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This first practicum course provides an intensive school-based opportunity for students to interact with and observe a range of teachers in a primary or intermediate school, and then work collaboratively with one mentor/associate teacher for a prolonged period of time. Students will observe, plan, teach, manage and assess student learning and then evaluate / critically appraisal and reflect on their professional development. Teaching experiences will progress from working with small groups to full class, with the students taking increasing responsibility, with support and guidance, for daily programme /class management as the placement progresses. These experiences and the associated documentation, in conjunction with mentor/lecturer observations, will provide formative feedback in relation to the students developing knowledge, skill and practices, identify emergent needs, and enable summative assessment in relation to the course learning outcomes. Course outcomes are described as a series of competencies. The course will both complement and apply learning in other courses in the Graduate Diploma of Teaching and Learning (Primary)
On successful completion of this course, participants will have:1. Developed constructive, effective professional relationships with colleagues, parents, and pupils.2. Identified, used and critically evaluated a range of management strategies consistent with teaching and learning pedagogy3. Observed, planned for, and successfully implemented, assessed, and evaluated children’s learning in the learning areas of Literacy and Mathematics.4. Observed and held professional discussions with staff members teaching in other areas of the school5. Used a design process to plan for, and successfully implement, assess and evaluate a series of three lessons with a group/class in at least three essential learning areas as determined by The New Zealand Curriculum/Te Marautanga o Aotearoa6. Used a unit of work approach to plan for, and successfully implement, assess and evaluate whole class teaching, in at least one other essential learning area as determined by The New Zealand Curriculum/Te Marautanga o Aotearoa7. Demonstrated the ability to cater for Māori learners and diverse learners in planning and teaching, including Pasifika learners and students with special learning needs8. Taken increased responsibility, with support from the mentor teacher, for the management and learning of a whole class for at least two consecutive mornings, two consecutive afternoons and then between five and seven consecutive full days9. Responded to formative assessment feedback by demonstrating growth in areas identified formatively as needing development10. Used critical reflection skills to assess current and future professional needs and development, including their use of te reo Māori and me ngā tikanga Māori.11. Completed and organised all documentation in a professional manner, and communicated effectively (in oral and written formats) using professionally appropriate language conventions.
TEPI331 and TECP331.
Nicki Dabner
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Hill, Mary , Thrupp, Martin; The professional practice of teaching in New Zealand ; 6th edition; Cengage Learning, 2019.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council; Tātaiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Professional Practice HandbookPlacement Briefing and Assessment documents.All material and readings covered in the Professional and Educational Studies course, the other courses students are completing concurrently and the courses students have completed prior to this placement. Students are strongly advised to review all relevant material from all courses as part of the preparation for the placement.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
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.On submitting assignments, students must confirm that the work being handed in is original and their own work.
This course is competency based. All learning outcomes must be met to pass the course. Final results are reported on the University Grading Scale as a Pass or Fail. A student will receive formative assessment feedback during their professional practice. Formative assessment will include informal verbal feedback, and formal written feedback on the teaching observation forms and mid-placement report form in the Professional Practice Record Book. The final report in the Professional Practice Record Book will be summative. A balance of evidence approach is used by the Professional Practice lecturer to assess the learning outcomes for summative assessment which includes an appraisal of all aspects of student’s submitted Professional Practice documentation, the formative and summative assessment information included in the Professional Practice Record Book and their debriefing meetings with the student during and after placement.All Professional Practice documentation must be submitted to the PP visiting lecturer on the first Monday following placement. Students must attend a debriefing meeting with the PP visiting lecturer once the PP documentation has been assessed.
The practicum course is delivered via a seven-week block in a school setting, with preparatory content being delivered by means of face-to-face and/or flexible delivery mechanisms. Students will conduct a pre-placement visit at their allocated school if possible and also participate in a mid-placement meeting and a placement de-briefing meeting, conducted at a University of Canterbury campus or via flexible delivery mechanisms. Full attendance in school for the seven weeks of the practicum from at least 8.00am until 4.00pm each day is a requirement.Please review the Professional Practice Handbook and Placement Briefing and Assessment documents for further details of the course requirements.
Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide formative feedback throughout the course.
Internal moderation procedures will ensure that lecturers mark work consistently when assessing the PP material.
Work is late if it is handed in after the due date, without an extension having been granted. Work submitted late will not be marked and will receive a failing grade.
Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances), individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator at least three days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.
Students should refer to Regulation H of the General Course and Examination Regulations.Assignments in this course will not be eligible for aegrotat assessments because of the applied nature of the work needed to meet the learning outcomes.
Where for reasons beyond their control, students are prevented from completing an assessment or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions may apply to impaired performance, non-completion of assessment items, and to late discontinuation (withdrawal) from a course. A detailed description of special consideration and materials to support the applications process are available at: Special Considerations Process. Generally speaking, applications for special considerations should be lodged within five working days of the due date of that assessment item. For more details on this, please refer to the Special Considerations Regulations. 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.
It is essential that all students regularly access the course Learn site and student email account. 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
TEPP331 assignments will be submitted and returned via the College of Education Professional Practice Office.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)
Domestic fee $799.00
International fee $3,600.00
* 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 .