Teacher Refresher Practicum Criteria.

Learning outcomes

Student:

Assessment criteria
1.1 social, cultural and political influences impacting on
pedagogical practice are critically reflected upon in
relation to professional decision making and personal
practice

1. Critically analyse the

contextual complexities
associated with own
teaching and the
effectiveness of own
responses

1.2 legislative requirements and school policies are

discussed and implemented

Evidence

2. Communicate effectively
and establish professional
relationships within the
professional educational
community

2.1 effective communication within the educational

community of the school is maintained
consistently and critically reflected upon
2.2 effective professional relationships within the
educational community of the school are maintained
consistently and critically reflected upon

Associate Teacher:
Associate Comment

Discussed with AT and other professional colleagues

the cultural aspects of the school environment such as
the Goals of a Catholic, Marist education and the ways
it impacts on the teachers roles
Discussed potential approaches to ensuring the
educational achievements of Maori and Pacifica
students
Based decisions about teaching on Class profiles to
meet needs of diverse learners.
Used variety of phrases in Pasifica languages;
Making sure to address students by their names;
Participate in school masses, special functions such as
thanks giving and prize giving

Passionate about using successful strategies to

engage Priority learners including using
language greetings and student names.

Discussed with the team the code of ethics (displayed

in staff room);
Collaboratively worked with the department staff by
asking questions relating to my professions duties and
within my subject, asking subject specific
requirements;
Established positive relationships with both students
and colleagues;
Treating students with respect.

Sort to be informed around professional

requirements.
Formed fast positive relationships with all staff
Shared a personal professional reflection at
staff briefing about expectations

Very reflective on strategies used.

Sort to be informed of class profiles and
professional conversations were frequent
around the best way to meet the needs of
targeted students.

Developed from University of Auckland Faculty of Education Practicum Handbook. Revised Version 2013.

Confirm all that Natasha has written.

Planned Level 1 unit based on the relevant
assessment information and in collaboration Very reflective and keen to implement new
strategies. Listened to advice and acted on it.
with associate teacher;
3.2 childrens learning is consistently monitored, analysed
and evaluated through a range of assessment
Achieved clarity of learning by stating
procedures
learning intentions and success criteria and by Set clear expectations and boundaries for
3.3 extended teaching/learning experiences are effectively
planned, implemented and evaluated (across a range
making them clear and constantly accessible students which they responded to.
of curriculum areas) with multiple groups and whole
to students;
class
3.4 pedagogical practice is critically reflected upon in
Planning was very thorough, well-paced,
Provided individual student feedback and
relation to a written personal, professional
philosophy
feed forward based on the assessment of their differentiated and tasks were appropriate
3.5 appropriate management strategies to enhance
work by discussing the results with
childrens social competence are ethically selected,
effectively implemented and critically evaluated
individuals and writing brief reports
emphasising next step.
Discussed with students next steps enabling
them to meet learning objectives;
Diversified teaching to meet individual
student needs by implementing group work,
work in pairs and by differentiating tasks;
Used deliberate teaching acts such as
modelling, think aloud, scaffolding,
prompting and brainstorming ideas
techniques consistently throughout the
lessons in order to unpack students prior and
build up a new knowledge and skills;
Used variety of activities such different
matching exercises, fill in gaps/boxes and
tables in order to engaged students in leaning.
Variety of activities was informed by prior
observation (focus: behaviour, level of
attention, ability to work collaboratively /
independently) of students with objective to
meet the students leaning needs and fully
engage them with learning;
Participated in E-asTTle, analysed and
discussed the results with the associate
teacher;
Been involved with after school tutorial at the
Learning centre;
Developed from University of Auckland Faculty of Education Practicum Handbook. Revised Version 2013.

3. Demonstrate effective
pedagogical practice that is
informed by theory,
research, practice and a
personal philosophy

3.1 planning is informed by effective use of curricula and

content knowledge, policy documents, appropriate
learning and teaching approaches, inclusive practice
and current assessment information

4. Consistently demonstrate
and reflect upon
ethical/professional practice
as expected of a
provisionally registered
teacher in Aotearoa/New
Zealand

4.1 professional agency is appropriately exercised

and critically reflected upon

4.2 requirements stipulated by the NZ Teachers Council,

and the NZTCGTS are demonstrated appropriately
4.3 practicum related professional development goals are
effectively actioned and evaluated critically

4.4 the moral and political dimensions of professional

dilemmas are critically reflected upon
4.5 ethical professional practice is consistently
demonstrated and critically reflected upon

Professional documented involvement in

teaching and learning through critical
reflections;
Sought feedback from associate teacher in
order to improve my teaching techniques and
approaches;
Critically reflected on the feedback, and
developed a plan for next steps in my own
professional development;
Observed students over different classes and
activities, and then discussed classroom
management techniques and effective
approaches with the associate teacher and
other teaches involved with the particular
class.

Observed a number of classes and then was

able to reflect on the effect that teacher practice
had on the classes.
Followed the same group of students to
different subjects to see the effect different
expectations can have on the same group of
students. Very reflective and observant .

with the associate teacher and other teaches

involved with the particular class

Developed from University of Auckland Faculty of Education Practicum Handbook. Revised Version 2013.