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
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Associate Teacher Meeting
16 June 2009
Ma te mahi ka mohio, ma te mahi ka
marama, ma te mahi ka matatau
Through practice comes knowledge,
through knowledge comes
understanding, through understanding
beginning philosophy and refer to it in
reconstructing their practice over the
(rather than quantity)
recognize and respond to children’s
learning is evident in documentation
(includes ‘assessment’ and ‘planning’)
Outcomes (goal not a requirement)
Agency, as defined by Giddons (1984),
involves the individual acting with
purpose. It requires conscious action,
the knowledge that human action is
powerful and the understanding that
human acts have the potential to create
positive change. In teaching agency also
means understanding the reasons for
your decisions and acting with integrity.
Agency also requires ethical practice and
Professional agency in the practicum
signifies that the student teacher
operates with professional knowledge,
skill, dispositions, and understanding
in all professional practice contexts.
ability to scaffold children’s learning
opportunity to finish their piece
opportunity for continuous guided reflection based
on ‘lived experience.’
A consensual decision-making process rests on each
member of the triad contributing information on
the student’s progress.
A major dynamic of the triadic assessment is the
need for a critical approach to practice.
A second and inter-related dynamic of the
practicum is the distribution of power within
the triadic. Glenda Mac Naughton
complexities associated with own
teaching and the effectiveness of own responses.
the contextual complexities of your
teaching and professional decision
Communicate effectively and establish professional relationships within the professional educational community.
In what ways do you communicate to establish responsive and reciprocal professional relationships in the centre
Demonstrate effective pedagogical
practice that is informed by theory,
research, practice and a personal
How does critical reflection support
the questioning and challenging of
your pedagogical practice?
Consistently demonstrate and
reflect upon ethical/professional
practice as expected of a
provisionally registered teacher in Aotearoa/New Zealand.
In what ways are you demonstrating
professional agency in refining the ethical
and professional practice expected of a
qualified teacher in Aotearoa New Zealand?
Create a mindset of receptivity
Seek different perspectives
Learn from conflicting ideas
Find colleagues to support your
Explore the question “why” to
(Curtis & Carter, 2008)
Focusing Inquiry (Alignment)
Discussion and debate about planning programmes are a
crucial part of the process of improving it, by ensuring that
people think about, and are able to justify, their beliefs and
Learning Inquiry (Engagement and Success)
Assessment of children’s learning and development
involves intelligent observation of the children by
experienced and knowledgeable adults for the purpose of
improving the programme.
Teaching Inquiry (Engagement and Success)
Continuous observations, over a period of time, provide
the basis of information for more in-depth assessment and
evaluation that is integral to making decisions on how best to meet
and associate teacher are clear about
expectations, and to arrange the
triadic assessment meeting
Discuss your concerns with the student teacher
Clarify expectations with the university supervisor
Give clear written feedback outlining concerns and what needs to happen
Let Debora know
We wish you all the best for the