EDPRAC 621BEDPRAC 621B

April/May 2012April/May 2012

IntroductionsIntroductions

Bridgit Williams Debora Lee Barbara Watson Student Liaison Practicum AT Liaison Co-ordinator

Laurice Joicey Practicum Administrator

Contact details in Practicum handbooks

Whakatauki:

Whakatepea te ko, kia kotahi

We are in this together

EDPRAC 621Conceptualising Practice

• This is the second part of a two part practicum• (Part A was 3 weeks and Part B is 4 weeks)

This practicum has a focus on •competent communication•Building and maintaining relationships•Understanding the EC context•Integrating theory, research and practice

EDPRAC 621 BEDPRAC 621 B

23 April - 18 May23 April - 18 May

• four week practicum four week practicum • first formally assessed practicumfirst formally assessed practicum• full time students started January 2012full time students started January 2012• three written reflections per weekthree written reflections per week• working towards a professional goal (flexi working towards a professional goal (flexi

students only)students only)• 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

Please ensure you know whether Please ensure you know whether your student is studying as a face your student is studying as a face to face student or as a flexible to face student or as a flexible student as the expectations on student as the expectations on this practicum are slightly this practicum are slightly different for each of these different for each of these groups.groups.

Please note:Please note:

For those of you who have supported For those of you who have supported University of Auckland Graduate Diploma University of Auckland Graduate Diploma students previously there has been a change in students previously there has been a change in expectations for face to face students.expectations for face to face students.

Face to face students present a ‘learning Face to face students present a ‘learning window’ at the end of their final practicum and window’ at the end of their final practicum and it is a requirement that during his practicum it is a requirement that during his practicum they identify an area of interest for this they identify an area of interest for this (rather than a practice goal as for flexi (rather than a practice goal as for flexi students)students)

It is not necessary for you to have an in-depth It is not necessary for you to have an in-depth understanding of the learning window process.understanding of the learning window process.

Details are on pp. 8-10 of the handbookDetails are on pp. 8-10 of the handbook

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 – flexis only)

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

• As adult learners they 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 6-7 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 withBarbara BackshallwithBarbara Backshall

•This practicum is a critical one in This practicum is a critical one in determining the student’s progress determining the student’s progress towards graduation. Please be in touch towards graduation. Please be in touch early if you have any concerns early if you have any concerns regarding their ability to successfully regarding their ability to successfully meet the learning outcomes.meet the learning outcomes.

Role of Associate TeacherRole of Associate Teacher

Provide 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 goal (if applicable)work towards an agreed professional goal (if applicable)

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 complete weekly reports and final report. Return final report to practicum

officeoffice

See handbook (pp. 22-24) for student and US responsibilitiesSee handbook (pp. 22-24) for student and US responsibilities

The triadic relationshipThe triadic relationship

The 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 from the practicum officerequest from the practicum office

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

GTSs and ‘Fit to be a teacher Criteria’GTSs 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. 18-20)pp. 18-20)

• Appropriate permissions sought for observations and Appropriate permissions sought for observations and assessmentsassessments

• 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 Give constructive feedback both verbally and in

weekly written reportweekly written 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 Provide suggestions about issues in their practice that it might be useful for the student to write reflections onit might be useful for the student to write reflections on

If you have concernsIf you have concerns

• Address them to the student teacher in the Address them to the student teacher in the first instance and as soon as possible both first instance and as soon as possible both verbally and in writingverbally and in 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

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

• make the University Supervisor will be aware of the issue

• ensure that 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

16 June 16 June This is a fabulous professional learning This is a fabulous professional learning

opportunity designed especially for Associate opportunity designed especially for Associate Teachers.Teachers.

Lorraine Manuela and Margaret May are the Lorraine Manuela and Margaret May are the keynote speakers and a wide range of keynote speakers and a wide range of workshops and workshops and

discussion forums will be availablediscussion forums will be available Only $20 for the dayOnly $20 for the day Register Register

now:now:http://www.education.auckland.ac.nz/uoa/associate‑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.nz))• Triadic DVDTriadic DVD• Combined Associate Teacher Symposium Combined Associate Teacher Symposium

(16 June at Unitec)(16 June at Unitec)