The Associate Teacher Role

FAQs

 

 

 If I become an associate teacher – what have I agreed to do?

The associate teacher extends to the student teacher the courtesies expected for adult learners and junior professional colleagues. This includes:

  • providing an introduction to the class and a space in the classroom that communicates their professional status
  • creating opportunities for the student teacher to meet the specific requirements of the practicum period while taking into account the class programme and the student teacher’s stage of development
  • modelling quality teaching and learning practice and demonstrating knowledge of: how students learn; effective planning, programming and student assessment; and effective interpersonal and communication skills
  • gaining understanding of the specific practicum requirements
  • providing a plan for the student teacher to observe, teach, and discuss the classroom programme; including short and long term planning, preparation, marking, administration, and assessment and evaluation
  • liaising with the professional supervisor
  • providing opportunities for the student teacher to try out new ideas, reflect upon their practice, and to be actively involved in their own learning
  • providing regular oral and weekly written feedback on the student teacher’s teaching throughout the practicum in order to guide the student teacher’s ongoing professional learning
  • providing samples of planning appropriate to the specific practicum requirements and aligned with classroom/school expectations
  • negotiating assigned times outside class hours for regular discussions relating to the practicum.
  • helping the student teacher to interpret what they see and what they do
  • checking the student teacher’s planning file and ensuring that ownership of planning work is clearly identified
  • discussing and documenting areas requiring attention
  • contacting the professional supervisor and/or the EDPRAC Course Co-ordinator if the student teacher is experiencing difficulties or is in need of additional support
  • participating in the summative assessment process
  • making recommendation to the professional supervisor regarding a pass/fail for the practicum
  • completing the associate teacher section of the assessment report and discussing this with the student teacher and professional supervisor at the end of the practicum

 

How is the payment for associate teachers decided?

Associate teachers are paid, at the rate per student teacher per week stipulated by the current Primary Teachers Collective Agreement (refer section 3.21), for the period the teacher undertakes associate teacher duties.

 

What preparation/information do student teachers get in relation to their practicum requirements?

A series of sessions are scheduled for each course prior to practicum. The content of these sessions is outlined in the associated practicum brief; skills and understanding necessary for success during practicum are covered along with detailed review of the specific practicum course requirements.

Attendance at these sessions is compulsory and attendance is monitored. Any student teacher who does not seem to be familiar with the requirements of their practicum should be referred to the professional supervisor.

 

What is the relationship between the Learning Outcomes and the New Zealand Education Council’s Graduating Teacher Standards?

Each course in the Bachelor of Education (Teaching) Primary programme has specific learning outcomes which must be achieved for a student teacher to gain the qualification. It is a New Zealand Education Council requirement that graduates of all initial teacher education providers demonstrate achievement of the Graduating Teacher Standards. In 2020 The Code of Professional Responsibility and Standards for the Teaching Profession will replace The Graduating Teacher Standards and Code of Ethics.

The link between course Learning Outcomes and the Graduating Teacher Standards is noted in course briefs and made explicit through course content.

 

Do student teachers have to be working on an e-portfolio?

The e-portfolio is the forum that all student teachers in this programme must use to collate evidence which verifies that they demonstrate the New Zealand Education Council’s Graduating Teacher Standards. There are specific requirements for each of the three assessed practicum courses and the student teachers are informed of these expectations.

 

What are the e-portfolio expectations for each of the three assessed practicum courses?

EDPRAC 101 –  Student teachers are required to write a Ko Wai Au in a Google Document and share it with their associate teacher and professional supervisor for feedback. This should include a paragraph outlining their current beliefs about teaching. A Google Folder is created for storing the evidence presented at their professional conversation.

EDPRAC 201 – Students are required to review and update their Ko Wai Au in a Google Document (or My Portfolio) and share it with their associate teacher and professional supervisor for feedback. This should include a paragraph outlining their beliefs about teaching and why they are becoming a teacher. A Google Folder is created for storing evidence that reflects how they are working towards meeting the Graduating Teacher Standards.

EDPRAC 305 – Students are required to review and update their Ko Wai Au in a Google Document (or My Portfolio) and share it with their associate teacher and professional supervisor for feedback. This should include a paragraph outlining why they have decided to become a teacher. An e-portfolio is created using Google Sites (or My Portfolio). Evidence is selected by the student to tell the story of their learning and demonstrate how they have met the Graduating Teacher Standards.

Ko Wai Au – The Ko Wai Au is an introduction which describes who students are, where they have come from, what they have experienced and accomplished in the past as well as what is important to them and what interests them.

Student teachers are expected to update their Ko Wai Au before each practicum and to share it with their associate teachers and professional supervisors.  The Ko wai au is considered to be a work in progress and it is helpful for students to receive feedback on their Ko Wai Au from their associate and professional supervisor.

