Practicum learning outcomes

1. Bachelor of Education (Teaching) and Diploma of Teaching (ECE)Orientation to Practicum: First Year Student Teachers2009

2. Kia ora, kia orana, namaste, bula, talofa lava, malo e lelei, faka lofa lahi atu, ni hau ma? salam, ayubowan, goedendag, greetings.

3. Debora Lee Practicum Co-ordinator: Early Childhood, office N311, extn 48216 d.lee@auckland.ac.nzLaurice Joicey - Practicum Administrator: Early Childhood, Practicum Office N551, extn 48607 l.joicey@auckland.ac.nz

4. The Bachelor of Education (Teaching) and Diploma of Teaching (ECE) are professional teaching qualifications. Practicum modules integrate the theoretical knowledge learned in courses with the reality of teaching practice, in collaboration with experienced teachers in the field.

5. Among other things, practicum also enables you to- gain an understanding of the diversity, depth and complexity of early childhood educational settings- work on personal and professional development goals- consider other teachers’ pedagogical practices, practise your own and receive feedback- contextualise and integrate course learning- gain insights from experience to inform your studies

6. Practicum learning outcomes • the teacher’s role in complex environments • communication and professional relationships • developing and using observational skills • pedagogy informed by theory and practice • being a professional teacher in Aotearoa New Zealand

7. EDPRAC 102 Part A and Part BThe Professional Teacher Early Childhood 1Part A: 23 March – 3 April Part B: 21 September – 6 NovemberN.B Part B includes 2 weeks where kindergartens will be closed. Practicum briefing: It is essential that you understand what is expected of you, the practicum learning outcomes, and how you will be assessed. It is expected that you will attend the practicum briefings.

8. Please read the Learning Outcomes and Assessment Criteria for EDPRAC 102A in your practicum handbook. Think carefully about the connections between those learning outcomes and the assessment criteria, and the work that you cover in your courses. Part A is a practicum designed for you to observe and experience the reality of teaching and learning in an early childhood education environment. It is formatively assessed.

9. Practicum ProcessesPracticum placements will be organised by computer automatic sort. If you are allocated an early education and care centre for Part A, then it is likely that you will be placed in a kindergarten for Part B.You are likely to go on the EDPRAC 102A practicum in pairs. Please note that you will be expected to work collaboratively with your allocated peer.

10. You will find out which centre that you have been allocated by reading the Early Childhood Practicum noticeboard, which is on level three of N Block , or, it will be sent it you if you are studying flexibly. You will be informed about:- the centre that you have been allocated, including the name of the centre, address and telephone number- the name of your practicum peer- the name of your Associate Teacher - the name of your University Supervisor

11. Please be aware of the commitmentrequired for practicum:- It will be a different routine from coming to the university, or studying at home - You will be there 7½ hours each day for five days per week. Therefore, you may experience a difference in time commitment.- You may have to make different arrangements for your family or part-time job.- You will have to travel to your practicum centre. This means that you may have to make different travel arrangements and that travel expenses may be different.

12. Will I have a choice about future placements? • A request form will be provided for you to complete and a list of centres made available (posted to you if you are studying flexibly and on the Practicum noticeboard if you are studying on-campus) • We make all arrangements – please do not approach centres yourself • Professional queries to Debora, administrative to Laurice • Notification of placement will be on the Practicum noticeboard, or by mail

13. Please remember when filling in your requests for placement that you need to complete a range of practicum experiences, for example, placement with under two year olds, kindergarten placements, sessional, and full-day setting. At least one centre needs to represent an aspect of diversity too, e.g., culturally, socio-economically, or special character. You are required to have one ASSESSED practicum at a kindergarten and another with children under two.

14. What if the practicum schedule doesn’t suit me? If you have a very good reason, you can request an out of schedule practicum placement. This often creates difficulties for you fitting around other study commitments so is to be avoided if at all possible.

15. Important Noticeboard The Moodle Practicum Portal: • Includes answers to many questions • Has forms you can download • Has a forum for important practicum information

16. Remember • Practicum provides you with opportunities for putting what you are learning at the Faculty into a meaningful teaching context • He aha te mea nui o te ao? He tangata, he tangata, he tangata!

17. Disability Support • If you have a disability we strongly recommend you make a time to see Rebekah Williams (Outreach Co-ordinator for Students • & Staff with Disabilities) todiscuss: • how to manage the disability while on practicum • strategies that can be put in place in order to prevent any potential problems This includes students with dyslexia, mental illness (regardless of whether they are in regular contact with a community mental health worker), physical impairments etc.  Her office is K100 underneath the cafeteria, next to the pool.

18. Preparation for Practicum • Create a profile about yourself • Contact your University Supervisor • Contact your Associate Teacher and visit the centre if possible (discuss hours, expectations etc) • Consider how your course learning will inform your practicum experience

19. A Profile Kia ora koutou, My name is Debora Lee and I will be a student teacher in your centre for three weeks from 12 March – 30 March. I am studying at the Children's Issues Centre at the University of Otago. I have four children and have worked in early childhood centres for many years. I am looking forward to meeting you and to working with your children.

20. Expectations on Practicum • Professional behaviour • Engagement with children • Team work and communication • Documentation • Learning about specific context of the centre • Making links to course work

21. Professional File or Folder • Records your involvement and learning • Includes a range of evidence about: • How you have established relationships with children, teachers and whanau • The children’s interests • Links to university courses • Complexities of teaching • Te Whaariki • Diversity in early childhood education • Graduating Teacher Standards

22. Resource File This is for your professional development. It could include: • Words of songs, poems, stories • List of resources, books etc. • Recipes for play materials • Places to access resources • Examples of experiences

23. Policies There are some policies you will need to familiarise your self with: • Treaty of Waitangi • Child protection • Positive guidance • Health and safety • Student teacher expectations

24. New Zealand Teacher’s Council “fit to be a teacher” criteria • Trustworthiness • Honesty • Reliability • Sensitivity and compassion • Respect for others • Imagination, enthusiasm and dedication • Communication • Physical and mental health

25. Learning Outcomes • The teacher’s role in complex environments • Communication and professional relationships • Observational skills • Theory and practice • Professionalism

26. Learning Outcomes 1& 2 • Key Questions: What are the different roles that teachers take on in early childhood settings? What does a teacher do to establish professional, relationships with diverse learners? What are the factors that contribute to effective communication with children?

27. Dewey (1899) • Responsibility • Open-mindedness • Wholeheartedness

28. Collaboration and support • Practicum peer • Associate teacher • University supervisor (no visit for EDPRAC 102A) • Practicum co-cordinator

29. We wish you well Practicum is a vital component of teacher education and there are always opportunities for learning. Make the most of this time to build responsive and reciprocal relationships and experience the delight of young children as they too learn and explore. “When possible do nothing without joy.” (Gandini, 1997).