GDip professional practice expectations

Find out about the requirements and expectations for each professional practice placement in the Graduate Diploma of Teaching (Primary).

Professional practice 1

This one-week full-time school placement in March enables student teachers to notice how teachers establish relationships with learners, how schools are organised, teachers’ core practices, and the connections between practice and theory.

Where possible, student teachers are placed in groups of 6-10 in each school and may be attached in pairs to a class. They are encouraged to discuss their observations, reflections and questions with each other and available staff. Student teachers are encouraged to fully immerse themselves in the school so that they can attend to the interactions between children and Kaiako, and between peers, as well as to the dynamics of environmental messages and the teacher’s role.

Student teachers have participated in Ngā Mihi, a one-week full-time campus-based programme, and one week of teaching and learning in their courses. They have been introduced to The Code of Professional Responsibility and Standards for the teaching profession. They are very much feeling their way into what it means to be a teacher – and are excited and often a little nervous about the demands of the role.

This professional practice is mostly observational; however, student teachers are encouraged to participate in the life of the school as appropriate and in negotiation with their associate teachers. Student teachers are learning how to notice:

  • relationship building and wellbeing
  • teacher practices and decision-making
  • the wider school context, including Te Tiriti o Waitangi partnership
  • 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.

Students are encouraged to participate in school events and excursions, with direct supervision.

Required tasks for PP1

  1. Student teachers should be briefed by school coordinators or associate teachers about safety procedures in their schools. There is no requirement of any forms to be completed for PP1.
  2. Reflective log - student teachers should keep a daily reflective log of their experiences and observations, using pseudonyms for the school/centre and members of the school/centre 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 students/ākonga, 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/centre context, community and protocols/systems.
    5. 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.

Student teachers will be provided with a format for their reflective log.

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 centre or 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.

Associate teacher formative feedback

School coordinators or associate teachers are asked to briefly report on the student teacher’s professionalism during 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.


Professional practice 2 and 3

Professional practice 2 and 3 are block placements where the focus is on sustainable preparation, planning, teaching, assessment and evaluating teaching and learning. The expectations are outlined below.

Minimum teaching loads:

Professional Practice 2 (PP2)

A minimum of 5 days major responsibility for learning and teaching. These days need not be consecutive, depending on class and school programmes but ideally two days will be consecutive to give the student a real appreciation of how organised they need to be. A range of combinations can be undertaken e.g., some full days, every other day, or if necessary, some half days. However, we would be concerned if the student teacher did not do any full days as it does not give a realistic idea of the workload or preparation required for a full day. Note this is a minimum requirement only; the student teacher should gain as much experience as possible.

Professional practice 3 (PP3)

A minimum of 3 – 4 days major responsibility for teaching and learning each week for 3 – 4 consecutive weeks. Other teaching days do not have to be consecutive and can be negotiated depending on the class and school programmes. We encourage student teachers to get as much experience as possible, but also to have time to reflect and think, and conduct their Te Ara Hapai - culminating professional inquiry (CPI). The student teacher should undertake all day-to-day planning during major responsibility and should increasingly plan ahead at unit level, and in particular for the weeks of major responsibility.

By the end of this professional practice the student teacher should demonstrate that they can sustain a regular class programme and manage a 0.7 teaching load.

Innovative learning environments. Many schools have innovative learning environments with several teachers collaborating to teach a larger group of children. In these circumstances we would expect the student teacher to teach large and small groups of students for sustained periods that would equate to the loads identified above in a single classroom. The aim is to take responsibility for as many elements of the programme as possible (equivalent to the associate teacher).

During the professional practice, provided it works within the class programme, it can be beneficial for the student teacher to visit other classes within the school to observe other age groups.

Learning designs

Student teachers should be involved in planning, preparing, and implementing aspects of the teaching and learning programme with guidance from their associate teachers. Student tare expected to develop greater independence over time and to learn how to develop their own learning designs prior to teaching. We expect them to take every opportunity to practise and fine tune their teaching practice.

