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v.16.1 1 of 24 © New Zealand Tertiary College

Contents

Introduction ....................................................................................... 2

1. NZTC Field Practice Requirements ..........................................................................................................2

2. Field Practice Courses ..............................................................................................................................3

3. Field Practice Participants........................................................................................................................4

Section A – Expectations ................................................................. 6

1. Field Practice Placement Bookings ..........................................................................................................6

2. Health and Safety .....................................................................................................................................6

3. Dress Code ...............................................................................................................................................7

4. Professional Conduct ...............................................................................................................................8

5. Confidentiality and Communication ........................................................................................................9

Section B – Field Practice Assessment ......................................... 11

1. Presentation Guidelines ........................................................................................................................ 11

2. Plagiarism and Cheating ....................................................................................................................... 12

3. Placement Concerns ............................................................................................................................. 12

Section C – Associate Teacher Support ....................................... 15

1. Associate Teacher Support ................................................................................................................... 15

2. Field Experience .................................................................................................................................... 17

3. Field Practice Placement ....................................................................................................................... 18

4. Understanding the Appraisal Document .............................................................................................. 19

5. Field Practice Progression Documents ................................................................................................. 19

6. Written Evidence .................................................................................................................................. 20

7. Reflections ............................................................................................................................................. 20

Section D – Glossary ....................................................................... 22


Introduction Welcome to your New Zealand Tertiary College (NZTC) Field Practice placement! Whether you are a

student or an Associate Teacher, the College looks forward to supporting you in the learning journey

ahead.

The Field Practice Handbook is designed to support your understanding of all aspects of the NZTC Field

Practice experience. It is to be used in conjunction with the Field Practice Appraisal Document and the

Field Practice Course Guide available on NZTC Online.

Field Practice is a compulsory component of the NZTC programs that lead to New Zealand Teacher

Registration. Each Field Practice course must be completed successfully in order to move to the next level

of study and to graduate.

Field Practice enables students to gain first-hand experience in working with young children in early

childhood settings, providing numerous opportunities for students to develop their teaching practice and

professional skills. Supervision, guidance and support is provided during your Field Practice placement by

a fully certificated Associate Teacher.

Outcomes include the opportunity to:

Gain practical experience in teaching and learning in relation to young children

Integrate theory and practice on a daily basis

Learn about the policies and procedures that underpin centre practices

Experience a range of different services, which in turn assists students to develop their own

personal teaching philosophy

Receive support, feedback and guidance from qualified teachers (Associate Teacher and Visiting

Lecturer)

Complete tasks and reflections in accordance with NZTC requirements

1. NZTC Field Practice Requirements

The Education Council of Aotearoa New Zealand (Education Council) prescribes a number of requirements

for practicum (Field Practice) in programs that lead to teacher registration. In approving the accreditation

of NZTC teacher education programs (Bachelor of Teaching (ECE) and Graduate Diploma in Teaching

(ECE)), the Education Council ensures that NZTC arrangements for Field Practice comply with the below

requirements.

Students must complete supervised Field Practice placements in licensed early childhood education

centres. These placements are scheduled to enable specific learning outcomes.

Students will experience:

Home Centre (HC) Field Practice placements in the centre where they are regularly employed

or volunteering for a minimum of 16 hours per week. This is a requirement for students studying

in the Field Based and Blended Learning modes of study; and Out of Home Centre (OHC) Field Practice placements in centres that provide a different

experience


In order to provide adequate opportunity for the student to fully experience centre life and to complete

the requirements of the Field Practice placement, students can only be placed in centres that operate a

minimum of 35 hours per week. In exceptional cases an extended placement may be approved, for

example in isolated rural areas where the centre operates between 30 to 35 hours per week. (Please note

all exceptional cases are considered on an individual case-by-case basis. Clear guidelines in regards to

attendance are outlined in Section B of this handbook.)

2. Field Practice Courses

Expectations of NZTC for the following courses:

Bachelor of Teaching (Early Childhood Education)

Programs include: Bachelor of Teaching (Early Childhood Education), Certificate in Early Childhood

Teaching (Level 6) and Certificate in Early Childhood Education (Level 5).

Students must complete the following:

Level 5: One four week Home Centre Field Practice placement (towards the end of the stage of

study)

Level 6: One four week Out of Home Centre Field Practice placement and one four week Home

Centre Field Practice placement

Level 7: One four week Home Centre Field Practice placement and one four week Out of Home

Centre Field Practice placement

Graduate Diploma in Teaching (Early Childhood Education)

The following requirements apply to students who began studying NZTC’s Graduate Diploma in

Teaching (Early Childhood Education) before 18 January 2016.

