Practicum Structure

There are two practicum courses: EDPRAC 615 in semester one and EDPRAC 616 in semester two. Face-to-face students spend Wednesdays and Thursdays in schools for 3-4 weeks ahead of their shorter block practicum. 

School Coordinator’s and Associate Teachers’ (AT) Roles

School Coordinators

• Attend University briefings prior to practicum and share information with ATs
• Liaise with University professional supervisors to arrange observation visits
• Support student teachers through formal and informal meetings
• Sign off on reports

Associate Teachers

• Share, discuss and assist in planning and assessment processes with students
• Regularly give verbal and written feedback on their planning, teaching and goals.
• Have professional conversations with University professional supervisors and student teachers and complete assessment report.

Aims of Practicum

All student teachers are required to complete sustained supervised observation and teaching in contrasting placements. The main aims of practicum are for student teachers to:

• gain an understanding of the depth, complexity and constraints of school environments;
• recognise and apply the on-campus learning in a school environment;
• connect their experiences in school settings to their academic studies;
• practise and receive feedback regarding their teaching performance;
• consider and reflect on their own professional practice (teaching).

Students should strive for a balance of personal teaching, observation and reflection. 

Learning Outcomes

Students will:

1. Build and sustain positive, respectful, and ethical relationships and communicate professionally with ākonga, whanau, colleagues, and the wider community.
2. Critically reflect on their enactment of appropriate professional practices to create positive learning environments that are responsive to ākonga by drawing on theory, research, and evidence to facilitate an appropriate curriculum.
3. Demonstrate the professional knowledge, skills, dispositions, and level of practice required for effective teaching in Aotearoa New Zealand that align with external professional standards.
4. Use digital technologies to foster and enhance collaboration.

Assessment 

Formal, summative assessment is conducted through a professional conversation with the Student Teacher, Associate Teacher and Professional Supervisor, where the student provides evidence of meeting the Learning Outcomes in a Digital Folder. 

Associate Teachers

Welcome the student teacher as a respected (even though inexperienced) colleague. It is important to their experience that they feel a member of your class and school community. Introduce the student teacher to the class as a visiting teacher, provide them with a class roll and seating plan, and discuss the characteristics and capabilities of your class and work covered to date.

 Share school/syndicate and unit plans, discuss how your classroom planning sits within these schemas and give the student teacher access to any documentation and resources which will help them in planning future lessons. 

Collaborate with students as they plan lessons, and lesson sequences. Student’s planning should be provided to the associate teacher in advance for feedback and revising. 

Support, after consultation, a student teacher’s attempts to try styles and approaches different from your own. Provide verbal and written constructive feedback on lessons taught and provide advice and guidance for future teaching. 

Report any concerns promptly to the EDSW team – usually the student’s professional supervisor. Work together with the student to complete the assessment documentation, and partake in professional conversations with the student and supervisor after observations towards the end of their practicum.

Students

Student teachers take part in all aspects of teachers’ work and to accept the professional obligations that are part of this role. However, student teachers should  not take sole responsibility for the conduct and safety of children.

They are expected to demonstrate:

• Reliability, especially in meeting commitments to teach, regularity and punctuality of attendance
• Commitment, enthusiasm and initiative; participating fully in school life as is appropriate for the purpose of the particular practicum
• Active observation of lessons taught by associate teacher
• Ethical conduct that does not undermine the status of the associate teacher
• Willingness to consider advice and accept feedback
• Co-operation as a member of a team, establishing professional, respectful relationships with staff and students