Professional Practice

Professional practices provide opportunities for Student Teachers to develop and show their capabilities related to the standards for the teaching profession.

Professional practices are a vital part of our initial teacher education programmes. The Teaching Council Aotearoa New Zealand sets the standards and the requirements for the number of days that must be completed on professional practice for each programme, and these are strictly adhered to.

Student teachers do this through:

Demonstrating their understanding of how to link theory to practice in their teaching practice.
Their academic, pastoral, and collegial interactions with tamariki, ākonga, whānau, and colleagues.
Their planning, teaching, and assessment with tamariki and ākonga.

The Education Professional Practice and Partnerships Office (EPPPO) is responsible for arranging all professional practice placements. Student teachers must not approach centres or schools to ask about or arrange a professional practice.

EPPPO works hard to ensure that student teachers have professional practice opportunities in different school and centre contexts (e.g., different age levels, kindergarten/ECE centre, socio-economic status, size, co-education/single sex schools, rural/city, bilingual and multicultural) and that, where possible, individual student teacher needs are accommodated.

While we do our best to place student teachers in their local area, this is not always possible, and student teachers must be willing to travel up to an hour to access their professional practice placements. Childcare and transport arrangements must be in place before the professional practice begins.

Professional practices occur with the permission of the Associate Dean Teacher Education. A professional practice may be declined or delayed if the Associate Dean Teacher Education believes the student teacher is unlikely to meet professional practice requirements, for example, due to insufficient engagement with coursework or other factors.

Overview

This process is for BEd (Teaching) ECE, and Graduate Diploma programmes. There is a separate process for Master of Teaching and Learning programmes.

Start of year - Gather information from student teachers; student teachers create a profile for centres/schools.
Before professional practice – Days in centre/school to prepare for PP; compulsory briefing for professional practice.
During professional practice – Meet requirements and responsibilities; observation and feedback.
End of professional practice – Submit required documentation; assessment of professional practice.

Start of the year

Student teachers are asked to suggest centres and schools they would like to be placed at. We do not normally place student teachers in situations where they have a personal connection, e.g., they or a family member are employed there, a child attends there, or the student teacher is an ex-pupil. It is important that student teachers declare any potential conflicts of interest related to professional practice placements.

University-based learning strongly supports readiness for professional practices. We expect our student teachers to engage fully in their coursework and to consider, discuss, and reflect on how they will enact the course ideas in their own teaching.

Before professional practice placement

There are a number of days in schools/centres (DISC) prior to each placement. These days prepare student teachers for their full-time professional practice and are counted towards the total number of days of professional practice (see below).

A briefing is held before the start of each professional practice, by the Education Professional Practice and Partnerships Office, and relevant academic staff. These are held online and/or face to face. Student Teachers must attend or access recordings of briefing information, so they are well informed about their placement requirements.

During professional practice

Student teachers and associate/mentor teachers work together to meet the requirements of the placement.

End of professional practice

Student teachers must submit the documentation from their placement. The details of what must be submitted are provided for each sector and placement.

Assessment of the professional practice is completed by Programme Directors and the Education Professional Practice and Partnerships Office.

Days in schools and centres

Days in schools and centres provide student teachers with opportunities to learn about, and become part of, the school and classroom community. The days enable student teachers to:

Build relationships with associate teachers, tamariki/ākonga, and staff. This includes joining staff in break times, on duty and in activities and meetings before and after school/centre.
Be part of conversations, get to know tamariki/ākonga, and take an active role in helping to facilitate their wellbeing and learning e.g., by learning names and developing constructive professional relationships with staff and tamariki/ākonga.
Demonstrate initiative, professionalism, the desire to be a great teacher.
Discuss personal strengths and weaknesses, and set PP goals with the associate teacher.
Understand the school and centre systems and processes, including Health and Safety procedures, and how and where to access school/centre resources.
Observe, take part in, and understand how centre/classroom routines, systems, processes, and transitions are managed and the ways in which interactions with tamariki/ākonga and learning experiences are approached.
Observe and discuss how tamariki/ākonga are supported and guided in appropriate behaviours and how teachers respond to challenging behaviours.
Discuss approaches to designing learning, any teaching plans for the professional practice period, and locate key teaching resources.
Understand how cultural competencies identified in Tātaiako and Tapasā, are expressed in teaching and learning.
Notice theory-practice links for discussion with the associate teacher(s) and in university-based learning.
Gather information for use in coursework or assessments.
Share course outlines and any requirements with their associate teacher.

Attendance requirements

Attendance and engagement with all aspects of professional practice are crucial for ensuring success. All student teachers must complete 16 weeks of professional practice. Attendance is a key professional expectation of our student teachers and ensures that there is sufficient opportunity for students to develop professional and pedagogical competence.

Student teachers are expected to:

Be punctual.
Be prepared to attend between the hours of 8.00am and 5.00pm and be available for meetings and co-curricular activities, as required by the school (primary and secondary).
Attend all professional practice days and be punctual and prepared to attend for a 7.5-hour day (plus lunch break) as negotiated with the centre (ECE).
Inform the associate/mentor teacher before 8.00am, or as soon as is practicable, if they are unable to attend placement as the result of sickness or other exceptional circumstances. For primary and secondary students, it is essential that the associate/mentor teacher is advised in sufficient time to prepare for teaching.
Complete a leave form for ALL absences and inform EPPPO via email.
Discuss any extended absence (i.e., of three days or more) with the EPPPO and programme director as it may mean they risk not meeting the standards or Matatū Aotearoa | The Teaching Council of Aotearoa New Zealand practicum requirements. A medical certificate does not negate these requirements. Significant absences may result in a student teacher having to extend or repeat their professional practice.

Student teachers will not be granted leave for holidays or to undertake paid employment.