Students must complete a minimum of 14 weeks Field Practice according to the following schedule:

One three week Home Centre Field Practice placement

One four week Out of Home Centre Field Practice placement


One three week Home Centre Field Practice placement

The following requirements apply to students who began studying NZTC’s Graduate Diploma in

Teaching (Early Childhood Education) on or after 18 January 2016.

Students must complete a minimum of 14 weeks Field Practice according to the following schedule:

One five week Home Centre Field Practice placement (with two visits from a Visiting Lecturer)


One five week Out of Home Centre Field Practice placement

Note: Credit for prior formal study cannot be awarded for the Field Practice course in the Graduate

Diploma in Teaching (ECE).


3. Field Practice Participants

There are three key people involved in NZTC Field Practice assessments - the student, the Associate

Teacher and the Visiting Lecturer. Everyone should be able to work in an atmosphere of trust,

confidentiality, fairness and professionalism. Communication and partnership are important for

successful Field Practice placements.

a. Student

The NZTC Visiting Lecturer and the Associate Teacher expects the student to display:

Personal and professional qualities as guided by the Education Council Graduating Teacher

Standards and Code of Ethics for Certificated Teachers

A strong empathy for children

A calm, mature outlook

Evidence of good organisation and preparation for each day

Willingness to develop professional relationships based on good communication

Confidentiality and initiative

A cooperative and adaptable manner

Energy and commitment to their role as an early childhood student

A willingness to participate in the centre program

Knowledge about the required Field Practice learning outcomes and evidence

An understanding that Field Practice is an essential part of their professional development

Development of skills in self-reflection and self-assessment

Field Practice Evidence that is consistently up to date

Consolidation and application of work covered in courses

Practical skills linked to the Field Practice Appraisal Document

b. Associate Teacher

The Associate Teacher is a fully certificated teacher who works in the centre where the student is placed

for their Field Practice. The Associate Teacher provides professional support to the student, as well as

facilitating the completion of the student’s various Field Practice requirements. All Associate Teachers

must apply to, and be approved by, NZTC.

The Associate Teacher needs to be available for discussions with students, to support, challenge and guide

them, as well as invite them to take part in critical reflection in relation to the work they are doing in the

centre.

The student and the Visiting Lecturer can expect that the Associate Teacher will:

Provide professional support and guidance on a regular and ongoing basis

Allow time for the student to reflect, plan and gather data

Schedule time at least weekly to allow for feedback/feed-forward

Regularly observe the student’s practice

Participate fully in visits by College staff


Discuss the Field Practice appraisal learning outcomes and indicators/examples of teaching

practice with the student and help them to set goals and develop strategies

Complete the Field Practice Visit Form/Report prior to the Field Practice visit

The professional support and guidance offered to NZTC students by Associate Teachers is highly valued.

Associate Teachers are in a key position to observe the students’ development during the Field Practice

placement. Formal feedback is facilitated via the Field Practice Visit Form and through participation in the

triadic meeting with the NZTC Visiting Lecturer and the student.

c. Visiting Lecturer

The Visiting Lecturer is a lecturer employed by NZTC. This person is an experienced teacher educator and a New Zealand certificated teacher. The Visiting Lecturer provides professional support and guidance for students on Field Practice placement requirements and professional expectations. They also play a key role in assessing the achievement of the learning outcomes associated with each Field Practice placement.

Both the student and the Associate Teacher can expect that the Visiting Lecturer will:

Complete the initial consultation phone call during the first three days of the placement. In the

unlikely event of this not happening, the student should contact the Field Practice Administration

Team immediately

Be punctual

Provide professional support and guidance for the student

Facilitate a triadic discussion during the centre visit

Address any concerns that may arise during the course of the Field Practice

Arrange follow up as necessary

Provide support and guidance for the Associate Teacher in their role


Section A – Expectations

1. Field Practice Placement Bookings

Field Practice placement dates are set by the College. These dates are based on courses completed,

assessment due dates and the availability of a Visiting Lecturer in the area. The process for confirming

placements is as follows:

A Field Practice Administrator eMails the Field Practice Placement form (FPP form) to the

student notifying them of the proposed placement dates

The student is required to return the signed FPP form (Home Centre/Out of Home Centre) to

the Field Practice Administrator by the ‘action required date’ as indicated on the form. It is most

helpful if the student returns the FPP form as soon as possible to confirm the placement asap

