mana of Te Whāriki in practice and documentation

Intentional/planned integration of contextual te reo Māori kupu and sentences; horopaki Māori (Māori themes/topics) e.g. poi; rakau; waiata; waiata a ringa; pounamu, hakari (feasts), te whānau marama (family of light – astronomy) (tikanga, whakapapa, purākau/pakiwaitara legends/stories, whakatauki inclusive)

To critically analyse and debate innovative and effective pedagogical practice.

Uses a range of pedagogical approaches to facilitate children’s learning and well-being

Implements interesting and innovative learning opportunities which demonstrate continuity, connectedness and complexity

Critically analyses and debates new and innovative ways of working

To create dialogue within a community of learners/community of practice.

Initiates dialogue with associate and staff in the centre

Creates a community of learners with parents and children in the centre

Applies understanding of theory and research when dialoguing with associate, staff and visiting tutor

To critically examine strategies to facilitate children’s learning and well-being.

Reflects on strategies used to facilitate children’s learning

Critically examines the way in which pedagogical strategies facilitate children’s well-being

Uses narrative assessment to increase the complexity of learning

Is able to plan and provide an inclusive environment

To articulate a philosophy of practice which reflects current theory about philosophy.

Is able to articulate their own philosophy of early childhood teaching

Uses theory and research to inform their philosophy of teaching

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Education Council Graduating Teacher Standards

Standard One: Graduating teachers know how to teach

Standard Two: Graduating teachers know about learners and how they learn

Standard Three: Graduating teachers understand how contextual factors influence teaching and learning

Standard Four: Graduating teachers use professional knowledge to plan for a safe, high quality teaching and learning environment.

Standard Five: Graduating teachers use evidence to promote learning.

Standard Six: Graduating teachers develop positive relationships with learners and the members of learning communities.

Standard Seven: Graduating teachers are committed members of the profession.

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Assessment

Summary of Assignments

Students must pass both components to pass this paper.

The Education Council New Zealand has the responsibility for determining whether an applicant for teacher registration is satisfactorily prepared to teach. Students are required to demonstrate their participation in the required professional practice classes and practicum to the satisfaction of the Dean of the University of Otago College of Education. This is in accordance with the Education Council New Zealand requirements for preservice teacher education.

# Assessment/Assignment Due Date % Contribution to Final Grade

Part 1A Practicum assessment During the January/February block teaching practicum

Pass/fail

Part 1B Practicum interview To be arranged in the weeks commencing 20 or 27 February

Pass/fail

1A Practicum Assessment

During the practicum students will be expected to demonstrate competence against established criteria as judged by the associate teacher and the visiting lecturer.

Pass/Fail

1B Practicum Interview

Students will demonstrate how they have met each of the learning outcomes of the paper during the Practicum Interview, using evidence collected over their semester 2 practicum. To be eligible for the Practicum Interview, students are required to meet the gateway criteria outlined in the Practicum Competencies Check (see p.9).

Pass/Fail

Referencing Style

You are required to use APA referencing for the assignments on this paper.

To learn more about the reference style required for this paper, visit the University of Otago Library website: http://www.library.otago.ac.nz/research/citation.html

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Assignment 1 part A – Practicum Assessment

Pass Descriptor – Pass/Fail

Detailed Requirements for Assignment

Students will be assessed by their visiting tutor and associate in relation to the practical demonstration of the learning outcomes of the course.

Evaluate professionalism in practice.

Critically analyse and debate innovative and effective pedagogical practice.

Create dialogue within a community of learners/community of practice.

Critically examine strategies to facilitate children’s learning and well-being.

Articulate a philosophy of practice that reflects current theory about philosophy.

The above learning outcomes, together with the Education Council Graduating Teacher Standards, set the frame for what is to be achieved during your practicum. (See Appendix A: Education Council Graduating Teacher Standards). A Practicum Competencies Checklist will be completed by your visiting lecturer, in consultation with yourself and your associate, in the block posting. If all the competencies are met, you will be eligible for an Assessment Interview. A practicum assessment report will be written by your associate.

As for EDPR301, you will be working towards meeting the goals you have set for yourself in your personalised plan to ensure you meet the requirements for this paper. There is an expectation that you will drive this with support from your associate and visiting lecturer.

Across the block posting you should have accumulated evidence that you have met the Education Council Graduating Teacher Standards and the learning outcomes of the course. You will draw on this evidence in your Assessment Interview.

Block Practicum

16 January – 17 February.

Throughout this practicum you will demonstrate increased responsibility within the centre programme, taking on the responsibilities of your associate, including managerial roles, and a lead role in day to day curriculum implementation and development. There will be a focus on working with small and large groups of children, supporting individual learning within this. This will become part of your personalised plan. Your responsibilities will be agreed on in collaboration with your associate. These responsibilities will also depend on the context in which you are placed. The goal is for you to be competent and feel confident about taking on all the roles related to early childhood teaching to ensure smooth transition to being a provisionally registered teacher.

