Waikato Home
TEPRO210-23X (HAM)
Professional Experience 2 (Primary)
15 Points
Staff
Convenor(s)
|
Phillipa Cosgriff
6739
TC.2.75
phillipa.cosgriff@waikato.ac.nz
|
|
Lecturer(s)
|
Hazel Woodhouse
4353
TL.2.04
hazel.woodhouse@waikato.ac.nz
|
|
|
Nikki Woodland
7818
NON.0.CC01
nikki.woodland@waikato.ac.nz
|
|
|
Paul Ashman
6213
TC.2.57
paul.ashman@waikato.ac.nz
|
|
Administrator(s)
Librarian(s)
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.
What this paper is about
Tēnā koutou and welcome to TEPRO210,
Welcome to your second year professional experience paper. This paper will provide you further opportunities to explore and develop
your assumptions and understandings of teaching and learning in a school context. This paper builds on concepts and knowledge
developed in the prerequisite TEPRO110 paper. You will continue your practical experiences in the classroom and school settings on a
weekly basis as these support the connections you are making between theory and practice discussed in this paper. This learning will
be supported by attending tutorials, professional readings and reflective, critical discourse. This understanding will be further
consolidated in your block placements undertaken in June and October/November 2023.
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 highquality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the
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.
If you have any questions/ pātai, please do not hesitate to ask.
Ngā mihi,
Phillipa, Nikki, Nic and Paul
How this paper will be taught
This paper provides opportunities for you to develop critical knowledge and understanding of the teachers' professional role and to apply
pedagogical practices in a classroom context. You will be in schools on the following dates:
weekly on Tuesdays, except for the University recesses and school holidays
A one-week block (5th 9th June)
A five-week block (16th October - 17th November)
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 you for your 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.
The tutorials will be opportunities to collaborate with colleagues. The tutorials will support your development towards the Professional
Standards and the Culminating Integrative Assessment (CIA) signposts. The tutorials are based on feedback from last year, and are
blocked into themes designed to give you support in developing strategies for building a positive learning environment throughout the
year.
In addition, an eportfolio will document your emerging practice over the year.
Students will be allocated into tutorials based on the school they attend for their CUSP day. In addition, there will be a one off tutorial, February 28th from 9-12 and then schools will attend their CUSP school in the afternoon for a briefing.
Required Readings
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.
Recommended reading:
Hill, M. & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th Ed). Cengage Learnig.
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
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 the Task Overview which will be provided at the beginning of the paper.
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.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.