Both the Home Centre and Out of Home Centre FPP Forms must be signed by the Home Centre

Manager/AT

Out of Home Centre placements are arranged by the Field Practice Administrator based on

Education Council requirements

From time to time, students request a placement in a specific centre. The Field Practice

Administrators take these requests into consideration; however, requirements and other

constraints take priority

Sometimes students request different dates from those proposed. The Field Practice

Administrators do their best to accommodate these requests, but students should be aware

that due to both centre and lecturer availability, it is not always possible

On receipt of the returned FPP form, the Field Practice Administrator confirms the placement

o Home Centre placements - a letter of confirmation is eMailed to both the student and the

Home Centre

o Out of Home Centre placements – the Field Practice Administrator contacts the Out of

Home Centre to confirm that the placement can go ahead as planned, and then eMails a

letter of confirmation to both the student and the Out of Home Centre

When a student receives the confirmation letter for an Out of Home placement, they must check which

age group the placement is for. On the first day of the placement, if the student has been placed with a

different age group than what is stated on the confirmation letter, they must contact the College

immediately.

Please note that students may be required to travel a reasonable distance to centres for Field Practice.

2. Health and Safety

Associate Teachers are responsible for explaining to students the full health and safety policies at the

centre. Students are responsible for understanding and complying with NZTC’s health and safety policies,

as well as the health and safety policies of any centre. They must be proactive in ensuring that they are

aware of the requirements of the centre and all policies relating to student interaction with children and

their families.


NZTC has its own health and safety policies for students on Field Practice to protect children, students

and centres. These include:

Administering medication: Students are not to administer medication to a child, even under

the watchful eye of an Associate Teacher. The only exception would be when the student is on

a Home Centre placement, is approved to be within the centre adult/child ratio, and would

normally be expected to undertake this task as part of their regular duties as an employee of

the centre

Children with special dietary needs: With due regard for the health and safety of children,

students are not permitted to prepare or serve food to a child with special dietary needs (for

example, food allergies, diabetes or lactose intolerance). The only exception would be where

the student is on a Home Centre placement, is approved to be counted in the adult/child ratio,

and would normally be expected to undertake this task as part of their regular duties as an

employee of the centre

Sole Responsibility: Students on Out of Home Centre Field Practice placements are not counted

within the centre adult/child ratio; therefore, they should not be placed in a position of sole

responsibility at any time during their placements

Maximum Hours: Students must not work more than 8.5 hours a day while on Field Practice

placements

Fire drills/Emergencies: During an emergency, students are required to follow the instruction of

the floor wardens within the centre. Students may also refer to the emergency procedure details

displayed at the centre

If a student is unaware of the requirements for Health and Safety, for any reason, this needs to be

addressed as soon as possible by contacting the Visiting Lecturer.

3. Dress Code

Students should keep in mind that they are presenting themselves as future members of the teaching

profession, and that they are representing NZTC as a current student. It is important that students take

the time to find out (by asking the Associate Teacher) any specific dress codes or requirements for the

centre in which they have been placed.

In general, students should ensure that their standard of dress is clean, tidy and appropriate to their role.

This means:

Nails should be trimmed and rounded, to prevent injury to children

Clothing should be clean and tidy

Clothing should be practical, allowing freedom of movement. Students need to be able to sit

on the floor and move around with children

Jeans (if allowed by the centre at all) should be dress jeans – not ripped, patched or frayed at

the hem


It’s not acceptable for students to wear:

Dangly earrings or loose jewelry that may get caught

Short tops that expose the midriff

Low cut tops that reveal cleavage when leaning forward

Low cut/hipster pants that expose underwear when bending over

High heels

Beach attire (including footwear)

See-through clothing

Short skirts

Clothing with inappropriate logos, words or graphics

The Associate Teacher may send a student home to change if they arrive at the centre dressed

inappropriately. The time the student is away from the centre for this purpose will be counted as an

absence.

NZTC Name Badge

Every student undertaking Field Practice is issued with a badge identifying them as an NZTC student. It is

important that staff, parents and centre visitors can easily see who the student is. Students are required

to wear their badges at all times while on their Field Practice placement.

4. Professional Conduct

NZTC expects students to accept responsibility for their own learning — with the support of their

lecturers. Consistent study habits are essential, and students should allow sufficient time each week to

maintain this consistency. Students are encouraged to:

Organise and implement a balanced timetable

Take advantage of student networks

Liaise with lecturers on a regular basis to pursue requirements and discuss study questions

Keep to assessment due dates

Consistently work through all study materials supplied by NZTC

Supplement study with personal research and inquiry

NZTC provides guidelines of student conduct to reflect the high standards of behaviour expected. If

students need to clarify acceptable behaviour, they should speak with their Visiting Lecturer immediately.

