TEPRO411-21X (HAM)

Noho-ā-kura: 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)

: claire.coleman@waikato.ac.nz
: donna.fermanis@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 further opportunities for students to develop critical knowledge and understanding of the teacher’s professional role and to apply pedagogical practices in key teaching tasks.
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Paper Structure

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The structure of the paper will be similar to TEPRO410. A 20-25 minute panopto each week will give background information to the topic covered. The tutorial will be an opportunity to collaborate with colleagues and in some cases put into practice the key ideas covered. The tutorials will support development towards the Culminating Integrative Assessment (CIA).
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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 required to meet the Standards for the Teaching Profession in a supported environment and take some responsibility for the integrity of the profession.
    Linked to the following assessments:
  • Demonstrate engagement with and application of Te Reo Māori, mātauranga Māori, and ngā tikanga-ā-iwi.
    Linked to the following assessments:
  • Demonstrate pedagogical approaches based on manaakitanga, mana motuhake, ngā whakapiringatanga, wānanga, ako and kotahitanga
    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.
    Linked to the following assessments:
  • Demonstrate knowledge of the key documents that inform and influence teaching, such as the New Zealand Curriculum.
    Linked to the following assessments:
  • Evaluate data, design evidence-based learning interventions, and implement teaching strategies across the curriculum to promote learning for individuals and groups.
    Linked to the following assessments:
  • Engage in ethical professional and collaborative relationships with colleagues, schools, and their communities.
    Linked to the following assessments:
  • Demonstrate progress towards meeting the requirements of the New Zealand Teaching Council’s Ngā Tikanga Matatika Ngā Paerewa: Our Code Our Standards (with support), Tātaiako and Tapasā: Cultural
    competencies for New Zealand teachers, and Tapasā: Cultural competencies for teachers of Pacific learners.
    Linked to the following assessments:
  • Reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources.
    Linked to the following assessments:
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Assessment

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In order to meet the requirements of TEPRO411, students will need to submit ALL required documentation by November 22.

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

  • The e-portfolio will build on the e-portfolio established in TEPRO410. This includes evidence of progress made towards the Key Teaching Tasks and the Culminating Integrative Assessment (CIA), which is linked the Standards. The e-portfolio will demonstrate this through student reflections, goal setting an artefacts of student practice. This could include photos, videos, mentor teacher reports etc.
  • Professional experience documentation that demonstrates a satisfactory level of teaching practice based on Our Code, Our Standards and the Key Teaching Tasks as evidenced in the student's e-portfolio, the evaluative lecturer and mentor teacher reports.
  • The CIA assessment:

In order to meet the requirements for the Culminating Integrative Assessment, students will need to demonstrate that they can

  • Respond to written and formative feedback from on-campus and in-school work
  • Present ideas in a way to engage an audience
  • Identify how teaching-focused scenarios align to the Professional Code and Standards
  • Communicate how thinking and practice has developed throughout the programme to demonstrate readiness for the profession.

This will include evidence on the portfolio, a presentation, self-assessment and peer-assessment as per the CIA rubric. The rubric is designed to demonstrate progress to proficiency in all of the eight signposts. These signposts are:

    Signpost 1: Identifying assumptions related to the role of a teacher

    Signpost 2: Challenging and/or supporting assumptions about assessment

    Signpost 3: Making connections and reflecting on the role of the teacher

    Signpost 4: Exploring assumptions in context

    Signpost 5: Considering professional ethics

    Signpost 6: Considering inclusion, social justice, and equity issues

    Signpost 7: Critique of inquiry into own teaching

    Signpost 8: Critically reflecting on readiness to teach

    In addition, there will be a final CIA presentation on November 19, 1.30pm. This oral presentation will be peer assessed based on the following:

    Content

    • reason for choosing a particular focus is clearly explained
    • key arguments succinctly and clearly framed
    • links to the Professional Code and Standards are made
    • issues and challenges are outlined
    • interest in a need for change is created

    The presentation

  • is appropriately pitched
  • communicates responsiveness to formative feedback throughout the programme
  • is memorable and convincing
  • ends with a question for action on entry to the profession.
  • It is important to note that the CIA presentation is Pass or Fail.


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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. TEPRO411: Professional experience/ portfolio/CIA requirements
22 Nov 2021
11:30 PM
100
  • In Class: In Tutorial
  • 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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Please see the reading list. Completing the CIA will require reading of peer reviewed articles/ Ministry of Education websites and documents relevant to the particular topic chosen.
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Recommended Readings

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Hill & Thrupp. (2019). The professional practice of teaching in New Zealand. Cengage.
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Online Support

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This paper will be delivered on campus. Resources etc. will be available on Moodle.
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Workload

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  • Students will attend all Professional Experiences as per handbook. Times can vary between Mentor Teachers and schools.

  • Students will attend face to face workshops fortnightly (up to two hours per session). There may be preparation expected before workshops (for example, writing up reflections from base day attendance, completion of set tasks).

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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: TEACH410, 412 and TEEDU400.
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Prerequisite(s)

Prerequisite papers: TEEDU400 and TEPRO410

Corequisite(s)

Equivalent(s)

Restriction(s)

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