TEPP321-18A (D) Any Time Start 2018 (Distance)

Professional Practice: Being a Teacher

15 points

Details:
Start Date: Monday, 1 January 2018
End Date: Sunday, 30 December 2018
Withdrawal Dates
Students are advised to contact the Faculty of Education, Health and Human Development - Professional Placement Team (professional.practice@canterbury.ac.nz) to confirm a) approval to enrol in an anytime placement and b) start and end dates. The withdrawal dates (both with and without fee refund) is the Friday prior to the placement commencing.

Description

This course is designed to deliver through practical application and first-hand experience in classrooms, the necessary curriculum and pedagogical content required of primary teachers. These experiences enable the student, his/her lecturers and associate teacher to systematically evaluate his/her developing knowledge and skill, identify emergent needs, and to record the student's progress in achieving course learning outcomes.

Learning Outcomes

1. Use a systematic and reflective teaching as inquiry approach to identify student learning needs, identify student teacher knowledge and skills required to meet these needs, design new learning experiences, engage students in new learning experiences and assess and evaluate the resulting learning outcomes of their students in at least seven areas of learning including English and Mathematics.
2. Develop constructive and effective contextually appropriate professional relationships with colleagues, parents and pupils.
3. Assume the role of Teacher in the classroom for at least 13-15 days with full independence. Days should be as consecutive as possible.
4. Use critical reflection skills to identify professional needs and development, including the use of effective Te Reo me ōna tikanga.
5. Produce high quality Professional Practice documentation set out according to given guidelines.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attributes specified below:

Critically competent in a core academic discipline of their award

Students know and can critically evaluate and, where applicable, apply this knowledge to topics/issues within their majoring subject.

Employable, innovative and enterprising

Students will develop key skills and attributes sought by employers that can be used in a range of applications.

Biculturally competent and confident

Students will be aware of and understand the nature of biculturalism in Aotearoa New Zealand, and its relevance to their area of study and/or their degree.

Engaged with the community

Students will have observed and understood a culture within a community by reflecting on their own performance and experiences within that community.

Prerequisites

Course Coordinator

Chris Astall

Contact Person

Lynda Boyd

Assessment

Assessment Due Date Percentage  Description
Professional Practice Documentation 100% Due Date: First Monday following conclusion of practicum

Textbooks / Resources

Required Texts

Fraser, Deborah , Hill, Mary; The professional practice of teaching in New Zealand ; 5th edition; Cengage Learning, 2016.

Groundwater-Smith, Susan , Ewing, Robyn, Le Cornu, Rosie; Teaching :challenges & dilemmas ; 5th edition; Cengage Learning Australia, 2015.

Moorfield, John C.1943-; Te kakano ; 2nd ed; Longman, 2001.

Moorfield, John C.1943- , Moorfield, John C; Maori dictionary : te aka Maori-English, English-Maori dictionary ; Auckland University of Technology ; Pearson Education New Zealand.

Moorfield, John C.1943- , University of Waikato; Te Kakano :pukapuka arahi i te kaiwhakaako ; 2nd ed; Te Whare Wananga o Waikato, 2003.

Morrison, Scotty; Maori made easy :for everyday learners of the Maori language ; Raupo, 2015.

New Zealand; Ka mau te wehi! : an introduction to Te Reo Maori ; Published for the Ministry of Education by CWA New Media, 2007.

New Zealand; Te aho arataki marau mo te ako i te reo Maori - kura auraki =Curriculum guidelines for teaching and learning te reo Maori in English-medium schools: years 1-13 ; Published for the Ministry of Education by Learning Media, 2009.

New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.

New Zealand. , CWA New Media (Firm), Huia Publishers; He reo tupu, he reo ora :teachers' notes ; Published for the Ministry of Education by CWA New Media and Huia Publishers, 2011.

New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Maori learners ; Ministry of Education, 2011.

Webber, Bev. , New Zealand Council for Educational Research; Teachers make a difference : what is the research evidence? : conference proceedings, October 2002 ; New Zealand Council for Educational Research, 2002.