Serious Misconduct is defined as any conduct while on Field Practice that is likely to have an impact upon

the reputation of NZTC and does not meet the expected professional standards including, but not limited

to, The Good Character and Fit to be a Teacher Policy (2007), Graduating Teacher Standards: Aotearoa

New Zealand (2007) and The Code of Ethics for Certificated Teachers (2015).

The following behaviours constitute serious misconduct:

Acts which seriously affect the safety of children or themselves

Irresponsible actions that could result in injury to self or other persons

Bringing illegal or controlled drugs (except as prescribed by own doctor) or alcohol to the centre,

or consuming drugs or alcohol while on Field Practice


Possession of another person’s personal property without their consent

Use of abusive or offensive language that may cause offence to staff of the centre, the parents and

families, the children and any staff members at NZTC

Reporting for placement in such a condition that tasks are unable to be performed properly or

safely

Posting offensive or inappropriate posts on social media or other internet sites with reference to

NZTC or the Field Practice placement

Failing to abide by centre policies and procedures

Sleeping during Field Practice placement hours

Falsifying records, such as attendance hours

Plagiarism or cheating as defined in academic assessment guidelines

Being removed from the centre before the placement is complete for any reason which prevents

the completion of learning outcomes

The procedure following any misconduct includes:

All students who have concerns raised will be called to a meeting

At this meeting the student will have an opportunity to talk through the situation, any issues will

be addressed and support will be offered

A Professional Conduct in Practice Student Support Contract may be put in place. These contracts

are established in instances where a student requires an additional level of commitment to their

professionalism, teaching practice and achievement of their Field Practice course

Visiting Lecturers or Associate Teachers may ascertain an area of concern

Clear agreements are set down in terms of the commitment and support required of a student to

improve and achieve at the level required

In the case of misconduct deemed to be serious, withdrawal from the program may be immediate.

5. Confidentiality and Communication

Students within a centre are in a trusted position. They often become aware of information about the

centre, the children and the children’s families that must be kept confidential. Sometimes confidential

information will be shared with a student to help them to better understand a child, and/or a particular

situation. NZTC expects that students will respect the private and confidential nature of this information

and not discuss it either verbally or in a written form with other students, friends or parents. Comments

made to another staff member, if overheard by a parent or child, can be misinterpreted. It is therefore

important to be careful and maintain professionalism and confidentiality at all times.

Likewise, in supporting the student, the Associate Teacher may become aware of confidential information.

We ask that at these times, the privacy of the student be respected, and the situation only discussed with

appropriate College personnel. If concerns regarding confidentiality arise, students are required to

contact the College immediately.

Field Practice [email protected]

International [email protected]

Other [email protected]

Pastoral Support [email protected]

mailto:[email protected]





Sharing Student Information

It is important to note that NZTC is sometimes required to share personal information about students with:

Ministry of Education

New Zealand Qualifications Authority (NZQA)

Department of Social Welfare Income Support Service

Inland Revenue Department

Immigration New Zealand (where students are not NZ citizens or permanent residents)

StudyLink (only where a student loan or allowance is involved)

Agencies who support particular students through scholarships, prizes, payment of fees and other

awards

Education Council of Aotearoa New Zealand (Education Council)

Information about matters affecting student learning and progress is also shared professionally

among College staff and when necessary Associate Teachers

Communication

Effective communication is essential in ECE centres. NZTC expects that students will be respectful at all

times in communicating with the staff of the centre, the parents and families, and the children. NZTC also

expects that students are respectful and professional at all times with College staff. When students fail

to do so this is considered serious misconduct and will be addressed as outlined above.


Section B – Field Practice Assessment

1. Presentation Guidelines

Each student will establish a Field Practice folder (FP folder) to be developed throughout the duration of

the Field Practice course. This will help students to demonstrate their ability to link theory to practice in

their teaching, and provide growing evidence of their competence as a teacher. The recommended layout

of the FP folder can be found in the NZTC Field Practice Course Guide.

