Associate Associate Teacher Teacher MeetingMeeting

30 April 200930 April 2009

Haere mai and welcomeHaere mai and welcome

Whakatepea te ko, kia Whakatepea te ko, kia kotahikotahi

We are in this togetherWe are in this together

Role of the Associate TeacherRole of the Associate Teacher

Provide opportunities for students to:Provide opportunities for students to: refine practical experiencerefine practical experience construct new learning, knowledge and understandingconstruct new learning, knowledge and understanding try out ideas and theories to test and modify them in practicetry out ideas and theories to test and modify them in practiceObserve student’s teachingObserve student’s teaching model and discuss own assessment, planning, teaching, evaluating and model and discuss own assessment, planning, teaching, evaluating and

reflectingreflecting introduce student to teachers and familiesintroduce student to teachers and families induct into centre’s policies and programmeinduct into centre’s policies and programme provide support and encouragementprovide support and encouragement monitor progress carefullymonitor progress carefully discuss student responsibilities and participation/contributionsdiscuss student responsibilities and participation/contributions provide regular verbal and written feedbackprovide regular verbal and written feedback discuss any concerns with student and university supervisordiscuss any concerns with student and university supervisor regard student as a potential professional colleaguesregard student as a potential professional colleagues contribute to the triadic assessment processcontribute to the triadic assessment process complete weekly reports and final assessment report and return final complete weekly reports and final assessment report and return final

report to report to practicum officepracticum office

University Supervisor University Supervisor Initial supervisory visit to liaise with associate, clarify Initial supervisory visit to liaise with associate, clarify

requirements, check student has prepared profile for notice requirements, check student has prepared profile for notice board, check student’s hours of attendance and non-contact board, check student’s hours of attendance and non-contact time activities, professional preparation, check practicum time activities, professional preparation, check practicum file/portfolio set up, provide initial guidance, arrange time of file/portfolio set up, provide initial guidance, arrange time of triadic assessment visit, set up process of receiving and triadic assessment visit, set up process of receiving and responding to reflections. responding to reflections.

Assessment visit to read portfolio, observe teaching Assessment visit to read portfolio, observe teaching (minimum ¾ hour)(minimum ¾ hour)

Facilitate triadic discussionFacilitate triadic discussion Contribute towards assessmentContribute towards assessment Provide guidance and clarify future needs (as required)Provide guidance and clarify future needs (as required) During practicum:During practicum:

to respond to queriesto respond to queries liaise as necessaryliaise as necessary provide supportprovide support respond to reflectionsrespond to reflections deal with concernsdeal with concerns

After practicum to write up final report/confirm results and After practicum to write up final report/confirm results and send to practicum officesend to practicum office

Student teacher Student teacher responsibilitiesresponsibilities

Contact associate teacher and visit centre if possibleContact associate teacher and visit centre if possible Attend 7.5 hours each dayAttend 7.5 hours each day Follow centre or kindergarten policiesFollow centre or kindergarten policies Provide profile for notice boardProvide profile for notice board Inform of any absencesInform of any absences Provide evidence of understanding from course workProvide evidence of understanding from course work Maintain confidentiality and ethical practiceMaintain confidentiality and ethical practice Communication and team workCommunication and team work Engage in teaching and learningEngage in teaching and learning Understand teaching responsibilities of Te Tiriti o Understand teaching responsibilities of Te Tiriti o

WaitangiWaitangi Consistently reflect on own practiceConsistently reflect on own practice Document involvement in teaching and learningDocument involvement in teaching and learning Demonstrate teamworkDemonstrate teamwork Prepare for triadic assessment and contributePrepare for triadic assessment and contribute

professionallyprofessionally

Courses in the Programmes Courses in the Programmes

explore concepts relating explore concepts relating to:to:Social SciencesSocial SciencesHealthHealthDramaDramaPhysical Physical

EducationEducationMathematicsMathematicsDanceDanceScienceScienceVisual ArtsVisual Arts

MusicMusicTe Ao MāoriTe Ao MāoriPedagogyPedagogyLearning TheoryLearning TheoryLanguages and Languages and

culturesculturesTechnologyTechnology

Graduate Diploma in Teaching Graduate Diploma in Teaching (new programme in 2006)(new programme in 2006)

Conceptualising PracticeConceptualising Practice

4 May – 29 May4 May – 29 May

This is a four week practicum, the This is a four week practicum, the second practicum for students who second practicum for students who began their study in this began their study in this programme in January 2009, or if programme in January 2009, or if they are part time, January 2008. they are part time, January 2008.

