TEACHING EXPERIENCE HANDBOOK: TCHG117

For Student Teachers and Associate TeachersBachelor of Education (Teaching) Early ChildhoodTe Puna Akopai School of Education

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2021

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ContentsContacts......................................................................................................................................................4

Introduction................................................................................................................................................5

Key dates for TCHG117 teaching experience.....................................................................................6

Roles and responsibilities........................................................................................................................6

Preparedness for teaching experience.................................................................................................8

Attendance during teaching experience..............................................................................................8

Non-contact time......................................................................................................................................8

Support during teaching experience.....................................................................................................9

Assessment of teaching experience.....................................................................................................9

Opportunities to pass and maximum programme completion period...........................................9

Withdrawal from, changes to and ending the teaching experience.............................................10

Meeting professional obligations.........................................................................................................11

Professional and ethical practice.........................................................................................................11

Health and Safety Act............................................................................................................................11

Children’s Act...........................................................................................................................................12

Teaching experience assignments......................................................................................................13

Administration Package.........................................................................................................................14

Submission of teaching experience documentation........................................................................15

Throughout this document hyperlinks are included in green and require only CTRL + click to open.

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ContactsProgramme Director(Early Childhood)

Mary Jane ShukerT: 04-463 9659e: mary-jane.shuker@vuw.ac.nz

Course Coordinator: TCHG117

Sue CherringtonT: 04-463 9552 or 027 563 9552e: sue.cherrington@vuw.ac.nz

Education Professional Practice and Partnerships Office(formerly TE Office)

Sera Vatuloka (Manager)T: 04-463 9731e: teachingexperience@vuw.ac.nz

Student teachers: Should your contact details change at any time during your studies, please update this on MyTools immediately and also inform the Education Professional Practice and Partnerships Office, as this information is crucial to ensuring that visiting lecturers are able to contact you prior to their visit.

IntroductionBula vinaka, Fakaalofa lahi atu, Fakatalofa atu, Kia orana, Mālō e lelei, Mālō nī, Talofa lava, Tēnā koutou katoa and warm Pacific greetings to you all

Te Puna Akopai holds a vision for transformative initial teacher education, where our graduates are agents of change for teaching, learning and wellbeing. Our graduates work from a commitment to Te Tiriti o Waitangi, and social, cultural and ecological justice, to enable learners to transform their complex, diverse and changing worlds. Strong partnerships with ECE centres are central to enacting this vision, and we thank centres for agreeing to undertake the responsibility for initial teacher education that is shared between Te Puna Akopai and our teaching community.

The Bachelor of Education (Teaching) Early Childhood emphasises the relationships between theory and practice and the importance of graduates being confident and capable teacher practitioners. The programme aims to build student teachers’ competence cumulatively. Student teachers develop their pedagogical expertise by planning and teaching learning experiences in collaboration with associate teachers, building towards greater responsibility in the third year. The teaching experiences sit within specific courses within the BEd(Tchg)EC. These courses assist student teachers to meet the Graduating Teacher Standards. From 2021, the Standards for the Teaching Profession will be the focus for assessment. Student teachers in the existing cohorts will develop understanding of the new Standards, alongside the Graduating Teacher Standards in readiness for the transition to the new Standards.

TCHG117: Building Authentic Relationships with Children is a first year teaching practice (completed in the second year of the programme), supported by an introduction to pedagogical documentation and a focus on bicultural teaching practices. A crucial element of the teaching experience concerns the student teacher’s ability to develop warm, reciprocal and responsive relationships with children, together with effective professional relationships with teaching colleagues and, where appropriate, parents and whānau.

Covid-19 responsesWe are cognisant that there is potential that parts of the country may be required to move to higher alert levels with little warning, in response to Covid-19 cases occurring in the community. If this occurs, we will work with our student teachers and their placement centres to determine the best way to address requirements of a higher alert level while also meeting the requirements of the Teaching Council of Aotearoa New Zealand.

Public health requirements for Covid-19Student teachers must meet the government public health requirements for Covid-19. Information can be found at https://covid19.govt.nz/ and www.health.govt.nz/our-work/diseases-and-conditions/covid-19-novel-coronavirus/covid-19-novel-coronavirus-health-advice-general-public.