Presentation of the FP folder is an important aspect of study. The development of professional and

academic skills ensures that student work can be assessed more effectively. For specific guidelines about

the expectations for your level of study, read the ‘Criteria for Marking Presentation in Written

Assessments’ document in the ‘Library’ section of NZTC Online. General presentation guidelines for

submission of assessments are as below:

NZTC adheres to the Publication Manual of the American Psychological Association (6th Edition)

Leave a five centimetre margin on the left-hand side of the page for the marker’s comments

Assessment documents must use double line spacing

Include a reference list with your assessments

Additional Information

The Field Practice Appraisal Document indicates the specific assessment criteria

Ensure you allow sufficient time to edit and proofread your evidence

To avoid losing work due to a computer crash it is recommended students keep a copy apart from

the hard drive, e.g., on a USB, as a hard copy or as an attachment to an eMail to their own eMail

address

All evidence must be available at the time of the visit or if agreed by the Visiting Lecturer on the

follow up due date

If a copy cannot be produced at the time of the visit the student may receive an incomplete grade

Please note:

All students are expected to reference correctly all of the evidence they submit. In most cases this will

require referencing a broad range of relevant literature sources. Excessive paraphrasing and citing from

a single reference source is not acceptable and referencing of NZTC study/course guides should be

avoided. Suitable material can be found in books and articles sourced through NZTC databases, NZTC

Liberty Library and your course materials.

Information on referencing is available on NZTC Online in the ASk101 resource. All students have access

to this. Unacknowledged referencing constitutes academic plagiarism and is not acceptable. For additional

support please contact the Academic Skills Support (ASk) team: [email protected]



2. Plagiarism and Cheating

New Zealand Tertiary College regards plagiarism and cheating as unethical and a breach of academic

standards.

Plagiarism includes:

Copying word for word excerpts from sources into assessments without acknowledging as a quote

Closely paraphrasing sentences or paragraphs from sources, with or without appropriate

acknowledgment

Mixing copied material from multiple sources with little or no original work, with or without

appropriate acknowledgment

Using citations to non-existent sources or inaccurate information about sources

Submitting previously submitted work for assessment purposes in another course or program of

study

Copying of research data or computer files that are the work of other persons without appropriate

acknowledgment

Cheating includes:

Submitting work that has been completed entirely or in part by someone else for oneself

Passing off work done by someone else as your own

Falsifying documents, e.g. dates

Each student must submit their own original work independent of any other student.

Any form of plagiarism or cheating will not be condoned by NZTC. All students are expected to submit

original work. Repeated instances of plagiarism and cheating are considered serious misconduct and may

result in the student’s withdrawal from the program of study. In the event that NZTC has concerns that a

student’s work is not their own, the College may require the student to verbally explain some or all

of the points made in the written assessment to ensure that the student can clearly express the

content of their submission.

For further details refer to the NZTC Plagiarism Policy and Academic Regulations, Schedule 1, available in

the ‘Library’ section of NZTC Online.

3. Placement Concerns

Sometimes concerns arise during Field Practice that leave one or more participants unable to

communicate effectively. These may be personal issues or they may involve communication challenges.

Possible areas where concerns may arise include:

Interpersonal relationships with the Associate Teacher or Visiting Lecturer

Professional relationships with children, parents and whānau


There are support people available to provide assistance. The following guidelines apply to all students

where concerns arise:

If a student has a concern regarding the Associate Teacher or the early childhood centre:

Wherever possible, the student should first talk to the Associate Teacher

If the concern remains, the student should seek advice from the Visiting Lecturer who may attempt

to resolve the issue with the Associate Teacher and the student

If the concern is still unresolved, the Field Practice Advisor should be advised

As a last resort, relocation of the student may be considered

If the student has a concern regarding the Visiting Lecturer:

The student should first talk to the Visiting Lecturer

If the concern is unresolved the student may address the concern to the Field Practice Advisor

If the outcome is not satisfactory, the student may appeal in writing to the Registrar

If the Associate Teacher has a concern regarding the student:

The Associate Teacher should first talk to the student

If the issue is not resolved, the Associate Teacher should talk to the Visiting Lecturer

If the issue is still not resolved, the Field Practice Advisor should be advised

As a last resort, relocation of the student may be considered

If the Associate Teacher has a concern regarding the Visiting Lecturer:

The Associate Teacher should first talk to the Visiting Lecturer

If the concern is not resolved the Associate Teacher should talk to the Field Practice Advisor

If a student has a concern regarding an assessment decision:

The student should talk to the Visiting Lecturer

If unresolved the student may follow the NZTC Appeals Against Assessment Process

4. Attendance

All students are expected to achieve 100% attendance on all Field Practice placements. Students are

required to attend a minimum of 7.5 hours per day, including lunch, every day of the placement. This

equates to 35 hours per week, or the full hours the centre is open if it is between 30 and 35 hours per

week. A total of 175 hours over a five week placement, 140 hours over a four week placement and 105

hours over a three week placement is the expectation for full attendance.