Associate teachers need to see planning sufficiently in advance to allow time for discussion and change to be made. We recommend no less than 24 hours as an appropriate length of time that student teachers should submit their learning designs to associate teachers ahead of planned teaching. We also recognise that there are times when unplanned teaching opportunities arise and encourage student teachers to be involved in these with adequate support.

A lesson planning template is provided to support primary student teachers. However, any form of planning that suits both the student teacher and associate teacher can be used.

Student teachers will need to provide more detailed planning than experienced teachers. They should consult course materials to support them to identify how the nature and purposes of each learning area should be evident in planning and teaching. At a minimum, we would expect planning to identify:

  • The relevant achievement objective(s), drawn from the NZC, and
  • Learning intentions and success criteria.
  • What the learners know and can do prior to the lesson, including the assessment data that has informed planning.
    how they will introduce and develop new learning, including consideration of students’ additional learning needs.
  • Consideration of culturally sustaining pedagogy including the use of te reo me ona tikanga Māori as appropriate to the lesson.
  • The intentional use of curriculum-specific pedagogical approaches.
  • The anticipated pace of the lesson and timing of each activity.
  • Strategies for classroom, behaviour and resource management.
  • Appropriate resources having been adapted for the specific classroom needs.

After teaching, student teachers should evaluate their learning design so that the next learning steps for learning and teaching are identified and planned for. Visiting lecturers will want to see evidence of this planning and evaluation during their visit. Student teachers must have organised evidence of prior planning and reflections on lessons taught available for visiting lecturers.

Overview of primary weekly expectations

Week 1

PP2

  • Return the Health and safety and associate teacher and student teacher agreement form by Wednesday.
  • Student teacher should observe the associate teacher in different situations: classroom management, classroom organisation, resources, monitoring and assessment.
  • Begin teaching log.
  • Begin to prepare, teach and evaluate for one group of students in English and mathematics.
  • Associate teacher to complete 1st lesson assessment and share with student teacher.

PP3

  • Return the Health and safety and associate teacher and student teacher agreement form by Wednesday.
  • Student teacher should observe the associate teacher in different situations: classroom management, classroom organisation, resources, monitoring and assessment.
  • If not done during days-in-school, decide on the inquiry focus for culminating professional inquiry (CPI).
  • Begin teaching log.
  • Begin to prepare, teach and evaluate for one to two groups of students in English and mathematics.
  • Associate teacher to complete 1st lesson observation and share with student teacher.

Week 2

PP2

  • Associate teacher to complete 2nd lesson observation and share with student teacher.
  • Associate teacher to complete and return the interim report to the EPPPO by Friday.
  • Student teacher to complete and return the interim report to the EPPPO by Friday.
  • Maintain teaching log.
  • Continue to prepare, teach and evaluate for an increased number of groups and whole class. Begin to participate in other curriculum areas. Associate teacher’s planning may be used.
  • Plan ahead for the 5 days of major responsibility and determine where these can happen.

PP3

  • Associate teacher to complete 2nd lesson observation and share with student teacher.
  • Associate teacher to complete and return the interim report to the EPPPO by Friday.
  • Student teacher to complete and return the interim report to the EPPPO by Friday via Nuku.
  • Maintain teaching log.
  • Reflect on teaching decisions in relation to CPI focus and begin narrative journal.
  • Continue to prepare, teach and evaluate for an increased number of groups and whole class. Begin to participate in other curriculum areas. Associate teacher’s planning may be used.
  • Plan ahead for the days of major responsibility and determine where these can happen.

Week 3

PP2

  • Associate teacher to complete 3rd lesson observation and share with student teacher.
  • Maintain teaching log.
  • Continue to prepare, teach and evaluate some lessons with the whole class. Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps.
  • Complete at least 1 day of major responsibility.