Assessment Criteria

By the completion of your block practicum you must be able to demonstrate that you have met the learning outcomes of the course (see page one) and the Education Council Graduating Teacher Standards (Appendix A).

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Assignment 1 part B - Interview

Pass Descriptor – Pass/Fail

Detailed Requirements for Assignment

To gain a pass in this paper, students must demonstrate achievement of all learning outcomes using evidence from practice. The evidence is collated and presented by the student and discussed in an individual interview with a University visiting lecturer. A minimum of three pieces of evidence is required for each EDPR302 learning outcome.

Evidence may be sourced from:

Critical reflections and evaluations

Critiqued videos of teaching episodes

Assessments/learning stories/narratives

Evidence of child voice

Evidence of family or whānau voice

Planning for intentional teaching

Associate feedback

Feedback from visiting lecturer

Critical reflections on readings

Photos of engagement with children

To be eligible for the Practicum Interview, students are required to meet the gateway criteria outlined in the Practicum Competencies Check on page 9.

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Assessment Criteria

EDPR302 Practicum Competencies Check

Student name: ECE setting:

Comments (optional)

Keeps a reflective journal

Journal entries are made after every practicum day

Journal entries show evidence of critical reflection on personal practice and goals

Journal entries show links between theory and practice

Plans and evaluates effective teaching/ learning episodes

Assessment for learning is regularly documented

Assessment informs intentional teaching

Planning to be intentional/provoke learning in sufficient detail for shared understanding by reader

There is evidence of evaluation of practice through critical reflection

Develops and maintains a portfolio that shows evidence of:

Professional growth as a teacher over time

Working towards Graduating Teacher Standards

Ability to gather evidence that illustrate teaching expertise

Students are deemed able to complete the practicum by the University visiting lecturer in consultation with the Associate Teacher on the basis that they:

Provide evidence of dispositions to work effectively with colleagues, parents/caregivers, family/whānau and communities

Have effectively planned for teaching for learning

Have met attendance requirements

Have met sector specific professional experience requirements

Student ………………………………………………………….. Associate Teacher …………………………………………….. Visiting lecturer/mentor …………………………………………. Date ……………………………………………………………….

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EDPR302 Assessment Interview

Evidence of achievement of EDPR302 learning outcomes (students to provide a minimum of 3 pieces for

each learning outcome and detail below)

1. To evaluate professionalism in practice.

2. To critically analyse and debate innovative and effective pedagogical practice.

3. To create dialogue within a community of learners/community of practice.

4. To critically examine strategies to facilitate children’s learning and well-being.

5. To articulate a philosophy of practice that reflects current theory about philosophy.

Assessment

Has met the Education Council Graduating Teacher Standards? (delete one) YES NO

Has met the learning outcomes for EDPR302 (delete one) YES NO

Final result for EDPR302 (delete one) PASS FAIL

Signature of University Visiting Lecturer:

Date:

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EDPR302 Assessment Interview Sheet (student to complete)

ECE setting:

Associate Teacher:

Visiting University Lecturer:

Reflection on Personal Goals for EDPR302:

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Your Online Learning System In this paper we use BlackBoard to provide a richer learning environment for you. The online environment provides a place for you to communicate and work with other students, to access course resources, to discuss questions raised during the course.

To benefit most from this environment you should: • Access the online environment to check for messages and changes to content several times

per week.

College Website In addition to a wealth of information available for students on the University website there are also a number of useful policies and documents for students on the College website at http://www.otago.ac.nz/education/forstudents.html including:

1. Initial Teacher Education (ITE) Students

• Information for ITE Students (NOTE: It is students’ responsibility to read this information)

• Assignment Cover Page

• Year Plan

2. Bachelor of Arts (BA) Students majoring in Education

3. Postgraduate Students

4. General Information

• University of Otago Health Declaration for Special Consideration Applications (form)

• Application for Leave from Classes (form)

• Disclosure of Charges or Convictions for Criminal Offences (form)

• How to access Blackboard

• Does it all seem too hard? 5. Subject Study Papers

Important Note Students are advised to retain their programme and course information on completion of the programme.

Should graduates wish to apply for teaching positions and/or registration as a teacher overseas, many countries require information in addition to copies of academic transcripts and degree certification in order to assess qualifications gained in New Zealand. It is also useful should you wish to apply for cross-credit or recognition of prior learning (RPL) at a future time.

Paper prescriptions, learning outcomes (aims and objectives) and professional experience (teaching practicum) information is most often requested, therefore it is strongly recommended that students retain copies of the following:

University Calendar (as applicable to the year of initial enrolment)

Guide to Enrolment (as applicable to the year of initial enrolment)

Paper Outlines (all compulsory and elective paper outlines completed during the course of study)

Keep a record of each of your professional experiences, including the years, semesters, actual dates, names of the schools/centres, and age range of the children. Also list any single days you spent in schools/centres in addition to the professional experience weeks as part of your programme. These specific details are often requested by overseas institutions/employers.