TEPRO210-22X (HAM)

Professional Experience 2 (Primary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: janene.harris@waikato.ac.nz
: sussi.bell@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper provides opportunities for students to develop critical knowledge and understanding of the teacher’s professional role and to apply pedagogical practices in key teaching tasks.

The main focus of the Professional Experience is for the student teacher to demonstrate in a primary school setting that they can plan, teach, and assess to address the needs of their learners. Students must demonstrate satisfactory and consistent professional development in relation to:

  • the Professional Standards (evidenced through the Key Teaching Tasks and working towards the Culminating Integrative Assessment (CIA))

  • the specified Learning Outcomes for this TEPRO paper

This paper supports you in linking the TEEDU and TEACH papers to the practical aspects of teaching in a primary school setting from the first and second year programme. You will explore current research, reflect on your own experiences, and review and discuss practical scenarios equipping them for their professional experiences in schools. This paper gives you the opportunity to demonstrate that you have the capabilities and disposition to support tamariki and rangatahi in a learning environment.

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Paper Structure

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The paper will be taught through nine tutorials as well as the Professional Experience setting. Students will be in schools for professional experiences on the following dates:

  • Weekly on Tuesdays except for the university recesses and school holidays
  • A four week block: 25 October- 18 November 2022

Moodle will be used for announcements and resources.

Professional requirements

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:

  • of good character
  • are fit to be a teacher
  • have met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning outcomes:
    1. demonstrate the personal and professional qualities required to meet the Standards for the Teaching Profession in a supported environment and take responsibility for the integrity of the profession.
    2. demonstrate engagement with and application of Te Reo Māori, mātauranga Māori, and ngā tikanga-ā-iwi .
    3. develop knowledge of pedagogical approaches based on manaakitanga (caring for students and acknowledging their mana), mana motuhake (having high expectations), ngā piringatanga (managing the classroom to promote learning), wānanga and ako (using a range of dynamic, interactive teaching styles), kotahitanga (teachers and students reflecting together on student achievement in order to move forward collaboratively) and connecting theory with practice.
    4. demonstrate knowledge of the key documents that inform and influence teaching, such as The New Zealand Curriculum and/or Te Marautanga o Aotearoa.
    5. demonstrate an emerging pedagogical practice that contributes to student learning and is informed by theory and practice.
    6. engage in ethical professional and collaborative relationships with colleagues, schools and their communities.
    7. demonstrate progress towards meeting the requirements of the New Zealand Teaching Council's Ngā Tikanga Matatika Ngā Paewera: Our Code Our Standards (with support). Tātaiako: Cultural competencies for New Zealand teachers, and Tapasā: Cultural competencies for teachers of Pacific learners.
    8. reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources and guidance from Associate Teachers.
    9. discuss identification of an ethical dilemma as it relates to their particular learning context.
    Linked to the following assessments:
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Assessment

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In order to meet the requirements of TEPRO210, students will need to submit ALL required documentation by the due dates.

This includes a collection of evidence collected from the following sources:

  • an e-portfolio including progress made towards Key Teaching Tasks (KTTs) and Professional Experience documentation that demonstrates a satisfactory level of teaching practice based on Our Code, Our Standards and the Key Teaching Tasks. Formative and summative feedback will be shared though the use of a rubric and lecturer comments
  • Mentor teacher and Evaluative lecturer reports which demonstrate a satisfactory level of teaching practice.

Students will be expected to complete required teaching and assessment tasks as set by the curriculum papers. Students must negotiate teaching times with the mentor teacher to accommodate teaching and assessment requirements.

See Appendix for overview in the Teaching Handbook.

Planning and assessment of teaching and student learning is required as documentary evidence. Students will be required to regularly teach small groups in literacy and maths and seek opportunities for teaching in other curriculum areas. Planning and assessment of teaching and student learning is required as documentary evidence. Students must share all planning and have this approved by their mentor teacher prior to teaching in a timely manner set by the school and mentor teacher.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Professional experience requirements
20 Nov 2022
11:30 PM
50
  • Other: MyWiL
2. E-portfolio requirements
20 Nov 2022
11:30 PM
50
  • Online: EPortfolio System
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required readings for the paper can be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
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Recommended Readings

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Hill, M. & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.). Cengage Learning. This text is available digitally through the library although limited copies can be accessed at any one time. Chapters can be downloaded.
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Online Support

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This paper will be delivered on campus although the university has plans in place if we need to move online due to Covid 19 restrictions.

All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. There are 9 two hour tutorials scheduled in the timetable. Students will be placed in groups based on school clusters. You must attend the tutorials for your designated group.Students will attend face to face tutorials (up to two hours per session). There may be preparation expected before workshops (E.g. preparation for professional reading group discussions, writing up reflections from base day attendance, completion of set tasks).Students will attend all Professional Experiences in school as indicated in the TEPRO210 handbook.
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Linkages to Other Papers

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All papers in this programme will support the student to make connections between theory and practice. Links will be made to the following papers through set tasks for teaching and assessment: TEACH211; TEACH 212; TEACH 213; TEACH 214 and TEEDU 200; TEEDU 201). Students are required to build on their knowledge from first year papers, in particular TEACH101; TEACH111 and TEEDU100 to support and extend their professional experience.
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Prerequisite(s)

Prerequisite papers: TEPRO110 and TEACH101.

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEDE211

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