Student teachers must ensure that they have been briefed about the Health and Safety guidelines in their centre before they begin the placement. If student teachers have any symptom of Covid-19 - including a sniffle, cough or sore throat - they MUST stay home. Any student teacher with symptoms of COVID-19 should get tested – they should contact their doctor or Healthline on 0800 358 5453. Student teachers should stay home until they hear that their test results are negative.

Key dates for TCHG117 teaching experience

Teaching Experience Monday 3 May – Friday 4 June 2021 inclusiveStudent Teacher Briefing and TE Information

Monday 19 April 2021, LBLT118, 3.10 – 5.00 pm

Summary of Progress(Associate teacher to complete)

Friday 7 May 2021Email to teachingexperience@vuw.ac.nz

Interim Report(Student teacher to complete)

Friday 7 May 2021 Email to teachingexperience@vuw.ac.nz

TE Zoom session (optional):

Wednesday 19 May, 3.30 – 4.30pm; https://vuw.zoom.us/j/95782920136

TE Assignments due Friday 11 June, 5pm. Assignments to be submitted online via Blackboard

NB: The TE Zoom session is designed to support student teachers whilst on their practicum but attendance at this session is optional. Student teachers will be able to join the session without coming into the university.

Roles and responsibilitiesStrong, authentic partnerships between university lecturers, visiting lecturers, associate teachers, centres and student teachers is a feature of high-quality professional experience placements. Members of this ‘triadic’ partnership agree to following roles and responsibilities:

Associate Teachers: Integrate the student teacher within the learning environment, staff and teams, and

centre structures Discuss centre policies, procedures and protocols with the student teacher, including

those related to Covid-19. Observe the student teacher, provide formative feedback, and facilitate the student

teacher’s ability to reflect on that feedback to improve their practice Demonstrate the potential of effective teaching to influence equitable outcomes Provide an environment that fosters, and model, the integration of te reo me te ao

Māori within teaching and learning practices Demonstrate professional leadership and facilitate constructive learning conversations Assist the student teacher to plan and teach effective learning programmes and

teaching strategies Provide access to and assist the student teacher to gather and analyse assessment

data for evaluating and informing teaching decisions Collaborate with the Programme Director and EPPP Office to monitor the progress of

the student teacher Complete the summative TE report form to provide feedback on the progress of the

student teacher Advocate for the student teacher’s wellbeing and support them to manage their time

and workload

The Wider Centre: Takes shared responsibility for supporting the student teacher’s development,

contributing a range of expertise Takes shared responsibility for supporting the student teacher’s development by

encouraging ongoing observations, co-planning and co-teaching and inclusion in staff professional learning

Contributes to the student teacher’s process of collaborative sense-making (for example, understanding a child’s behaviour) as appropriate

Demonstrates commitment to and shares actions to progress Te Tiriti of Waitangi partnership

Provides opportunities for the student teacher to ask questions and seek clarification

Programme Directors: Mediate relationships and facilitate problem-solving in collaboration with the associate

teacher and others as required Mediate barriers to the implementation of mātauranga Māori and development of

competency in te reo me ngā tikanga Māori Safeguard the teaching experience for the student teacher and associate teacher and

facilitate open conversations wherever possible

Course coordinators: Support student teachers to be well prepared for their teaching experience Provide advice on the assignment and practical requirements for the teaching

experience Be an initial point of contact for student teachers and associate teachers if questions

or issues arise during the teaching experience.