Graduate Diploma in Graduate Diploma in TeachingTeaching

Began in 2006Began in 2006 Is available for graduates of both teacher Is available for graduates of both teacher

education and university courses (the education and university courses (the same as primary and secondary teachers)same as primary and secondary teachers)

Is an extended, intensive programmeIs an extended, intensive programme Includes fourteen weeks of practicumIncludes fourteen weeks of practicum Is available both face-to-face and flexiblyIs available both face-to-face and flexibly Attracts a broad range of people from Attracts a broad range of people from

diverse backgrounds and experiencediverse backgrounds and experience

FeedbackFeedback

The practicum assignments, which are The practicum assignments, which are innovative, reflect best practice in ECE innovative, reflect best practice in ECE services and give students the opportunity services and give students the opportunity to engage in complex reflections on their to engage in complex reflections on their teaching. They seem to mirror the teaching. They seem to mirror the Graduating Teacher Standards and they Graduating Teacher Standards and they increase in complexity through the three increase in complexity through the three teaching experiences. The course outlines teaching experiences. The course outlines suggest that the courses support the suggest that the courses support the teaching experience. teaching experience.

PortfoliosPortfolios

The portfolio is intended to provide The portfolio is intended to provide

evidence of the student teacher evidence of the student teacher having having

met the learning outcomes on the met the learning outcomes on the

practicum and of their work in each practicum and of their work in each of of

the Graduate Diploma in Teaching the Graduate Diploma in Teaching (ECE) courses.(ECE) courses.

Portfolio Requirements Can include: Photographs and interpretive statements Learning stories, child’s voice, whanau voice Records and interpretations as

demonstrations of teaching

Reflective writing Records of involvement in meetings Evidence of communication with families,

whanau and the wider professional community

ExamplesExamples

In order to better In order to better understand Te understand Te Whāriki on her Whāriki on her first practicum this first practicum this student teacher student teacher documented her documented her sense of belonging sense of belonging in the kindergarten in the kindergarten and what assisted and what assisted this.this.

Evidence of Evidence of involvement in the involvement in the visual arts visual arts included reference included reference to specific to specific understandings understandings from coursework.from coursework.

KoruKoru

Reflection

DATA Brookfield’s critically reflective

lenses Smyth’s Stages in Personal and

Professional Empowerment

DATA Describe Choose a specific incident or an aspect of

practice. Analyse Look into the reasons for the occurrence. Theorise Explore alternative theories. Act Examine possible changes to practice.

Brookfield’s Lenses

Our autobiographies as learners and teachers

Our students’ eyes Our colleagues’ experiences Theoretical literature

Smyth’s Stages in Personal and Professional Empowerment Describing Informing Confronting Reconstructing (examples in practicum handbook)

Reflective ExamplesReflective Examples

A father admitted that he had withheld signing a A father admitted that he had withheld signing a permission form for one of the male student permission form for one of the male student teachers in one of our programmes because of teachers in one of our programmes because of his distrust of men wishing to work in ECE. The his distrust of men wishing to work in ECE. The student reflected:student reflected:

““Until now I believed I would never have to Until now I believed I would never have to deal with any form of accusation simply deal with any form of accusation simply because I will never offend. However the because I will never offend. However the conversation with my associate teacher conversation with my associate teacher pointed out to me that this kind of thing pointed out to me that this kind of thing can happen to anyone….”can happen to anyone….”

A student teacher has contact with a A student teacher has contact with a parent in another context and is sought parent in another context and is sought out to discuss centre issues:out to discuss centre issues:

““In not clearly stating that I could not In not clearly stating that I could not talk about other children I was not being talk about other children I was not being completely honest. I chose to avoid completely honest. I chose to avoid talking specific details with her and to talking specific details with her and to turn the conversation to my experience. turn the conversation to my experience. It may have been better to state my It may have been better to state my position at the start….”position at the start….”

Recognising the importance Recognising the importance of own experiencesof own experiences

““Without the ability to express our feelings Without the ability to express our feelings through talk, our possibilities for through talk, our possibilities for communication are restricted and we start to communication are restricted and we start to feel powerless and lonely. As a foreigner to feel powerless and lonely. As a foreigner to the culture and language of New Zealand I the culture and language of New Zealand I know from my own experience how difficult know from my own experience how difficult it can be to express oneself in a second it can be to express oneself in a second language and in a culture where different language and in a culture where different rules are in effect. It may only seem a small rules are in effect. It may only seem a small difference, like a different sense of humor, difference, like a different sense of humor, but it can have a powerful impact.”but it can have a powerful impact.”

Demonstrating Demonstrating understanding of theoryunderstanding of theory

In reflective writing:In reflective writing:

““MacNaughton (2003), suggests MacNaughton (2003), suggests contrasting constructions of modern contrasting constructions of modern and post-modern child that might be and post-modern child that might be helpful. In this analysis my construction helpful. In this analysis my construction of ‘child’ would be considered modern of ‘child’ would be considered modern e.g., emphasizing the difference e.g., emphasizing the difference between adult and child and reliance on between adult and child and reliance on the adult in the environment.”the adult in the environment.”

Weekly FeedbackWeekly Feedback

Is important to let student teachers know Is important to let student teachers know how they are getting on. Discuss any how they are getting on. Discuss any feedback you write with student feedback you write with student teachers.teachers.

