MTch professional practice expectations

Find out about the requirements and expectations for each professional practice placement in the Masters of Teaching and Learning (Secondary).

Beginning the year

The kaiako tauira/student teacher (ST) and kaiako pou/mentor teacher(MT) agreement is completed as part of the induction process. It attests that mentor teachers have clarified how the kaiako tauira will work within the school and ensured that the  school policies and procedures are understood, including those related to the Health and Safety at Work Act (2015). The student teacher and mentor teacher agreement form should be uploaded onto NUKU by kaiako tauira. The Kaiako Tauira will be attached to two classes, preferably one junior and one senior class in their first  and/or second specialist subject.

There will be an initial visit by a Visting Lecturer (VL) in February or early March. This may take place in person or via zoom. This visit allows both mentor teacher and student teacher to check that they are happy with their mentor teacher/student teacher agreement and check that there are no outstanding questions or unresolved issues. This is essential to establish and safeguard the long-term relationship between the kaiako pou and kaiako tauira.

Term 1: settling in and beginning as a teacher

The focus for kaiako tauira/student teachers in the initial part of the school-based programme is to establish productive working relationships with their students and their kaiako pou/mentor teachers. They should also learn about how their department and school operates, including meeting other teachers in the department. Kaiako tauira should be encouraged to attend staff meetings and professional development opportunities.

Early in the term there is a one-week full-time professional practice (PP1).

Expectations during this term include:

  • Student teacher and mentor teacher set regular weekly hui to reflect and set goals.
  • Student teacher keeps a record of hui, goals and next steps to share with kaiārahi.
  • Student teachers observe the mentor teacher and discuss teaching approaches and decisions.
  • Student teachers use the mentor teacher’s plans to co-teach at least two lessons with their mentor teacher each week.
  • Mentor teachers complete weekly observations based on professional relationships and professional learning teaching standards.
  • Student teachers should negotiate and agree to professional learning goals for the first half-year (to align with the standards) with their mentor teacher and kaiārahi.

In the second half of the term:

  • Student teachers begin to make their own lesson plans for regular teaching in their discipline.
  • Student teachers begin to design two-lesson sequences.
  • Mentor teachers provide feedback and guidance on a wider range of teaching standards and key teaching practices.

Professional practice 1

This one-week full-time school placement in February-March gives MTch student teachers an opportunity to immerse themselves full-time in their mentor school setting and learn more about the school as a whole as well the classes they are assigned to.

At this point, student teachers have participated in Ngā Mihi, a one-week full-time campus-based programme, and several weeks of teaching and learning in their courses. They have been introduced to The Code of Professional Responsibility and Standards for the Teaching Profession.

MTch student teachers are encouraged to participate in the life of the school and begin to engage in teaching practices within their classes. They should observe and discuss with their mentor teacher:

  • relationship building and wellbeing
  • teacher practices and decision-making
  • the wider school context, including Te Tiriti o Waitangi partnerships
  • teaching and learning routines and resources
  • planning and preparation for teaching and learning
  • interaction patterns and organisation.

These observations provide a foundation for their university-based learning in the first part of the year and enable student teachers to gain insight and examples that support them to connect practice to theory.

Required Tasks for PP1
  1. Reflective log - Student teachers should keep a daily reflective log of their experiences and observations, using pseudonyms for the school and members of the school community. The reflective log should record:
    1. activities and experiences that the student teacher has participated in each day
    2. observations about the interactions between teachers/kaiako and ākonga/students, with thoughts about teachers’ reasoning and decision-making behind the interactions
    3. ideas/’takeaways’ and questions about effective teaching practice
    4. observations and questions about the school context, community and protocols/systems
    5. understandings about the role of Te Tiriti o Waitangi and te reo Māori in school practices
    6. changes in their assumptions, for example, about establishing routines, relationship building, teacher/kaiako practices and decision-making, and the wider school and centre context
  1. Observations - Student teachers should select one teaching session or part of the day to complete a focussed observation. While observing, student teachers write down what they notice in as much detail as possible using the observation prompts provided. They should then compare and contrast what they noticed, and why, with another student teacher in the same context. If this is not possible, student teachers should pair up with someone in their whānau ako rōpū to compare and contrast their observations.

Prompts for further discussion and reflection in pairs include:

  • The aspects of children’s or students’ wellbeing and learning that the teachers/kaiako promoted.
  • How teachers/kaiako fostered an inclusive classroom culture or learning environment.
  • How Mātauranga-a-iwi and te reo Māori formed part of the teaching and learning.
  • What digital teaching and learning tools were being used and for what purpose.

The observation and notes from the discussion in pairs should form part of the reflective log above.

Student Teacher Progress Report From Mentor Teacher

Mentor teachers are asked to briefly report on the student teacher’s professionalism and progress during the Term 1 of the professional practice, in line with the professional learning and professional relationships standards, and Code of Professional Responsibility. A brief form is provided for this purpose.

Term 2: Taking more responsibility for teaching, learning and planning

In Term 2, student teachers continue to work in their ‘home school’ and also have a four-week full-time professional practice placement in a ‘swap’ school context.

Expectations during this term include:

  • Student teachers continue to show progress on previous feedback.
  • Student teachers design learning for groups of learners with support and guidance.
  • Student teachers can take responsibility for a whole class or larger groups at appropriate points in the programme.
  • Teaching standards and key teaching practices that have not been addressed become a focus.
  • Student teachers prepare for the 4-week swap

Professional practice 2: Teaching in a new context

At this point in the programme, student teachers experience a different learning environment by swapping schools with another student teacher in their cohort. The focus is on the student teachers’ ability to transfer the skills they have developed in their ‘home school’ and to plan for a new learning context under the pressure of time. During the four-week swap, the key element is that the student teacher has a chance to teach two lesson sequences.

During this placement, student teachers should aim to teach 8-10 hours in week 3. We encourage student teachers to get as much experience as possible, but also to have time to plan, reflect and discuss their teaching.

Expectations for this placement include:

  • Student teachers design and implement sequences of learning for their discipline and groups of learners.
  • Student teachers demonstrate a range of management strategies appropriate to the context.
  • Student teachers manage teaching and learning for up to 10 hours a week by the end of PP2.
  • Student teachers take responsibility for a whole class or cohort at appropriate points in the programme.
  • Mentor teachers induct and support the swap student teacher into their teaching space.

Term 3

Professional practice 3 (PP3)

A minimum of 12 hours of teaching each week for 4 consecutive weeks. By the end of this professional practice the student teacher should demonstrate that they can sustain a regular class programme and manage a 0.6 teaching load. Student teachers should take every opportunity to teach but there should also be time to reflect and think about teaching and conduct their culminating professional inquiry.

By the end of this professional practice the student teacher should demonstrate that they can sustain a regular class programme and manage a 0.6 teaching load.