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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

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Edprac 306


Associate Teacher Meeting

16 June 2009

Outline of meeting
Outline of Meeting

  • Introductions

  • General expectations for student teachers on


  • EDPRAC 306 Practicum

  • Principles of Student Teacher Documentation

  • Professional responsibilities

  • Agency

  • An Effective Triadic

  • Learning Outcomes

  • Curriculum Signposts: Te Whāriki

  • If you are concerned about a student teacher’s progress

  • Questions


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

comes expertise.

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

  • Contact associate teacher and visit centre if possible

  • Attend 7.5 hours each day

  • Follow centre or kindergarten policies

  • Provide profile for notice board

  • Inform of any absences

  • Provide evidence of understanding from course work

  • Maintain confidentiality and ethical practice (consent


  • Communication and team work

  • Engage in teaching and learning

  • Consistently reflect on own practice

  • Documents involvement in teaching and learning

  • Prepare for triadic assessment and contribute


Edprac 306 practicum
EDPRAC 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 the

    seven weeks

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

Principles of student teacher documentation
Principles of Student Teacher Documentation

  • Reflections are of a high quality

    (rather than quantity)

  • Student teacher’s ability to notice,

    recognize and respond to children’s

    learning is evident in documentation

    (includes ‘assessment’ and ‘planning’)

  • The planning process is cyclical and


Professional responsibilities
Professional responsibilities

  • Document involvement in teaching and learning

  • Engage in written critical reflection (number not


  • Maintain contact with university supervisor

  • Use ethical consent forms

  • Professionally prepare and contribute to triadic


  • Reflect on Code of Ethics

  • Work consistently towards meeting the Learning

    Outcomes (goal not a requirement)

  • Complete self-assessment form

  • Demonstration of agency


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


A reconstructed working definition of agency
A Reconstructed Working Definition 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 Turnbull

Student teachers
Student Teachers

  • Warm, welcoming, positive environment

  • Accepted as member of team

  • Mutual respect

  • Support and professional knowledge

Associate teachers
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


  • Commitment to professionalism

  • Able to relate theory to practice

  • Able to reflect critically

University supervisors
University Supervisors

  • Self confidence

  • Communication skills

  • Professional knowledge

  • Collaborative

  • Able to reflect

  • Professional knowledge and


An effective triadic
An 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


    • Success confirmed on completion of placement

Edprac 306

Adults learn best when they are provided with an

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

Learning outcomes one
Learning Outcomes: One

  • Critically analyse the contextual

    complexities associated with own

    teaching and the effectiveness of own responses.

    Key question

  • How is your pedagogy responsive to

    the contextual complexities of your

    teaching and professional decision


Edprac 306

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

Key question

In what ways do you communicate to establish responsive and reciprocal professional relationships in the centre

and community?


Demonstrate effective pedagogical

practice that is informed by theory,

research, practice and a personal


Key question

How does critical reflection support

the questioning and challenging of

your pedagogical practice?

Edprac 306

Consistently demonstrate and

reflect upon ethical/professional

practice as expected of a

provisionally registered teacher in Aotearoa/New Zealand.

Key question

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

challenge thinking

(Curtis & Carter, 2008)

Curriculum signposts te wh riki dr graham aitken
Curriculum Signposts: Te Whāriki (Dr Graham Aitken)

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

children’s needs.

Edprac 306

  • University supervisors will make two


    • An initial visit to ensure the student

      and associate teacher are clear about

      expectations, and to arrange the

      assessment visit

    • The triadic visit when they will observe the student teaching and facilitate the

      triadic assessment meeting

If you are concerned about a student teacher s progress please
If you are concerned about a student teacher’s progress please

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

Edprac 306

Thank you for your support of our


We wish you all the best for the