TEPP332-17T4 (C) Term Four 2017

Professional Practice 2

15 points

Details:
Start Date: Monday, 18 September 2017
End Date: Sunday, 19 November 2017
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): the Friday prior to the placement commencing
  • Without academic penalty (including no fee refund): available only through a special consideration application for late discontinuation.

Description

This second practicum course provides an intensive school-based opportunity for students to work collaboratively with one mentor/associate teacher for a prolonged period of time. Students will conduct observations, and use these, in conjunction with advice and guidance from their mentor teacher and content covered in other initial teacher education courses, to inform their planning, teaching, management and assessment strategies and the subsequent evaluation / critical appraisal of their teaching and professional development. Teaching experiences will progress, with students taking increasingly independent responsibility for full programme /class management as the placement progresses. These experiences and reflective practices enable the student, his/her lecturers and the associate teacher to provide formative feedback on his/her developing knowledge and skill, identify emergent needs, and to record the student's progress in achieving 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).

Learning Outcomes

On successful completion of this course, participants will have:
1. Developed constructive, effective professional relationships with colleagues, parents/whānau, and pupils.
2. Interacted professionally with school leaders in relation to induction into the teaching profession
3. Identified, used and critically evaluated a range of teaching and management strategies that promote learning and are consistent with teaching and learning pedagogy
4. Observed, planned for, and successfully implemented, assessed, and evaluated children’s learning in the learning areas of Literacy and Mathematics for the whole class over a sustained period of time.
5. Used observation and a design process to plan for, and successfully implement, assess and evaluate whole class teaching in at least four other learning areas as determined by New Zealand Curriculum/Te Marautanga o Aotearoa
6. Demonstrated the increasing ability to cater for Māori learners and diverse learners in planning, teaching and assessment, including Pasifika learners and students with special learning needs
7. Taken responsibility, with mentor teacher guidance, for the management and learning of a whole class for between twelve to fifteen days, including at least one block of seven consecutive days
8. Responded to formative assessment feedback by demonstrating growth in areas identified formatively as needing development
9. 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.
10. Completed and organised all documentation in a professional manner, and communicated effectively (in oral and written formats) using professionally appropriate language conventions.

Prerequisites

Co-requisites

Course Coordinator

Nicki Dabner

Contact Person

Lynda Boyd

Assessment

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.

All Professional Practice documentation due Wednesday 15 November 2017 (100%), including the formative and summative assessment information included in the Professional Practice Record Book.

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.  Students must attend a debriefing meeting with the PP visiting lecturer once the PP documentation has been assessed.

Textbooks / Resources

Required Texts

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.

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

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.

Required Reading
Professional Practice Handbook
Placement 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.

New Zealand Teachers Council. (2007). Graduating Teacher Standards. Retrieved on 06-07-2011 from http://www.teacherscouncil.govt.nz/te/gts/
New Zealand Teachers Council. Registered Teachers Code of Ethics. Retrieved from http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.stm
New Zealand Teachers Council. About the New Zealand Teachers Council Code of Ethics. Retrieved from http://www.teacherscouncil.govt.nz/required/ethics/aboutcodeofethics.stm
New Zealand Teachers Council. Ethical Decision Making. Retrieved on 27-07-2011 from http://www.teacherscouncil.govt.nz/required/ethics/ethicaldecisionmaking.stm

Additional Course Outline Information

Attendance

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.
The initial briefing for this school placement will occur in TEPI332 class sessions.

Please review the Professional Practice Handbook and Placement Briefing and Assessment documents for further details of the course requirements.

Evaluation

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.

Grade moderation

Internal moderation procedures will ensure that lecturers mark work consistently when assessing the PP material.

Late submission of work

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.

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.

Indicative Fees

Domestic fee $732.00

International fee $2,975.00

* 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 .

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