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EDPRAC 306B

This final practicum of the B.Ed program focuses on student teacher agency and meeting the Graduating Teacher Standards. Students are encouraged to reflect on their practice and gather evidence to demonstrate meeting the standards. The triadic relationship between the student, Associate Teacher, and University Supervisor is crucial for success.

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EDPRAC 306B

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  1. EDPRAC 306B 18 June - 17 August 2012

  2. Introductions Bridgit Williams Debora Lee Barbara Watson Student Liaison Practicum AT Liaison Co-ordinator Laurice Joicey Practicum Administrator Contact details in Practicum handbooks

  3. Whakatauki: Me kimihia te ara tokika, hei orange mo te ao Seek the right path to benefit the world

  4. EDPRAC 306BEnabling Achievement Early Childhood • This is the final practicum of the B Ed programme • (7 weeks) This practicum has a specific focus on student teacher agency Soon after the students return to University they present evidence (gathered mostly while on practicum) that they have met six practicum-related Graduating Teacher Standards

  5. A diverse group EDPRAC 306B students: • come from a diverse range ofcultural and language backgrounds • have a range of ECE experience • bring a range of prior knowledge Students encouraged to bring ‘who they are’ to the practicum

  6. EDPRAC 306B • Students will graduate at the end of 2012 • They are expected to write a minimum of one reflection per week. It is the expectation that students are beginning to embed reflective thinking into their everyday teaching practice. • They have no pre-set professional goal. Goals will emerge as a result of reflection. Most students will be visited three times by their University Supervisor while on practicum.

  7. Students are required to gather evidence that they have met six practicum-related Graduating Teachers Standards in preparation for presentation on the return to University • They are encouraged to make links between the practicum learnig outomes and the GTSs in order to make this task meaningful and manageable • Assistance on how to do this has been made available to them. Please refer any queries to the US or to Barbara Watson Evidencing the GTSs

  8. Preparation • Students are well briefed on the expectations of practicum and should be clear about these, including the expectations to evidence the GTSs • Student are expected to be familiar with the handbook and have completed the required tasks (preparing a profile, develop an in-depth knowledge of agency) • The students have access to a wide range of support mechanisms • As adult learners they are expected to take responsibility for their own learning

  9. Coursework • Students do not have specific tasks (except for reflections and evidencing the specified GTSs and learning outcomes) to complete while on practicum • It is expected that they will be implementing learning from their coursework into practice • It is expected that they will be engaged in as many aspects of the teacher’s role as possible

  10. Course Work • Students have been engaged in studies in: • Politics, Philosopy & Education • Dance/Drama in the Early Years • Social Sciences Education Students are expected to make links between their course work form the entire 3 year programme and practicum experiences

  11. Role of Associate Teacher Provide opportunities for students to: • refine practical experience by engaging with children, teachers and families • construct new learning, knowledge and understanding • try out ideas and theories to test and modify them in practice • experience as fully as possible the role of the teacher

  12. Role of Associate Teacher • Discuss student responsibilities and participation/contributions • Induct student into centre’s policies and programme • Observe student’s teaching with reference to the learning outcomes • Provide support, encouragement and challenge • Provide regular, specific verbal and written feedback • Model and discuss own assessment, planning, teaching, evaluating and reflecting processes and practice • Monitor student’s progress carefully • Discuss any concerns with student and university supervisor as soon as they arise • Contribute to the triadic assessment process • Complete weekly reports and final report. Return final report to practicum office

  13. AT 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 or support

  14. The triadic relationship The relationship between the student, the Associate Teacher and the University Supervisor is designed to facilitate the student successfully completing practicum. Clear and open communication between all parties will ensure the optimum learning environment for the student A DVD on the triadic process is available on request from the practicum office

  15. Assessment of Practicum • At the triadic meeting all parties will discuss wheher or not the student has met all of the Learning Outcomes. They then agree on the result of the practicum. • Pass - learning achieved for all learning outcomes. If any LOs are not met the practicum result is a fail • Fail - not all LOs met • If this is the case, the student will be offered extra support (more time on practicum, extra help with reflective writing etc) as appropriate

  16. Documentation • Portfolio evidencing the learning outcomes with a particular emphasis on 6 specified GTSs (NB: This is not extra but documentation that serves to evidence both the GTSs and the learning outcomes). • A minimum of one written reflection per week (e-mailed to US and using Smyths model. See handbook pp. 11-13). It is expected that the student also demonstrate reflective practice through professional discussion. • Appropriate permissions sought for observations and assessments • Ensure student is aware of centre’s cybersafety policy and expectations around use of photographs

  17. Feedback • Give constructive feedback both verbally and in weekly written report • Be specific about what the student is doing well and suggest next steps for them to consider in the ‘future directions’ section of report • Discuss verbally the written feedback • Provide suggestions about issues in their practice that it might be useful for the student to write reflections on if necessary

  18. If you have concerns • Address them to the student teacher in the first instance and as soon as possible both verbally and in writing • Contact the university supervisor. They will support you as appropriate • Feel free to contact me for support. 623 8899 xtn 48225 or bs.watson @auckland.ac.nz

  19. If a student is struggling • they should have received specific feedback about their practice and how they might improve • the University Supervisor should have been made 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

  20. Support for Associate Teachers • Web Site • Associate Teacher Handbook and meetings • Practicum handbooks • University Supervisor • AT liaison (bs.watson@auckland.ac.nz) • Practicum Coordinator (d.lee@auckland.ac.nz) • Triadic DVD

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