Students should aim to have consistent attendance across the entire placement, enabling full involvement

with the teaching team and centre community. Further attendance requirements are as follows:

Students on placement will benefit from attending staff meetings and having some early starts and

late finishes if possible

NZTC does not support students attending part days or part weeks when the centre is open for

full daily hours. However, if exceptional circumstances are present students may apply in writing

to the Registrar for special consideration


Students cannot carry hours over. For example, working over 8½ hours per day or over 40 hours

per week, as this compromises health and safety requirements

Lunch breaks are not included in students’ attendance allocations

Any non-contact time should be based on what other teaching staff are entitled to in the centre

and must be undertaken at the centre itself. Students on Out of Home placements are not entitled

to non-contact time

Students are responsible for keeping their Field Practice Hours Record Form up to date, monitoring

their attendance and submitting it to NZTC within seven days of completing their placement.

These must be legible and accurate - any falsifying of hours will result in disciplinary action

If the attendance record is not received within this timeframe, the Field Practice placement will

remain ‘incomplete’ and the student will be required to repeat the placement at a later date.

Failure to satisfy attendance requirements over the Field Practice course will result in a fail grade

Absences

NZTC acknowledges that unavoidable circumstances may arise which prevent the student from achieving

full attendance. Attendance must reach a minimum of 80%, which equates to 140 hours over a five week

placement, 112 hours over a four week placement or 84 hours over a three week placement. If there is

less than 80% attendance, students may be required to complete additional consecutive day/s at the end

of the placement. In some circumstances students may be required to meet up to 100% in order to meet

learning outcomes. This is decided on an individual basis at the discretion of the Visiting Lecturer and Field

Practice Advisor. In some cases, the placement may need to be cancelled and a new placement scheduled.

Further important considerations in terms of absences are:

When students are absent they must inform their Associate Teacher (phone call) and their Visiting

Lecturer (in most cases by eMail) immediately and provide an explanation for their absence.

Pastoral Support should be contacted if students are unable to contact their Visiting Lecturer

When a public holiday falls during field placement attendance, in most cases this should not

affect the student’s ability to achieve the required hours. However, the student is still subject to

the minimum hour’s requirement and students may be required to make up days

When enforcing attendance requirements, the priority of the College is to ensure that the student

has participated in the Field Practice placement to a level that will ensure they have met the

required learning outcomes for the course. For this reason, the final decision on student’s

attendance is at the discretion of the College


Section C – Associate Teacher Support

Welcome

This section of the Field Practice Handbook has been designed to assist Associate Teachers in their role of

supporting our students from NZTC.

We value the support and encouragement that you offer our students. We believe that mentoring and

professional support are key elements in ensuring the development of effective and inspirational teachers

for the future. We appreciate your contribution to quality early childhood education through your support

of our NZTC students and look forward to supporting you in your role. We encourage you to join us at

the NZTC Associate Teacher professional development workshops scheduled throughout the year. Full

details of the professional development program and the resources available to you as an Associate

Teacher are available at [email protected]

Throughout our students’ journey with NZTC, they are introduced to early childhood curriculum and

pedagogy and are asked to critically reflect on a wide range of theories, approaches and models that they

are learning about. Field Practice placements allow them the opportunity to integrate theory and practice

within the early childhood setting, while simultaneously receiving supportive guidance and feedback. The

time that our students spend in your early childhood education centre enables them to further develop

and consolidate their teaching practice and philosophy. This supports them to grow in confidence, and

become more competent as they progress through their studies.

1. Associate Teacher Support

Education Council holds expectations that professional partnerships which are meaningful and encourage

successful engagement, will be established between the Initial Teacher Education (ITE) provider, the

Associate Teacher and the student. NZTC appreciates the work of Associate Teachers in welcoming

students into their centres and supporting them to complete their Field Practice requirements, and has

established a range of strategies to ensure that Associate Teachers are well informed and supported in

their role.

Below are some key people at NZTC who can support you as an AT:

Community Liaison

NZTC’s Community Liaison is a College appointed person who provides Associate Teachers with

information, advice and support relevant to their role. The Community Liaison also maintains the AT

section of the NZTC website, and arranges the NZTC Associate Teacher professional development

program.