Student Teachers: Take responsibility for their own learning and ensure that their time in the centre is

fully utilised and all aspects of coursework are fully met Meet regularly with their associate teacher for formative feedback and to design

learning Discuss their professional needs and strengths with their associate teacher and visiting

lecturer Take every opportunity to develop their competency in te reo me ngā tikanga Māori

and connections with whānau, hapū and iwi Respect and adhere to centre policies, procedures and protocols Demonstrate professionalism in their attendance at the centre Set practicum goals and reflect on their achievement Participate in team meetings and staff professional development as appropriate Discuss any difficulties promptly with the associate teacher and contact the Course

Coordinator or Programme Director if problems persist Liaise with visiting lecturers and associate teacher regarding visits Take responsibility for sharing course information with their associate teacher and

other members of the teaching team and for submitting practicum documentation

Preparedness for teaching experience University-based learning supports student teachers’ readiness for teaching experiences and student teachers are expected to take every opportunity to engage in the professional learning provided through their coursework. Teaching experiences are with the permission of the Associate Dean Teacher Education. A teaching experience may be declined where insufficient engagement with coursework means that the student teacher is unlikely to meet teaching experience requirements. Student teachers will not be permitted to begin their teaching experience without attending the placement briefing.

The Education Professional Practice and Partnerships Office makes every effort to ensure that student teachers experience a range of centre contexts within their degree programme, including kindergarten and education and care settings and an under-two placement, and that individual student teacher needs are accommodated where possible. Student teachers are reminded that they should negotiate placement arrangements with the Office only, and that they must be willing to travel. Childcare and transport arrangements must, therefore, be in place before beginning the teaching experience.

Attendance during teaching experienceAttendance is strongly linked to the professional expectations for student teachers and ensures that there is sufficient opportunity to develop the wide set of practices, including adaptive expertise, required of effective beginning teachers. While the student teachers are in their centre it is expected that they will:

Be punctual, prepared to attend 7.5 hours a day plus a lunch break, and be available, where possible, for meetings and other professional responsibilities outside of the usual session times

Inform their associate teacher as soon as is practicable if they are unable to attend placement as the result of sickness or other exceptional circumstances.

Discuss an extended absence (i.e. three days or more) with the Education Professional Practice and Partnership Office as it may mean they have not met the Graduating Teaching Standards or undertaken enough teaching to meet Teaching Council of Aotearoa New Zealand requirements. A medical certificate does not negate these requirements. Significant absences may result in a student teaching having to repeat their teaching experience.

Student teachers will not be granted leave for holidays or to undertake paid employment.

Non-contact time Student teachers’ expected attendance parallels a typical workday for practising teachers; however, we would also like them to have access to some non-contact time. We are aware that non-contact arrangements vary across services and so suggest that student teachers follow a similar pattern used in their practicum centre (such as one hour per day or 1 - 2 longer blocks per week). However, we do expect student teachers to do at least 30 hours child-contact each week unless the centre offers fewer child contact hours across a week.

Student teachers' non-contact time should normally take place within the centre environment, unless they are using this time to gather resources for learning experiences.

During their non-contact time, student teachers are expected to undertake the range of activities that teachers complete. This may include preparing assessments (such as observations and learning stories) where these are part of their assignment work, contributing to planning meetings and to setting up the environment for learning, and participating in activities involving parents and whānau. With their associate teacher’s

permission, student teachers are able to use non-contact time to work on their assignment tasks. Where possible, having their non-contact time alongside their associate teacher provides students with further opportunities to learn about the broader roles involved in teaching within EC contexts. 

Support during teaching experience We expect that student teachers will be treated in an ethical, respectful, and responsible manner and with fairness, integrity and empathy while they are on the placement – and that student teachers reciprocate. Teaching experiences are organised by the Faculty of Education Professional Practice and Partnerships Office (formerly Teaching Experience Office). Close relationships with centre leaders and associate teachers enables the Office to monitor student teachers’ progress during the teaching experiences and to pass on difficulties arising to the Programme Director or Course Coordinator so that additional support can be provided to the associate teacher and the student teacher when necessary.

Issues during teaching experience can and do arise. When issues arise for the student teacher, we encourage them to try to resolve these with their associate teacher in the first instance. There may need to be time set aside to talk these through and for the student teacher to outline what they are finding difficult and to ask for ideas of how these issues could be solved. Some time may then be needed to see if the situation changes. If the problem persists, then the student teacher should discuss this with their Programme Director, Course Coordinator or the Manager of Education Professional Practice and Partnerships Office.