 

Are first year student teachers expected to have a goal for their practicum? 

Student teachers are provided with a template for recording an initial ‘goal’ that helps them begin the process of co-construction of their professional learning ‘next steps’. This template is also on our Practicum Resources website. It is called Summary of ‘next steps’ guiding student teacher professional learning and development.

       – What happens then? This first goal should provide a student teacher with the basis for discussion and negotiations with their associate teacher and professional supervisor so that the student teacher continues to co-construct his/her professional learning throughout their initial teacher education programme.

At the beginning of each subsequent practicum a student teacher is expected to have recorded, and be able to articulate, their professional learning ‘next steps’.

 

What are the expectations for student teachers related to assessment, planning and teaching at each practicum stage?

For assessment, planning and teaching in our EDPRAC courses:

  • Refer Practicum Handbook  and practicum briefs
  • All student teachers are given a copy of The NZC (2007) at the start of their first year.

For a student teacher to pass Learning Outcome 2 the following expectations must be met:

EDPRAC 101 – During EDPRAC 101 student teachers focus on: contributing to children’s learning. This means that your student teacher needs to be discussing and analysing focussed observations of children’s learning, interests, and abilities. Opportunities for observing and discussing different teaching strategies to suit children’s interests and learning needs are important. Your student teacher will need to see examples of your planning and practice planning using relevant curriculum documents.

All student teachers begin by using the Basic Lesson Plan Template in EDPRAC 101. They should move to generating lesson sequences during this practicum. During EDPRAC 101 student teachers will:

  • With the support of the associate teacher, plan, teach, assess, and evaluate single lessons.
  • Use planning formats that include clearly defined lesson components.

 

EDPRAC 201 – During EDPRAC 201 student teachers focus on: optimising children’s      learning. This means that there is a strong emphasis on thoughtful analysis of focussed observations and assessment information. Your student teacher will need to observe, discuss and practise this. By the end of EDPRAC 201 your student teacher should be demonstrating teaching/learning approaches which are deliberately selected to enhance children’s learning.

An EDPRAC 201 student teacher needs support and practise planning for and teaching multiple groups, larger groups and the whole class.

Student teachers should progress from single lesson planning to lesson sequence planning. Once students have made this progression they should not be required to document single lesson plans unless this relates to their own learning. During EDPRAC 201 student teachers will:

  • Plan, teach, assess, and evaluate sequences of lessons for the whole class and multiple groups of children.
  • Undertake short-term/weekly planning.

Your EDPRAC 201 student teacher should be streamlining their planning and must be using a sequential planning approach (i.e. not planning lesson by lesson) before passing this practicum.

 

EDPRAC 305 – During EDPRAC 305 student teachers focus on: enabling achievement for all children and becoming a junior colleague in the school. The Part A/B split of this practicum will enable you to identify areas of strength and need with your student teacher so that clear ‘next steps’ can be developed for Part B. Your student teacher should begin this practicum with an understanding of the relationship between unit, group and daily planning.  They will have planned for, taught and assessed whole class and group  teaching. This practicum is about refining and deepening practice so that the student teacher can take responsibility for the learning of their own class as a beginning teacher. Your student teacher will have an understanding of the planning, learning, assessment cycle and need your assistance to refine this. They should be beginning to refine their planning and practices and will need your assistance with this. Practice assessing children will be helpful; talking to your student teacher about why you have grouped children in a particular way or what assessment data tells you will help deepen their understanding.  Offering opportunity for your student teacher to gather and explore a range of evidence and supporting them to practice planning and teaching in ways that enable achievement for all children will assist your student teacher to develop as a teacher in their own right and to develop an evident personal, professional philosophy.

At the end of EDPRAC 305 student teachers must be able to document longer term plans that are linked to the short term (daily/weekly) planning expectations and formats of the practicum school. During EDPRAC 305 student teachers will:

  • Undertake on-going evaluation of children’s learning and the student teacher’s teaching should be part of the student teacher’s preparation and practice throughout the period of full-class responsibility. Analysis of children’s assessment information will contribute to this process.
  • Produce planning that is manageable and sustainable.

It is an expectation of the final practicum (EDPRAC 305) that all student teachers experience the reality of being a teacher; this means attending all meetings, supporting duty rosters etc.

Beginning teacher independence is required to achieve Learning Outcome 2 for EDPRAC 305. EDPRAC 101 and 201 each provide important stages of development for this.

 

What do I do if a student teacher’s planning and/or preparation is not presented in time for review and feedback and/or is insufficient /inappropriate?

Planning must be presented to the associate teacher for review at reasonable and negotiated time in advance of teaching. Failure to do this in sufficient time for modification may mean that the student teacher cannot proceed with teaching.