The Community Liaison can be contacted by phone and eMail – (09) 520 4000 /

[email protected]




Field Practice Lecturing Team

If you have any questions regarding a student’s Field Practice placement, in the first instance you should

call the lecturer who will be visiting the student. If they are unavailable, please contact the Community

Liaison, who will be able to support you with your questions or concerns either by telephone or eMail.

NZTC Field Practice Administrators

Our Field Practice Administrators will liaise with you and your student in all aspects of Field Practice

organisation and administration, but all academic queries should be directed to the allocated Visiting

Lecturer. You can contact the Field Practice admin team at [email protected]

A range of professional development resources to support Associate Teachers in their mentoring roles

with NZTC students and in their teaching roles at their early childhood centres can be accessed at

at.nztertiarycollege.ac.nz



2. Field Experience

Students at NZTC are required to complete a minimum of 16 contact hours with children in their home

centre per week. It is a student’s responsibility to find their Home Centre and it must be at a licenced

teacher-led service, such as a full-time preschool, an early learning centre or a public/community

kindergarten. An Associate Teacher may be a manager, team supervisor, a room leader or another

teacher, but it is necessary that they are fully qualified and certificated. Field experience is a critical time

for beginning students as it is during this period that they will establish professional connections with the

children, their parents and other members of the teaching team. For these relationships to flourish it is

vital for the student to stay with the same teaching team, in the same room, for the duration of the 16

hours.

Teacher profile

Students are required to create a teacher profile which will introduce them to the team, parents and

children. This is often hung in the front door of the centre for parents to read and is designed to assist

our students to start to build relationships with the adults in the centre. The student’s profile will include

their name, the course they are completing and information about themselves - for example, previous

experience and interests. A photo will also be included to enable the families to put a face to the name.

When a student first arrives at a new centre, there will be a natural period where they need to observe

and learn about the requirements and dynamics of the centre. However, the student is then required to

become involved in all appropriate areas of centre life, as guided by the Associate Teacher. They should

be interacting with children, families and colleagues, participating in centre routines and activities, and

joining in spontaneous learning moments.

The NZTC program of study will support students with ideas and strategies to use when working with

children.

During field experience NZTC expects all students to:

Get down to the children’s level – children will feel intimidated if adults constantly tower over

them

Interact with a range of children – children deserve equal opportunity

Make every effort to learn and practice children’s names – it will help the student to build

relationships with children

Smile, and greet parents at arrival and departure times

Become involved in activities – such as mat time, sleep time, food time, and special activities

(please refer to the Health and Safety section in this handbook for guidance on our expectations

of students)

Make sure their language is warm and friendly

Make sure the tone and volume of their voice is appropriate

During field experience the professional relationships students form with their Associate Teacher will be

ongoing. It is hoped that an Associate Teacher will introduce the key centre documentation, such as the

centre philosophy and policies, to the student. This will ensure the student is aware of the expectations

of the centre at all times.


Students are encouraged to have regular discussions with you about observations of the children and also

their academic studies. As an Associate Teacher you will be able to offer very practical and contextualised

perspectives. We ask that you encourage the student to engage in contemporary perspectives and to

bring both new ideas and new strategies to the centre. This will support the student to develop their own

voice and develop their professional teacher identity.

It is important to consider how you can support your student while ensuring that they are also being

proactive in their growth and development.

3. Field Practice Placement

Field Practice placement is the assessment of students in the field. Students are assessed through

observation, evidence and triadic discussions. In order to support students’ growth and development as

a teacher, it is important that students are mentored and receive constructive feedback, not only within

written evidence but also on their practice. Field Practice placements aim to challenge and stimulate

students to make positive changes to their practice, and they are an opportunity for students to work

alongside skilled teachers who are willing and able to share their knowledge and experience. Exposing

students to a range of skills, ideas, methods and resources which may be new to them is important.

Field Practice placements involve both Home Centre placements (where a student completes 16 hours)

and Out of Home Centre placements, providing an opportunity to learn within different settings. Every

centre will have its own expectations in respect to what a student can and cannot do. It is very important

these are discussed with the student and the other teachers in the centre. This is particularly relevant

during Out of Home Centre placements, ensuring that everybody has the same level of expectation in

respect to the student’s involvement in the centre.

The Visiting Lecturer will contact the student during the first week of their placement. This is the

opportunity for the Visiting Lecturer to answer any questions you or the student may have, and to make

an appointment to visit, observe and engage in the triadic discussion. Generally the Visiting Lecturer will

visit in the final week of a student’s Field Practice placement and this will involve an observation of practice

and a triadic discussion with you and the student.