Associate teachers are asked to contact the Education Professional Practice and Placements Office, Course Coordinator or Programme Director early if there are concerns about the student teacher or their ability to meet the teaching requirements. It is important that concerns are raised with the student teacher during the teaching experience and the student teacher is given the opportunity to improve. There should be no surprises for the student teacher at the end of the teaching experience. Where the Faculty believes the student teacher requires further support in meeting the Graduating Teacher Standards, or where there are persistent concerns with the student teacher’s progress towards the standards, additional visits may be undertaken by our visiting lecturers.

Student teachers are reminded of the additional support that is available through Te Herenga Waka Victoria University of Wellington: https://www.wgtn.ac.nz/students/support

Assessment of teaching experience To support their learning throughout their teaching experience, student teachers are provided with both formative and summative assessment feedback about their progress towards the Graduating Teacher Standards in the following ways: The associate teacher will provide regular feedback to the student teacher, including

at a formal meeting mid-way through the teaching experience. The student teacher should take responsibility for liaising with their associate teacher to set the date for this meeting and should prepare for the meeting by reviewing their progress against the indicators for the teaching experience.

Each student teacher will receive one observation visit from a visiting lecturer during their teaching experience. The visiting lecturer will provide feedback to the student teacher, in conjunction with the associate teacher.

Both associate teacher and visiting lecturers will provide a written report detailing their assessment feedback. The visiting lecturer report will be completed as part of their observation visit while the associate teacher report will be completed before the conclusion of the teaching experience

Opportunities to pass and maximum programme completion period

To pass TCHG117 students must successfully complete the teaching experience associated with this course. This involves reaching a ‘competence’ level at this point in the programme, in each of the standards for graduating teachers as specified by the Teaching Council of Aotearoa New Zealand, and as evidenced in formal observations and written reports.

Student teachers should be aware that the maximum completion period for three-year programmes is six contiguous years. Applications for an extension to this completion timeframe of up to one further contiguous year may be made to the Associate Dean Teacher Education. Applications will be considered on a case-by-case basis in relation to the applicant’s currency of knowledge and ability to engage in sustained practice upon graduation.

Withdrawal from, changes to and ending the teaching experienceCentres have the right to end a placement, having first communicated their concerns to the Programme Director. Where the centre feels it is appropriate, the Programme Director, student teacher, and associate teacher(s) may meet to resolve the concern and negotiate the student teacher’s return.

Student teachers may not self-withdraw from a teaching experience without having contacted the Programme Director and discussing their issues or concerns with the associate teacher, Head Teacher or Centre Manager. Non-negotiated self-withdrawal will result in a fail for TCHG117.

The Faculty of Education reserves the right to end a placement where there are documented concerns for the wellbeing of children, teachers, the student teacher or members of the centre community.

If the placement is ended or a withdrawal is negotiated, the Education Professional Practice and Partnerships Office may arrange a change of teaching placement. The Associate Dean Teacher Education will review written information about the student teacher’s progress in order to determine whether a change of placement is offered, having particular regard to the Code of Professional Responsibility and Teaching Council of Aotearoa New Zealand’s Good Character and Fit to Teach criteria. Student teachers should be aware that an alternative placement may not be possible to organise, given the shortened placement period and the current demands on centres.

Meeting professional obligationsProfessional and ethical practice

Student teachers are expected to uphold the Code of Professional Responsibility. Being a professional includes:

meeting relevant legislative frameworks, governance and policies that apply within the centre in which student teachers are placed for teaching experience

not intervening with, or seeking information from, the centre, children, or family/whānau that are beyond the scope of the student teachers’ teaching practice

maintaining a high degree of ethical behaviour with particular consideration of confidentiality issues when deciding what to record, develop, and share from teaching experiences

treating teaching experience-based information shared by peers within the context of the programme (such as in tutorials) as confidential

keeping the identity of children, teachers and the centres in which they teach confidential when presenting information about teaching experiences through discussions, classes or assignments

Positive examples of what the principles of the Code of Professional Practice look like in practice, and examples of behaviour that is unacceptable and would be in breach of these expectations are included in The Code of Professional Responsibility: Examples in Practice.