Great to see you engaging with families Great to see you engaging with families when they arrive to pick up the children. when they arrive to pick up the children. As I said today please be sensitive about As I said today please be sensitive about how much time you spend doing this. how much time you spend doing this.

If you have concernsIf you have concerns

Address them to the student teacher in Address them to the student teacher in the first instance and as soon as the first instance and as soon as possible both verbally and in writingpossible both verbally and in writing

Contact the university supervisor, a Contact the university supervisor, a meeting may assist to address the issuemeeting may assist to address the issue

The university supervisor is likely to The university supervisor is likely to contact me but…contact me but…

If it is still not resolved please contact If it is still not resolved please contact me on 623 8899, extn. 48216 or me on 623 8899, extn. 48216 or d.lee@auckland.ac.nzd.lee@auckland.ac.nz

Final ReportsFinal Reports Are specific to the learning outcomesAre specific to the learning outcomes Include examples that demonstrate competence, for Include examples that demonstrate competence, for

example:example:Learning Outcome 1:Learning Outcome 1:

““Kia ora Sujatha, communication is a real strength for Kia ora Sujatha, communication is a real strength for you. You visited the kindergarten beforehand and you. You visited the kindergarten beforehand and established and maintained contact with your established and maintained contact with your university supervisor throughout the practicum. university supervisor throughout the practicum. You clearly have extremely positive relationships You clearly have extremely positive relationships with the children and with their families and with the children and with their families and whānau. You readily discuss interactions of whānau. You readily discuss interactions of interest, and their implications for teaching and interest, and their implications for teaching and learning, with me as your associate teacher. You are learning, with me as your associate teacher. You are confident and professional in all your dealings with confident and professional in all your dealings with the teaching team and other adults in the centre.”the teaching team and other adults in the centre.”

If the learning outcome is not met:If the learning outcome is not met:

Kia ora Jane, I have been disappointed Kia ora Jane, I have been disappointed at your lack of commitment to this at your lack of commitment to this practicum. You have not practicum. You have not demonstrated a consistent ability to demonstrated a consistent ability to engage with the children. You have engage with the children. You have spent a great deal of time on your own spent a great deal of time on your own work which has made it difficult for work which has made it difficult for you to establish relationships. you to establish relationships.

If any of the learning outcomes If any of the learning outcomes

are not metare not met Triadic assessment should still take Triadic assessment should still take

placeplace Student teacher will be aware that Student teacher will be aware that

there are areas of concernthere are areas of concern University supervisor facilitates, ideally University supervisor facilitates, ideally

the student teacher will understand the student teacher will understand that they have not demonstrated that they have not demonstrated adequately that they should passadequately that they should pass

All concerns should be documented in All concerns should be documented in final report final report

Triadic AssessmentTriadic Assessment Important component of our programmesImportant component of our programmes Times can be negotiated when setting Times can be negotiated when setting

final final visitvisit

Facilitated by university supervisorFacilitated by university supervisor Student teacher begins processStudent teacher begins process No new information should be sharedNo new information should be shared A collegial and collaborative processA collegial and collaborative process Includes reference to documentation and Includes reference to documentation and

examples from portfolioexamples from portfolio DVD available to borrowDVD available to borrow

Principles of Student Principles of Student Teacher DocumentationTeacher Documentation Reflections are of a high quality Reflections are of a high quality

(rather (rather than quantity)than quantity)

Student teacher’s ability to notice, Student teacher’s ability to notice, recognize and respond to children’s recognize and respond to children’s learning is evident in documentation learning is evident in documentation (includes ‘assessment’ and ‘planning’)(includes ‘assessment’ and ‘planning’)

The planning process is cyclical and The planning process is cyclical and authenticauthentic

Support for Associate Support for Associate TeachersTeachers Web Site Web Site Associate Teacher Handbook and Associate Teacher Handbook and

meetingsmeetings Practicum handbooksPracticum handbooks University SupervisorUniversity Supervisor Practicum Coordinator (Practicum Coordinator (

d.lee@auckland.ac.nzd.lee@auckland.ac.nz)) DVDs (new one coming out this semester)DVDs (new one coming out this semester) Combined Associate Teacher Symposium Combined Associate Teacher Symposium

(13 June 2009)(13 June 2009)

““Teaching as an ethical enterprise goes Teaching as an ethical enterprise goes beyond presenting what already is; it is beyond presenting what already is; it is teaching towards what ought to be” teaching towards what ought to be”

““Education is an arena of hope and Education is an arena of hope and struggle – hope for a better life and struggle struggle – hope for a better life and struggle over how to understand and enact and over how to understand and enact and achieve a better world. We come to believe achieve a better world. We come to believe that we can become makers of history, not that we can become makers of history, not merely the passive objects of the great human merely the passive objects of the great human drama”drama”

Bill AyersBill Ayers