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Explore the crucial role of university supervisors in supporting and advocating for student teachers, maintaining program integrity, and staying updated on ECE initiatives to advance early childhood education philosophy.
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Whakatepea te ko, kia kotahi We are in this together
The Role of the University Supervisor How do you see this role? • Support and guidance for student teachers? • Liaison between university and early childhood community? • Upholding the integrity of our programmes? • Advocating for children? • Promoting early childhood education? • Adhering to regulations? • Maintaining knowledge of current ECE initiatives? • Advertising our institution? • Keeping up to date with what student teachers are learning in their courses? • Advancing a philosophy of early childhood education? • Defending aspects of our programmes?
Social Sciences Health Drama Physical Education Mathematics Dance Science Visual Arts Music Te Ao Māori Pedagogy Learning Theory Languages and cultures Technology Courses in the Programmes explore concepts relating to:
Practicum Overview Semester Two Bachelor of Education (Teaching) ECE and Diploma of Teaching (ECE) (new programme in 2006) The Professional Teacher 1 This is a four week practicum for first year student teachers on the three year programme.
Graduate Diploma in Teaching (new programme in 2006) Conceptualising Practice This is a paired, formatively assessed three week placement for student teachers beginning their study in July 2007. It is the first part of a seven week practicum.
Bachelor of Teaching (ECE) (Legacy programme) Developing the Learning and Teaching Environment This is a four week practicum for student teachers in their second year of study.
Bachelor of Education (Teaching) ECE and Diploma of Teaching (ECE) (new programme in 2006) Practicum Early Childhood 2 This is a five week practicum for student teachers in their second year of study.
Graduate Diploma in Teaching (new programme in 2006) Conceptualising Practice This is a four week placement and completes the first seven week practicum for these student teachers who began their study in July 2007.
Graduate Diploma in Teaching (new programme in 2006) Pedagogy in Practice This is a seven week practicum, the final practicum for students who began their study in this programme in January 2007.
Portfolios The portfolio is intended to provide evidence of the student teacher having met the learning outcomes on the practicum and of their work in the Graduate Diploma in Teaching (ECE) courses. The following examples are from a Graduate Diploma in Teaching student teacher on her first practicum (EDPRAC 621A)
In order to better understand Te Whāriki on her first practicum this student teacher documented her sense of belonging in the kindergarten and what assisted this.
Evidence of involvement in the visual arts included reference to specific understandings from coursework.
Recording children’s voices shows the depth of their understanding. In this case it is clear that these children know a great deal about beauty salons.
Bachelor of Education (Teaching) • A portfolio is also to be developed by the students in this programme • This portfolio will be developed over the three years of the degree • It will document the student’s progress over time • It will provide evidence of the Graduating Teacher Standards and encompass all aspects of the student teacher’s programme
Ethics During their teacher education programme we expect student teachers to grapple with complex ethical issues and to reflect on these.
Examples A father admitted that he had withheld signing a permission form for one of the male student teachers in one of our programmes because of his distrust of men wishing to work in ECE. The student reflected: “Until now I believed I would never have to deal with any form of accusation simply because I will never offend. However the conversation with my associate teacher pointed out to me that this kind of thing can happen to anyone….”
A student teacher has contact with a parent in another context and is sought out to discuss centre issues: “In not clearly stating that I could not talk about other children I was not being completely honest. I chose to avoid talking specific details with her and to turn the conversation to my experience. It may have been better to state my position at the start….”
Recognising the importance of own experiences “Without the ability to express our feelings through talk, our possibilities for communication are restricted and we start to feel powerless and lonely. As a foreigner to the culture and language of New Zealand I know from my own experience how difficult it can be to express oneself in a second language and in a culture where different rules are in effect. It may only seem a small difference, like a different sense of humor, but it can have a powerful impact.”
Demonstrating understanding of theory In reflective writing: “MacNaughton (2003), suggests contrasting constructions of modern and post-modern child that might be helpful. In this analysis my construction of ‘child’ would be considered modern e.g., emphasizing the difference between adult and child and reliance on the adult in the environment.”
Confronting own values “As this is such an important issue for me I don’t want the apologies I ask children to give to become meaningless, I want them to understand in some way the impact of their actions on others around them. To do this I need to consider the different ways children and their families approach this issue. Cultural, social and personal factors all play a part in this approach. What does “at kindergarten we say sorry when we do something that hurts others” really mean to children whose families do not share my cultural values, or express these in a different way? In what ways can I achieve a level of understanding for children that satisfies my values of respect for both the instigator and the victim?”
Teacher’s Council Criteria Imagination: “I believe that children’s imaginations are more flexible than those of adults. They are not as constrained by the ‘sides of the box’ that limit our thinking as we learn about what is possible and what isn’t. I have so much to learn from children about how to imagine.”
Give and receive constructive criticism “It is only now, planning for my last practicum, that I have carefully read all the bullet points under the communication heading (of the “Fit to be a Teacher” criteria). I have learned, for the most part, not to be defensive when receiving constructive criticism, but I feel really uncomfortable about giving it. This is certainly an area for me to think about.”
Final Reports • Are specific to the learning outcomes • Include examples that demonstrate competence, for example: Learning Outcome 1: “Kia ora Sujatha, communication is a real strength for you. You established and maintained contact with me as your university supervisor throughout the practicum. You clearly have extremely positive relationships with the children and with their families and whānau. You readily discuss interactions of interest, and their implications for teaching and learning, with your associate teacher. You are confident and professional in all your dealings with the teaching team and other adults in the centre.”
If an associate teacher is concerned about a student teacher’s ability to pass • Please request that they give clear verbal and written feedback warning her/him of your concerns • Arrange a visit and identify the issues • Give clear written guidance of the expectations • Contact Debora to discuss areas of concern • Sometimes it is just that additional support required, in serious cases a fail will allocated and the student will not be allowed to continue the practicum
If you are concerned about a student • Discuss your concerns with the student teacher • Clarify expectations with the associate teacher • Give clear written feedback outlining concerns and what needs to happen • Let Debora know • Maintain contact with both the student and the associate teacher
General expectations for student teachers: • Contact associate teacher and visit centre if possible • Attend 7.5 hours each day • Follow centre or kindergarten policies • Provide profile for notice board • Inform of any absences • Provide evidence of understanding from course work • Maintain confidentiality and ethical practice • Communication and team work • Engage in teaching and learning • Consistently reflect on own practice • Documents involvement in teaching and learning • Prepare for triadic assessment and contribute professionally