Student teachers are reminded that they need to be responsive and sensitive in their interactions with children. While physical contact between young children and their teachers is necessary and often desirable, student teachers must not impose physical contact, except to ensure children’s safety, and be sensitive to children’s cues as to their level of comfort with physical contact. Some children are also very keen to spend a lot of time with visitors to the centre, including student teachers. While it is important to be friendly with these children, you may need to encourage them not to be over-friendly or set limits for the amount of touch – your associate teacher can help you with setting these boundaries with children. Student teachers must not share their contact details or connect with parents and whānau via personal social media accounts. They should take care not to be alone in a private place with a child, embrace or touch others inappropriately, interact in a manner which could be interpreted as sexually threatening or as sexual innuendo, or lose their temper or self-control. Further, student teachers must follow the centre’s policy on changing children. Where the policy allows student teachers to change children’s nappies and clothes this must be done under supervision.

Student teachers are expected to abide by the ethical protocols in their centre. Before observing, videoing, or photographing the children, staff or centre

environment, student teachers must have gained written permission using the centre’s procedures. Permission forms are available on the Faculty of Education’s teaching experience website.

Student teachers must use a centre camera or device for taking images of the children, except where express permission is given by the associate teacher for a student teacher to use their own device.

Images of children must not be shared outside the centre and student teachers must not post photos or comments about the centre, staff, or children and their families on social media.

Student teachers are expected to maintain confidentiality in their professional, public and private domains. This means that they must not name teachers, centres or children and their families in any forum, including written assignment work, outside of the centre.

The Faculty may investigate any serious formal complaint of unprofessional conduct under the Student Conduct Statute see: www.victoria.ac.nz/policy Student teachers

should be aware that the Faculty may report to the Teaching Council of Aotearoa New Zealand any matter that calls into question the student teacher’s likely ability to uphold the Code of Professional Responsibility or to meet the Council’s Good Character and Fit to be a Teacher criteria.

Health and Safety ActIt is the centre’s responsibility to ensure that student teachers are sufficiently briefed about the policies and procedures under the Health and Safety at Work Act 2015. The Associate Teacher and Student Teacher Agreement must be returned to the Education Professional Practice and Partnerships Office as assurance that obligations under the Act have been met.

Centres are reminded that student teachers are not permitted to take children out of the centre without the associate teacher or other suitably qualified persons accompanying them. However, they can accompany staff and children on excursions and be included in the improved ratio of adults to children required by the centre for trips.

Student teachers must not be asked to carry out relief teacher duties and their presence cannot be counted towards maintaining staff-child ratios. They should not be left with the sole responsibility for children in the centre at any time. This includes opening, closing or waiting for parents who are late at the end of the day. Further, they must not be solely responsible for supervising the whole outdoor or indoor area, for sleeping children or for taking children on an excursion. The sole exception to these requirements is where the student teacher has negotiated with the Education Professional Practice and Partnerships Office to complete the teaching experience in the centre where they are employed, in accordance with the programme approval granted by the Teaching Council of Aotearoa New Zealand.

Children’s ActTe Herenga Waka Victoria University of Wellington undertakes police vetting of student teachers on behalf of the early childhood centre, in accordance with the Children’s Act 2014 and Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015. If there is a matter to report, the information provided by the New Zealand Police will be shared with the Head Teacher or Centre Manager. Student teachers are required to immediately disclose any pending charges or criminal convictions that arise during their enrolment in an ITE programme to the university.

Teaching experience assignmentsTeaching experiences are important for student teachers to develop their identities as teachers and to enable them to observe teachers and children and take opportunities to assist children. The student teachers at this stage need mentoring, encouragement, support and direction from the associate teacher.

During the TCHG 117 teaching experience, student teachers have two assignments to complete, alongside their full engagement in the day-to-day life of the centre:

Assignment 2(b): Portfolio: Resourcing bicultural practice + reflection on use Assessment 3: TE assignment – Data-informed teaching

Assessment 2(b): Portfolio: Resourcing bicultural practice + reflection on useThis assignment comprises two parts. In Part A, student teachers have worked collaboratively in a group of 4 students to develop an online portfolio of resources that they can use to support their bicultural teaching and learning practices. This portfolio has been assessed prior to the student teachers starting this teaching experience where they are to complete Part B of the assignment as outlined below.

