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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).
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 profession3. Identified, used and critically evaluated a range of teaching and management strategies that promote learning and are consistent with teaching and learning pedagogy4. 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 Aotearoa6. 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 needs7. 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 days8. Responded to formative assessment feedback by demonstrating growth in areas identified formatively as needing development9. 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.
TEPI331 and TECP331 and TEPP331
TEPI332 and TECP332
Nicki Dabner
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. Students must attend a debriefing meeting with the PP visiting lecturer once the PP documentation has been assessed.All Professional Practice documentation must be submitted to the PP visiting lecturer on the first Monday following placement.
Students are expected to attend all scheduled course sessions, actively engage with course content and actively participate in course activities prior to starting (preparation for PP) and throughout the professional practice in order to meet the learning outcomes for PP. Insufficient prior to the practice starting may make students ineligible to undertake the professional practice.The course is delivered via a seven-week block in a school setting. Full attendance in an allocated school for the duration of the professional practice, from 8am to 4pm each day, is a requirement. Students will attend a debriefing interview with the PP lecturer after the professional practice concludes. This interview will be conducted at a University of Canterbury campus or via flexible delivery mechanisms.Please review the TEPP332 LEARN site, 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.
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.
Once a professional practice has started, if for reasons beyond their control, students are prevented from completing a placement or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions for this course will apply only 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. 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 access student email.
Professional practice evidence portfolio (including professional practice reports): Student UC OneDriveFor 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 $821.00
International fee $3,750.00
* 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 .