Roles and responsibilites

The foundation of professional practice is the three-way relationship between associate/mentor teacher, student teacher, and the University.

A triangle divided up into four equal triangles representing the relationships in professional practice. The student teacher is at the top, associate or mentor teacher on the bottom left hand side, early childhood centres and schools in the middle and university staff on the bottom right hand side. Four triangles representing the relationships involved in Professional Practice.

The key people are:

  • student teachers
  • associate/mentor teachers (experienced teachers in Kāinga Akopai providing advice and guidance to student teachers during professional practice)
  • kaiārahi (university academic mentors)
  • visiting lecturers (who observe student teachers while they are on professional practice)
  • EC centres and schools (communities that enable high-quality professional practice placements).

Members of this partnership agree to following roles and responsibilities:

Student teachers

  • Take responsibility for their own learning and ensure that their time in the centre/school is fully utilised and all aspects of coursework are fully met.
  • Meet regularly with the associate/mentor teacher for formative feedback and to design learning.
  • Submit planning documentation in sufficient time for feedback to ensure they are ready to teach (primary and secondary only) – this is at least 24 hours before the teaching is to occur.
  • Discuss their professional needs and strengths with the associate/mentor teacher, kaiārahi and/or visiting lecturer.
  • Take every opportunity to develop their competency in te reo me ngā tikanga Māori and connections with whānau, hapū and iwi.
  • Respect and adhere to centre/school policies, procedures, and protocols.
  • Demonstrate professionalism including in their attendance at centre/school.
  • Set weekly goals and reflect on their achievement and next learning steps.
  • Participate in team meetings and staff professional development as appropriate.
  • Discuss any difficulties promptly with the associate/mentor teacher (and centre/school coordinator) and contact the EPPP Office or programme director if problems persist.
  • Liaise with kaiārahi/visiting lecturers and associate/mentor teacher regarding observation visits.
  • Take responsibility for sharing course and assessment information with their associate/mentor teacher(s) and submitting professional practice documentation to the EPPP office.

School and centre coordinators and associate/mentor teachers

  • Integrate the student teacher within the learning environment, staff and teams, and centre/school structures.
  • Discuss centre and school policies including Child Protection Policy, procedures, and protocols with the student teacher, including evacuation processes in case of emergencies and introduce to hazard and risk register.
  • Observe the student teacher regularly, provide formative and summative feedback against specific criteria and facilitate the student teacher’s ability to reflect on that feedback to improve their practice.
  • Demonstrate effective teaching that has potential to influence equitable outcomes tamariki and ākonga.
  • Provide an environment that fosters, and model, the integration of te reo me te ao Māori within teaching and learning practices.
  • Demonstrate professional leadership and facilitate constructive learning conversations.
  • Assist the student teacher to plan and teach effective learning programmes.
  • Assist the student teacher to gather and analyse assessment information for evaluating and informing teaching decisions.
  • Collaborate with University staff to monitor the progress of the student teacher.
  • Provide written reports in relation to the student teacher’s progress.
  • Advocate for the student teacher’s wellbeing and support them to manage their time and workload.

The wider school and centre

  • Take shared responsibility for supporting the student teacher’s development, contributing a range of expertise.
  • Take shared responsibility for supporting the student teacher’s development by encouraging. ongoing participation in all aspects of the centre/school programme, co-planning and co-teaching (in schools), and inclusion in staff professional learning.
  • Contribute to the student teacher’s process of collaborative sense-making (for example, understanding a child’s interactions) as appropriate.
  • Demonstrates commitment and shares actions to progress Te Tiriti o Waitangi partnership.
  • Provides opportunities for the student teacher to ask questions and seek clarification.

Kaiārahi

  • Lead the student teacher’s Whānau Ako group sessions during the professional practice.
  • Be the point of contact for each student teacher in their Whānau Ako group for matters relating to teaching and pastoral issues (but not issues related to the professional practice itself which should be directed to the EPPP Office).
  • Facilitate goal setting with student teachers to establish professional learning priorities for professional practice.

Visiting lecturers (and kaiārahi undertaking PP observation visits)

  • Observe the student teacher, provide constructive feedback against specific criteria and facilitate the student teacher’s ability to reflect on that feedback to improve their practice.
  • Discuss the potential of effective teaching to influence equitable learning and wellbeing outcomes for tamariki and ākonga.
  • Discuss aspects of learning environments that foster the integration of te reo me te ao Māori.
  • Demonstrate professional leadership and facilitate constructive learning conversations.
  • Assist the student teacher to reflect on planning and teaching effective learning programmes.
  • Assist the student teacher to reflect on gathering and analysing assessment information for evaluating and informing teaching decisions.
  • Collaborate with the associate/mentor teacher and EPPP office to monitor the progress of the student teacher.
  • Provide a written report in relation to the student teacher’s lesson observation.
  • Advocate for the student teacher’s wellbeing.

Programme directors, course coordinators and EPPPO

  • Ensure that student teachers are well briefed on the professional expectations and about the professional practice assignments.
  • Provide opportunities for student teachers to clarify the programme expectations and assignment requirements during the placement (BEd(Tchg) EC).
  • Facilitate the Whānau Ako rōpū and meetings with associate teachers (BEd(Tchg) EC).
  • Mediate relationships and facilitate problem-solving in collaboration with the associate/mentor teacher, kaiārahi, visiting lecturer and others as needed.
  • Mediate barriers to the implementation of Mātauranga Māori and development of competency in te reo me ngā tikanga Māori.
  • Safeguard the professional practice for the student teacher and associate/mentor teacher and facilitate open conversations wherever possible.