Part B requires you to use the resources in your portfolio while on your practicum and to then complete an individual reflection on:

The process of working together in your group to gather and collate your portfolio (5%)

Your use of the portfolio on your practicum (10%). This reflection should focus on how you used the resources and how these contributed to children’s learning, together with your learning and development as a student teacher. Use the Teaching Council’s Code and Standards to inform your reflection and provide examples of your practice to illustrate your reflection.

Assessment 3: TE assignment – Data-informed teachingThis assignment requires you to use a range of observation techniques and data collection tools in order to undertake assessment and planning, using a strengths–based approach, focused on one child in your TE centre.

Begin your teaching experience familiarising yourself with centre staff, children, parents and environment. Take all opportunities to participate in the wider centre programme throughout your practicum.In the first week of your Teaching Experience, in consultation with your associate, choose a child/toddler/infant to focus on in this assignment. Using the permission form provided, with support from your associate, obtain permission from the child’s family to undertake a range of observations to inform your strengths-based assessment and individualised planning for this child. Include this permission form with your assignment.Find out as much background information as you can about the child from their parents/whānau, the staff and records at the centre. In addition to informal conversations, you should:

Talk with the child’s parents and whānau about the child’s life outside the centre and their aspirations for their child.

Analyse the child’s interests, learning, and developing dispositions, knowledge and skills evident in their portfolio.

Discuss with your Associate Teacher (and, if possible, with other members of the teaching team) a minimum of one section from the Child Profile made available to you in class. Make detailed notes of your discussion in relation to each question in the selected section(s) of the Child Profile.

Write a statement outlining:o What you have found out about this child to this point. o Aspects that you and your Associate Teacher/other teachers would like to

know more about in relation to this child.

From week two of your TE, undertake a series of observations using the techniques that you have practised in your TCHG 117 interactive sessions. IMPORTANT: You must use at least four techniques, across quantitative and qualitative approaches, drawn from the Observations Booklet used in class (see Blackboard). Complete one observation using each of your four chosen techniques in weeks two, three and four, so that by the end of week four you have completed 12 observations in total. Each week analyse the four observations you have completed. For each week you should include:

the raw data (these can be in their original form and do not need to be re-written). a detailed analysis of the raw data, using a strengths-based approach and being

careful not to make assumptions about your data. a rationale for your next observation (and associated analysis), based on what you

have learnt - what you would like to explore next and why.

In week five, prepare a summary/discussion of all your findings, including: Your initial summary of what you had discovered about this child from parents and

whānau, teachers and the child’s portfolio. What you have learned about the child from your observations. A draft action plan, using the template provided in class, that identifies 1 – 2 areas

of key learning that you would like to support going forward and the teaching strategies and resources that you would use to support the child’s learning.

Share your draft action plan with your Associate Teacher (and with other teachers if possible) and record their feedback on your plan.

Your submitted assignment must include: Your initial summary of what you had discovered about the child What you learned about the child from your observations over weeks 2 – 4 Your draft action plan Notes regarding the feedback given on your action plan from your Associate

Teacher (and, where possible, other teachers)Include the three weekly sets of observation data, analyses and rationale for your next set of observations as appendices to your assignment.

Administration Package

An administration package can be found at https://www.wgtn.ac.nz/education/teaching-experience-office/forms-and-handbooks. This package has been developed for completion over four teaching

experiences and will only be submitted once to the Education Professional Practice and Partnerships Office after the fourth and final teaching experience. The associate teacher and student teacher should identify around 8 of the administrative tasks to become familiar with during this teaching experience. Student teachers should follow the instructions in the package with regard to recording information and signing off completed tasks.

Submission of teaching experience documentationIt is the student teacher’s responsibility to submit the following to the Education Professional Placements and Partnership Office:

Associate Teacher and Student Teacher Agreement Summary of Progress (associate teacher to complete) due five days after start

date Interim Report due five days after start date (student teacher to complete) Visiting Lecturer Assessment Report Associate Teacher Assessment Report

All teaching experience documentation can be found at https://www.wgtn.ac.nz/education/teaching-experience-office/forms-and-handbooks