EDPRAC 621BEDPRAC 621B

May 2011May 2011

IntroductionsIntroductions

Bridgit Williams Debora Lee Barbara Watson Student Liaison Practicum AT Liaison Co-ordinatorLaurice Joicey Practicum Administrator

Contact details in Practicum handbooks

Whakatauki:

Whakatepea te ko, kia kotahi

We are in this together

EDPRAC 621Conceptualising Practice

• Seven week practicum in two parts (A is 3 weeks and B is 4 weeks)

•A focus on competent communication, •Building and maintaining relationships•Understanding the EC context•Integrating theory, research and practice

EDPRAC 621 BEDPRAC 621 B

2 May - 27 May2 May - 27 May

• four week practicum four week practicum • first formally assessed practicumfirst formally assessed practicum• full time students started January 2011full time students started January 2011• three written reflections per weekthree written reflections per week• working towards a professional goalworking towards a professional goal• triadic assessmenttriadic assessment

A diverse groupA diverse group All are graduates with a range of degreesAll are graduates with a range of degrees Mature students with a wide range of life experiencesMature students with a wide range of life experiences Diverse cultural and language backgroundsDiverse cultural and language backgrounds A range of ECE experienceA range of ECE experience Students may have completed EDPRAC 621 A in Students may have completed EDPRAC 621 A in

‘home’ centre‘home’ centre

Students encouraged to bring ‘who they Students encouraged to bring ‘who they are’ to the practicumare’ to the practicum

PreparationPreparation• Students are well briefed on the expectations of practicum and should be clear about these

• Student are expected to be familiar with the handbook and have completed the required tasks (preparing a profile, developing a professional goal)

• The students have access to a wide range of support mechanisms

• As adult learners tey are expected to take responsibility for their own learning

AT PreparationAT Preparation• Read the practicum handbook and be familiar with the practicum expectations

• Have available relevant resources (key policies, centre philosophy etc.)

• Plan time to get to know the student

• Consider sharing key information about yourself

• Remember to contact Barbara or Debora if you need clarification

Course WorkCourse Work

Students are engaged in studies in:

•Early Years Curriculum•Learning Theories•The Arts •Te Ao Māori

Students are expected to make links between their course work and practicum experiences

See Pgs 7-8 of handbook

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

• Fail - not all LOs metFail - not all LOs met

• Provisional pass (dependent on Provisional pass (dependent on subsequent passing of language course subsequent passing of language course or assessment) all LOs must be met or assessment) all LOs must be met (apart from concern about language). (apart from concern about language). A provisional pass must be confirmed A provisional pass must be confirmed with Lynne Andersonwith Lynne Anderson

Role of Associate TeacherRole of Associate TeacherProvide opportunities for students to:Provide opportunities for students to:

• refine practical experience by engaging with refine practical experience by engaging with children, teachers and familieschildren, teachers and families

• construct new learning, knowledge and construct new learning, knowledge and understandingunderstanding

• try out ideas and theories to test and modify them try out ideas and theories to test and modify them in practicein practice

• work towards an agreed professional goalwork towards an agreed professional goal

Role of Associate TeacherRole of Associate Teacher• Discuss student responsibilities and participation/contributions Discuss student responsibilities and participation/contributions • Induct student into centre’s policies and programme Induct student into centre’s policies and programme • Observe student’s teaching with reference to the learning Observe student’s teaching with reference to the learning

outcomesoutcomes• Provide support, encouragement and challengeProvide support, encouragement and challenge• Provide regular, specific verbal and written feedback Provide regular, specific verbal and written feedback • Model and discuss own assessment, planning, teaching, Model and discuss own assessment, planning, teaching,

evaluating and reflecting processes and practiceevaluating and reflecting processes and practice• Monitor student’s progress carefullyMonitor student’s progress carefully• Discuss any concerns with student and university supervisor Discuss any concerns with student and university supervisor

as soon as they ariseas soon as they arise• contribute to the triadic assessment processcontribute to the triadic assessment process• complete weekly reports and final report. Return final report to practicum officecomplete weekly reports and final report. Return final report to practicum office

See handbook (pp. 20-21) for student and US responsibilitiesSee handbook (pp. 20-21) for student and US responsibilities

The triadic relationshipThe triadic relationshipThe relationship between the student, theThe relationship between the student, theAssociate Teacher and the University Associate Teacher and the University Supervisor is designed to facilitate the Supervisor is designed to facilitate the student successfully completing practicum.student successfully completing practicum.