Recommended Reading

Clarke, Shirley; Outstanding formative assessment :culture and practice ; Hodder Education, 2014.

Clarke, Shirley; Active learning through formative assessment ; Hodder Education, 2008.

Clarke, Shirley; Formative assessment in action :weaving the elements together ; Hodder Murray, 2005.

Clarke, Shirley. , Timperley, Helen., Hattie, John; Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom ; N.Z. ed; Hodder Moa Beckett, 2003.

Nation, I. S. P. , Victoria University of Wellington; Language teaching techniques ; Revised 1996; School of Linguistics and Applied Language Studies, Victoria University of Wellington, 1996.

Wiggins, Grant P.,1950- , McTighe, Jay; Understanding by design ; Expanded 2nd ed; Association for Supervision and Curriculum Development, 2005.

Other Required Readings:

Joseph, D. & Heading,M. (2010). Putting theory into practice: moving from student identity to teacher identity. Australian Journal of Teacher Education, 35(3), 75-87.
DOI: 10.14221/ajte.2010v35n3.6
Retrieved from: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1426&context=ajte

New Zealand Teachers Council. (2007). Graduating teacher standards.  
Retrieved from: http://www.teacherscouncil.govt.nz/sites/default/files/gts-poster.pdf

New Zealand Teachers Council - Research
http://www.teacherscouncil.govt.nz/search/site/research

Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for early-career teachers: how do early-career teachers rate them? Teacher Development: An international journal of teachers’ professional development, 15(1), 87-104.
DOI:10.1080/13664530.2011.555226
Retrieved from: http://www.tandfonline.com.ezproxy.canterbury.ac.nz/doi/pdf/10.1080/13664530.2011.555226

Thomas, P. (2003). Reporting to parents. NZCER SET (online journal) 1, 45-48.
Retrieved from: http://ezproxy.canterbury.ac.nz/login?url=http://www.nzcer.org.nz/nzcerpress/set/articles/reporting-parents

New Zealand Ministry of Education - Te Kete Ipurangi - Research: www.assessment.tki.org.nz/Research

New Zealand Council for Educational Research - assessment strategies.
Retrieved from: http://www.nzcer.org.nz/tests/assessment-services-schools

Other Recommended Readings:

New Zealand Council for Educational Research - assessment research for classroom teachers.
Retrieved from: http://www.nzcer.org.nz

New Zealand Council for Educational Research - self-assessment.
Retrieved from: http://www.nzcer.org.nz/tests/assessment-services-schools

Openshaw, R. & Walshaw, M (2010).  Literacy, Numeracy and Political Struggle: The National Standards Initiative in Context.  New Zealand Journal of Educational Studies, 45(2), 99-105.  
ISSN: 0028-8276
Retrieved from:
http://search.informit.com.au.ezproxy.canterbury.ac.nz/fullText;dn=622006828155253;res=IELHSS

Robertson, J. & Murrihy, L. (2006). Developing the person in the professional: Building the capacity of teachers for improved student learning: the missing basket - personal learning. Summary report. Nottingham, UK: National College for School Leadership.
Retrieved from: http://goo.gl/9vx0aQ

Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619-633.
Retrieved from: http://search.ebscohost.com.ezproxy.canterbury.ac.nz/login.aspx?direct=true&db=pbh&AN=33418575&site=ehost-live

Yurdabakan, I. (2011). The investigation of peer assessment in primary school cooperative learning groups with respect to gender. Education 3-13, 39(2), 153-169
Retrieved from:
http://ezproxy.canterbury.ac.nz/login?url=http://dx.doi.org/doi:10.1080/03004270903313608

Ministry of Education - Special Education
Retrieved from:
http://www.educationcounts.govt.nz/publications/special_education

Riley, T. (2004). Looking Ahead: Research to Inform Practice in the Education of Gifted and Talented Students in New Zealand.  The New Zealand Journal of Gifted Children, 14.
ISSN 2324-1284
Retrieved from:
http://www.giftedchildren.org.nz/apex/v14no1art01.php

Additional Course Outline Information

Academic integrity

Students display academic integrity when they submit for assessment work that is their own. When this is not the case, the students are engaging in cheating or dishonest practices. All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations. It is unacceptable to submit sections of work completed for one course as part of an assignment for another course

Assessment and grading system

The assignments are graded against the University scale A+ to E. Satisfactory completion of the course overall to at least a C- grade is required in order to pass the course. All parts of the assignment must be submitted.

