TEPRO310-22X (TGA)

Professional Experience 3 (Primary)

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Phillipa Cosgriff

Phillipa Cosgriff
6739
TL.3.03
See Moodle
phillipa.cosgriff@waikato.ac.nz

Lecturer(s)

Phillipa Cosgriff

Phillipa Cosgriff
6739
TL.3.03
See Moodle
phillipa.cosgriff@waikato.ac.nz

Administrator(s)

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 allows participants to further develop their knowledge and understanding of the professional role of the teacher in a primary schooling context and demonstrate competency against the professional standards as outlined in Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards) in a supported environment.
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Paper Structure

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The main focus of the professional experience will be the ten weeks in a school context.

This will be supported by a professional experience briefing through a panopto (available in July) and an optional hui during July (Tuesday 19th 10am).

Moodle will be used for announcements. It is vital that all professional requirements for this professional experience are met consistently over the ten weeks.

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 papers 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:

  • Demonstrate the personal and professional qualities appropriate for a Beginning Teacher to meet the Standards for the Teaching Profession in a supported environment
    Linked to the following assessments:
    • Professional experience reports (1)
    • Hard copy folder (2)
    • Portfolio requirements: Check point 1 (3)
    • Portfolio requirements: Checkpoint 2 (4)
  • Establish and maintain effective collaborative professional relationships with teaching colleagues, children and the school community
    Linked to the following assessments:
    • Professional experience reports (1)
    • Portfolio requirements: Check point 1 (3)
  • Use effective pedagogical practice and articulate a personal philosophy that is committed to making a difference to children’s learning and is informed by theory and practice
    Linked to the following assessments:
    • Professional experience reports (1)
    • Portfolio requirements: Check point 1 (3)
    • Portfolio requirements: Checkpoint 2 (4)
  • Use a range of planning and assessment techniques across a range of learning areas and/or year levels which support effective differentiated learning to cater for all student learning needs and carry this out independently
    Linked to the following assessments:
    • Professional experience reports (1)
    • Portfolio requirements: Checkpoint 2 (4)
  • Collect and use assessment data to inform their teaching and learning programmes through an inquiry process
    Linked to the following assessments:
    • Hard copy folder (2)
    • Portfolio requirements: Check point 1 (3)
    • Portfolio requirements: Checkpoint 2 (4)
  • Embed and enact the Tātaiako Cultural Competencies for Teachers of Māori Learners and Tapasā Cultural Competencies Framework for Teachers of Pacific Learners in their day-to-day practice.
    Linked to the following assessments:
    • Professional experience reports (1)
    • Portfolio requirements: Checkpoint 2 (4)
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Assessment

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The purpose of all requirements is to evidence your progress towards meeting the learning outcomes of this paper and standards outlined in Our Code, Our Standards.

In order to meet the requirements of TEPRO310, evaluative lecturers will need to view a completed portfolio by the time of their last visit. Your evaluative lecturer is responsible for making the decision as to whether 1) you have met the requirements of the professional experience 2) your portfolio has all the necessary elements and is of a satisfactory standards. It may be necessary for your evaluative lecturer to return for a third visit if requirements have not been met.

You are advised to read the requirements carefully, note the due dates, enter these into your diary immediately so you can plan well ahead for their timely completion. There is evidence that you can begin to collect from Week 1 or 2. Doing it gradually will make your workload less when it comes to your evaluative visit.

For the purposes of this paper, evidence can include but is not exclusive to videos, lesson plans, mentor teacher feedback and/ or observation notes, learner's work, learner's feedback, annotated photos, evaluative lecturer field notes and/ or report, reflections, modelling books, formative assessment notes and/ or assignments.

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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 reports
2 Oct 2022
No set time
50
  • Other: MyWiL
✔
2. Hard copy folder
22 Aug 2022
No set time
10
  • Other: Available for evaluative lecturer to view
✔
3. Portfolio requirements: Check point 1
15 Aug 2022
No set time
20
  • Online: EPortfolio System
✔
4. Portfolio requirements: Checkpoint 2
5 Sep 2022
No set time
20
  • 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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Recommended Readings

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We strongly recommend students to revisit texts and articles they have used in the past before and during the professional experience.
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Online Support

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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 30 point paper. University regulations stipulate an expected total student workload for the paper of 300 hours.

Students will attend all Professional Experience days. Student teachers are encouraged to make up any days missed in order to ensure they meet all Teaching Council requirements.

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Linkages to Other Papers

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This paper will provide the opportunity to bring together all the papers covered in their programme.
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Prerequisite(s)

Prerequisite papers: TEPRO210

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: TEDE321

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