Clear and open communication between all Clear and open communication between all parties will ensure the optimum learning parties will ensure the optimum learning environment for the studentenvironment for the student

A DVD on the triadic process is available on A DVD on the triadic process is available on request request

From the practicum officeFrom the practicum office

DocumentationDocumentation• Portfolio evidencing learning outcomes, including links to GTSs Portfolio evidencing learning outcomes, including links to GTSs

and ‘Fit to be a teacher Criteria’and ‘Fit to be a teacher Criteria’

• Three reflections per week (e-mailed to US Three reflections per week (e-mailed to US and using a range of models. See handbook and using a range of models. See handbook pp. 14-18)pp. 14-18)

• Appropriate permissions sought for observations and assessmentsAppropriate permissions sought for observations and assessments

• Ensure student is aware of centre’s cybersafety policy and Ensure student is aware of centre’s cybersafety policy and expectations around use of photographsexpectations around use of photographs

FeedbackFeedback• Give constructive feedback both verbally and in weekly Give constructive feedback both verbally and in weekly

written reportwritten report

• Be specific about what the student is doing well and Be specific about what the student is doing well and suggest next steps for them to consider in the ‘future suggest next steps for them to consider in the ‘future directions’ section of reportdirections’ section of report

• Discuss verbally the written feedbackDiscuss verbally the written feedback

• Provide suggestions about issues in their practice that it Provide suggestions about issues in their practice that it might be useful for the student to write reflections onmight be useful for the student to write reflections on

If you have concernsIf you have concerns• Address them to the student teacher in the first Address them to the student teacher in the first

instance and as soon as possible both verbally and instance and as soon as possible both verbally and in writingin writing

• Contact the university supervisor. They will Contact the university supervisor. They will support you as appropriatesupport you as appropriate

• Feel free to contact me for Feel free to contact me for support. 623 8899 xtn 48225 or support. 623 8899 xtn 48225 or bs.watson @auckland.ac.nzbs.watson @auckland.ac.nz

If a student is strugglingIf a student is struggling

• they will have received specific feedback about their practice and how they might improve

• the University Supervisor will be aware of the issue

• the weekly and final reports will refer to the concerns

• an extended practicum may be negotiated in order for them to successfully meet the learning outcomes

Associate Teacher Associate Teacher SymposiumSymposium 2 July 2 July

This is a fabulous professional learning This is a fabulous professional learning opportunity designed especially for opportunity designed especially for Associate Teachers.Associate Teachers.

Lorraine Sands form Greerton CoI is the Lorraine Sands form Greerton CoI is the keynote speaker and a wide range of keynote speaker and a wide range of workshops and discussion forums will be workshops and discussion forums will be availableavailable

Only $20 for the dayOnly $20 for the day Register now:Register now: http://www.education.auckland.ac.nz/uoa/http://www.education.auckland.ac.nz/uoa/associate-teachers-symposiumassociate-teachers-symposium

Support for Associate TeachersSupport for Associate Teachers

• Web Site Web Site • Associate Teacher Handbook and meetingsAssociate Teacher Handbook and meetings• Practicum handbooksPracticum handbooks• University SupervisorUniversity Supervisor• AT liaison (AT liaison (bs.watson@auckland.ac.nzbs.watson@auckland.ac.nz))• Practicum Coordinator (Practicum Coordinator (d.lee@auckland.ac.nzd.lee@auckland.ac.nz))

• Triadic DVDTriadic DVD• Combined Associate Teacher Symposium Combined Associate Teacher Symposium (2 July 2011 at Faculty of Education)(2 July 2011 at Faculty of Education)