PP3

  • Associate teacher to complete 3rd lesson observation and share with student teacher.
  • First visiting lecturer visit.
  • Maintain teaching log.
  • Continue to reflect on teaching decisions in relation to CPI focus and maintain narrative journal.
  • Continue to prepare, teach and evaluate lessons with the whole class. Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps. Associate teacher’s planning may be used, but student teacher should take increasing responsibility for preparing teaching.
  • Complete at least 2 days of major responsibility.

Week 4

PP2

  • Associate teacher to complete 4th lesson observation and share with student teacher.
  • Visiting lecturer visit.
  • Maintain teaching log.
  • Prepare, teach and evaluate 2 major responsibility days. Regular ongoing planning and teaching using formative assessment. Associate Teacher’s planning may be used for some areas, but student teacher should take responsibility for their implementation. Plan for all lessons taught; weekly subject or lesson sequence grids may be used in conjunction with unit plans rather than individual lesson plans (e.g., weekly reading or maths group grids showing learning intentions and activities).
  • Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps.

PP3

  • Associate teacher to complete 4th lesson observation and share with student teacher.
  • First visiting lecturer visit (if not in Week 3).
  • Maintain teaching log.
  • Continue to reflect on teaching decisions in relation to CPI focus and maintain narrative journal. Engage in professional discussions with associate teacher.
  • Prepare, teach and evaluate 3 – 4 major responsibility days. Regular ongoing planning and teaching using formative assessment. Plan for all lessons taught; weekly subject or lesson sequence grids may be used in conjunction with unit plans rather than individual lesson plans.
  • Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps.

Week 5

PP2

  • Associate teacher to complete 4th lesson observation and share with student teacher.
  • Visiting lecturer visit.
  • Maintain teaching log.
  • Continue to reflect on teaching decisions in relation to CPI focus and maintain narrative journal. Engage in professional discussions with associate teacher.
  • Prepare, teach and evaluate 3 – 4 major responsibility days. Regular ongoing planning and teaching using formative assessment. Plan for all lessons taught; weekly subject or lesson sequence grids may be used in conjunction with unit plans rather than individual lesson plans.
  • Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps.

PP3

  • Associate teacher to complete 5th lesson observation and share with student teacher.
  • Second visiting lecturer visit.
  • Maintain teaching log.
  • Continue to reflect on teaching decisions in relation to CPI focus and maintain narrative journal. Engage in professional discussions with associate teacher.
  • Prepare, teach and evaluate 3 – 4 major responsibility days. Regular ongoing planning and teaching using formative assessment. Plan for all lessons taught; weekly subject or lesson sequence grids may be used in conjunction with unit plans rather than individual lesson plans.
  • Daily evaluation/reflection of teaching for each curriculum area taught focusing on student achievement and next teaching and learning steps.

Week 6

PP2

  • Associate teacher report completed by Wednesday and shared with student.
  • Complete any major responsibility requirements.
  • This may be an ideal time to observe other class levels in the school if all requirements are completed.
  • Complete gathering any material and artefacts for coursework or assessments.
  • Maintain teaching log.

PP3

  • Associate teacher to complete 6th lesson observation and share with student teacher.
  • Second visiting lecturer visit if not completed in the previous week.
  • Maintain teaching log.
  • Continue to reflect on teaching decisions in relation to CPI focus and maintain narrative journal. Engage in professional discussions with associate teacher.
  • As for week 5 above. Complete 3 – 4 days of major responsibility.

Week 7

PP3

  • Associate teacher report could be completed this week and discussed with student.
  • Complete any major responsibility teaching requirements.
  • This may be an ideal time to observe other class levels or teaching activities in the school if all requirements are completed.
  • Complete gathering any material and artefacts for coursework or assessments.
  • Continue to reflect on CPI inquiry focus and maintain narrative journal. Engage in professional discussions with associate teacher.

Week 8

PP3

  • This is a non-teaching week for primary and secondary students, it is time for student teachers to work on their culminating professional inquiry assessment (CPI) within the school.
  • Associate teacher report should be completed by Wednesday and discussed with student, if not completed in Week 7.