Calculating the final grade: Final grades for the course will be calculated taking into account the weighting of each part of the assignment.  

The University of Canterbury grading scale is:

Grading Scale
Grade    GPA Value        Marks

A+              9            90 – 100
A                8            85 – 89.99
A-               7            80 – 84.99
B+              6            75 – 79.99
B                5            70 – 74.99
B-               4            65 – 69.99
C+              3            60 – 64.99
C                2            55 – 59.99
C-               1            50 – 54.99
D                0            40 – 49.99
E               -1             0 – 39.99

A Pass is 50 marks or over

An examiner's meeting will be held at the end of the course to confirm final grades and to ensure fairness and consistency

.

Attendance

Students will be expected to conduct at least one pre-placement visit at their allocated school.
Full attendance in school for the duration of the practicum, from at least 8.00am - 4.00pm each day, is a requirement.
Students will attend a debriefing interview with their PP lecturer after the placement concludes. This interview wil be conducted at a University of Canterbury campus or via flexible delivery mechanisms.

Evaluation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation policy, to provide feedback to teaching staff about the relevance  and validity of what has been learned as well as the quality of course delivery.

Grade moderation

Formal and informal evaluation will take place in accordance with the relevant Course Evaluation policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.

Late submission of work

Work handed in after the due date with no extension granted is considered late. Late work will be accepted up to one week after the due date. If, for any reason, you are having difficulty in keeping to the deadline for assignments, you must make contact via email with one of the course lecturers so that we can work with you as to what is possible and reasonable. Marks will be deducted for lateness. Lecturers reserve the right not to mark late work, and no work will be accepted after assignments have been returned.

Other specific requirements

Assignments must be word processed in Times New Roman, 12 point font with a 3cm left hand margin, 1.5 line spacing, and stapled in the corner. APA format is required for references. Keep a copy of all assignments. Students must attach a completed cover sheet to all work.

Requests for extensions

Under exceptional circumstances (eg illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment.  There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the course co-ordinator in the first instance.  Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the course co-ordinator at least two working days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the course co-ordinator to make a decision about whether or not to grant an extension. A copy of the course co-ordinator's email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of University study, eg several pieces of work being due at the same time. Students are encouraged to plan their work in a realistic manner and in advance so they can meet their assessment deadlines.

Resubmissions

Resubmissions are restricted to work that is originally submitted on or before the due date. Late assignments are not normally considered for resubmission unless there are exceptional circumstances. If the student’s assignment work meets most of the criteria required to pass, they may be given the opportunity to resubmit the assignment to bring it to a passing standard. Only one resubmission is possible within the course. Students will have one week from the return of an assignment, to resubmit their work. A resubmitted assignment that meets requirements will be awarded a minimum passing grade. A resubmitted assignment that does not meet the passing standard will be awarded a ‘D’.

Course Website

As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site.

Special consideration of assessment items

Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:
(a)  they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:
i.    which has prevented them from completing any major item(s) of work for assessment in a course; or
ii.   which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course;
or
(b)  
i.    they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; or
ii.   they are members of a national cultural group on tour nationally or internationally.
Please note that applications must be supported by evidence.  Further details are available at the above link.

Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment.

Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required.

Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines.  (Refer to specific Course Outlines for this information.)

Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.

NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.

Where to submit and collect work

Regional student assignments are to be submitted to the regional centre administrator at the location specified by their lecturer.

For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to  Friday, 8am to 5pm (excluding public and university holidays).

Indicative Fees

Domestic fee $746.00

International fee $3,038.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All TEPP321 Occurrences