This paper builds upon and extends aspects of the content of Professional Practice and Inquiry 1 and Professional Practice and Inquiry 2. It involves a critical analysis of ideas and issues that impact upon us as individual teachers and on teachers as a professional group. These issues may have impact at national, school and classroom levels, and for us as individuals they may impact on our relationships with colleagues and learners; on our curriculum decision-making and planning; on our teaching and assessment; and on our learning.

The paper encourages you to develop further, your philosophy of teaching, through critical reflection and discussion, based on both theory and practice. We aim to help make your move into beginning teaching an informed and satisfying one.

This paper provides opportunities for students to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education BTchg Graduate Profile and the Academic Rationale and Goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues around professional practice and inquiry.

Students completing this paper also develop their:

• Graduating teacher standards of professional knowledge, professional practice, and professional values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are standards 1, 2, 3, 4, 5, 6 and 7.
• Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners. Specific competencies addressed in this paper are: T1-T4, A1-A4, M1-M5, W1-W4, WH1-SH5.

New Zealand Teachers’ Council / Education Council New Zealand Requirements

On graduation from an Initial Teacher Education Programme the provider must attest to the Education Council New Zealand that the graduand:

• is of good character;
• is fit to be a teacher; and
• has met the Graduating Teacher Standards.
  

The Initial Teacher Education provider can refuse to graduate a student from their teacher education programme who has not met the above criteria based on evidence collected during their programme. Indicators that a person is of good character and fit to teach include: regular and punctual attendance and positive contribution in class; the ability to relate to peers, students, teachers and university staff appropriately; and the ability to plan for a safe, high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Director of Teacher Education that individuals have displayed the attributes required of a successful teacher.

Enduring Concepts in the Professional Practice and Inquiry papers

The following are the enduring concepts that form part of all the Professional Practice and Inquiry papers (Professional Practice and Inquiry 1, 2 and 3, and Curriculum & Assessment). See the matrix of enduring understandings and concepts further below (under Paper Structure).

• A teacher’s attitudes, beliefs and philosophy impact on teaching and therefore student learning.
• New Zealand teachers and learners work in a unique cultural context.
• Teachers are professionals.
• Teaching and learning is reciprocal (ako).
• Teaching is a critically reflective practice.
• Teachers have a developing body of knowledge and repertoire of strategies to promote learning.

Through participation in lectures and tutorials, assignments, and reading of the relevant literature, students explore and develop answers to the essential question for this paper, and the enduring understandings listed under it on the matrix of enduring understandings and concepts that follows:

Essential question: What issues impact on me as a teacher and on teachers as a professional group?

In order to be eligible for a pass in this paper students are required to complete all pieces of assessment:

Assignment 1 – Professional Learning Groups (PLGs): Professional reading, critique, leadership, evaluation (50%)

Assignment 2 - Position Paper (50%)

There are three key purposes for the assessment. These are:

1. Drawing on your understanding of classroom practice, tutorials, lectures and readings to support you in developing understanding of issues that impact on you as a teacher and on teachers as a professional group;
2. Using critical reflection to create your own ideas and pathways for your development as a teacher, taking account of concepts of professionalism, partnership, inclusion and equity; and
3. Providing a summative assessment of your work in this paper.

Assignment 1 – Professional Learning Groups (PLGs): Professional reading, critique, leadership, evaluations

Background

This work is designed to provide opportunities for you to explore and critically engage with literature on issues in education. It helps develop your skills for Assignment 1 and leads into Assignment 2: The Position Paper.

You will work in professional learning groups of 4 people. During wks 3 & 4, each week each member of the group will critique an article from a provided selection and use the ideas from this critique to write a lesson plan and lead a 30-minute session with group colleagues. Think of this session as a professional development session you are facilitating with staff at your school. The articles are listed below. Provide your 3 colleagues with a copy of your critique 1 day prior to each lesson, for both weeks.

Task description: Article summary, critique, discussion & evaluation:

Each week you are required to summarise, critique, and discuss your article - then evaluate both the discussion and your group peers.

Summary (200 words)

• The full APA reference must be provided for your article as the assignment heading.
• Summarise the key ideas that emerge from this article.

Critique (800 words)

• Identify the strengths and weaknesses of the key ideas and article, using 'critique' genre.
  
• Draw on other literature to compare and contrast the key ideas with the views of other stakeholders

Discussion (30 minutes)

• Use engaging activities to stimulate discussion

Evaluation (30 minutes)

• Written Peer feedback for each PLG will be submitted on provided forms to your lecturer, at the end of both tutorials.
• Reflect in-depth on the group discussion of your article and record personal notes.
  

Lesson Plan (Approximately 1 page)

Each week prepare a brief lesson plan of what you intend to do during your leadership of discussion session; the questions, learning outcomes identified, thinking strategies or other activities/tools and resources you will use to keep the session interesting and stimulating for your colleagues. There is no set length or format, but the plan should have sufficient detail for you (or anyone else) to teach and lead an effective session, using this plan.

During the discussion: Keep notes on your own facilitation of the lesson and of points raised by your colleagues.

Evaluation:

• After each session discuss your preparation and leadership of the discussion with your colleagues.
• Complete the peer evaluation sheet and submit into your named plastic sleeve in the class folder provided.
• In your own time: Reflect in depth on the quality of the discussion, the ideas raised, and the quality of peer contributions. It is important to consider any implications for your upcoming practicum. Make notes.

Assessment: Article summary, critique, discussion & evaluation

Format: Pass/Fail for 1-7 below / and 50% for 8-9 below.

To successfully pass you are required to complete the following over weeks 3 -5 of the paper:

1. Write a summary and critique for each of your two articles
2. Write a lesson plan for each of your two article discussion sessions
3. Lead two lesson/discussion sessions – one each week in weeks 3 & 4 of the paper
4. Read all your group colleagues’ articles, in preparation for each PLG (ie 3 colleague articles per week ie 6 in total over wks 3-4 )
5. Attend and contribute actively to your colleague’s lesson/discussion sessions
6. Complete peer evaluation sheet on each peer lesson and submit that sheet to your lecturer at end of each PLG session
   
7. Evaluate and write personal notes on each of the two lesson/article discussion sessions that you led.
8. Select 1 of your 2 'article summary & critiques', and write a 400 word evaluation of that PLG, including the discussion and peer participation.
9. Submit your article summary & critique (100 words), lesson plan (1 page), and evaluation (400 words) as 1 word document, on Moodle by Fri 31 March 4pm

Failure to complete all components of the above may result in an overall fail for this paper.

Assignment 2 – Position Paper

Using at least nine items of literature, critically discuss your position on one of the topics provided.

This paper has a credit value of 10 points. It is expected that you will complete a minimum of 100 hours of study to successfully obtain a passing grade for this paper. You will be expected to attend all scheduled lectures and tutorials and the remainder as personal study and preparation time to complete assessment tasks and readings.