Please Note: If you do not receive a phone call in the first week it is important to contact NZTC Field

Practice Administration. Phone: (09) 520 4000.

A successful Field Practice depends on the effective collaboration and support of all parties: the student,

the Associate Teacher and the Visiting Lecturer. In many ways Field Practice brings together elements of

both a formative and summative assessment. By working together the student will be supported to meet

the learning outcomes. It is the student’s responsibility to be an engaged, active and willing learner, and

be clear on the goals they are hoping to achieve.

Please Note: If at any stage you have concerns about the student’s commitment or professional practice

it is important to contact the Field Practice Advisor for support.

During Field Practice placements students are expected to demonstrate a growing understanding of what

it is to be a teacher. These expectations are outlined in the Graduating Teacher Standards and the Code

of Ethics for Certificated Teachers (available on the Education Council of Aotearoa New Zealand website:

www.educationcouncil.org.nz). These expectations are also highlighted within the student’s appraisal

documents which are discussed in detail in the following section.

http://www.educationcouncil.org.nz/


4. Understanding the Appraisal Document

As an Associate Teacher it is important that you are aware of which appraisal document the student is

working with and the learning outcomes the student needs to achieve.

The student will have their most recent appraisal document and it is important to arrange a time to discuss

this with the student early on in the placement to ensure you are both fully aware of the expectations.

This is also an important aspect to discuss with the Visiting Lecturer during their initial phone call.

The appraisal document outlines learning outcomes to be achieved and suggestions of ways students are

able to evidence these. Students are encouraged to develop their FP folder and include their evidence -

reflections, created resources, centre documentation, learning stories etc.

Students have their relevant Field Practice Appraisal for their program of study.

The learning outcomes will ultimately be signed off by the Visiting Lecturer at the time of the visit;

however, this decision is informed by your professional judgement, the triadic, the review of evidence

and the observation at the time of the visit.

5. Field Practice Progression Documents

In order to ensure consistency and an awareness of the expectations of students at each level of study,

NZTC has developed two Progression Documents:

Bachelor of Teaching (ECE) (divided into levels of study over three years)

Graduate Diploma in Teaching (ECE) (divided into placements over study period)

These progression documents are to be used in conjunction with the appraisal document to ensure the

student is working towards clear goals and expectations supported by the Graduating Teacher Standards

and our New Zealand Tertiary College Graduate Profile.

This document can be used to actively underpin and inform the triadic assessment process and discussion.

It has been developed to help ensure consistent expectations of all of our students, as well as assist in

guiding you across the different levels of study.

Please refer to the AT section of the NZTC website to access these progression documents.


6. Written Evidence

NZTC recognises the vital importance of reflective practice and pedagogical documentation as central

elements of our teacher education programs (refer to Section B of this handbook). The ability to engage

in deep and meaningful critical reflection is a core component of effective teaching in early childhood

education. In addition, documentation is key to effective planning and evaluation of teaching. Students

are required to compile evidence while on Field Practice as NZTC acknowledges the importance of

students developing increasingly meaningful evidence and reflective skills that will support their ongoing

personal and professional development throughout their qualification and beyond.

Students are required to share their evidence with the Visiting Lecturer as a requirement of the Field

Practice visit. The Visiting Lecturer will determine if the work is at an appropriate level for the stage of

study, and if it adequately addresses the associated learning outcomes. There is an expectation that the

student will also share their work with their Associate Teacher, who will be able to offer feedback/feed-

forward that may include an alternative perspective on the event or situation described.

Please note: NZTC expects that students will have their Field Practice folder, with learning outcomes

evidence, ready to share with the Visiting Lecturer at the time of the Field Practice visit. There may be

times when the visit occurs earlier than the final week of the placement and the student may not have

had adequate opportunity to compile all of the required written tasks at that time. In this case, the Visiting

Lecturer will advise the student of the timeframe in which the outstanding written tasks must be

completed. Failure to send these to the Visiting Lecturer within the specified timeframe may result in the

student being required to undertake the placement again. This may not necessarily be able to be

completed in the same centre.

7. Reflections

To be an effective professional, one needs to be a critically reflective teacher/practitioner. The ability to

be critically reflective, and to act on those reflections, demonstrates students have a commitment to

growth and development. We encourage all students to use this process every day in practice even if it is

not always written down. Students are expected to reflect-in-action and reflect-on-action (Schon, 1988)

throughout the day, and develop conversations with you as an Associate Teacher to support and guide

their practice. Students are required to complete reflections as part of their appraisal assessment during

their Field Practice placement.

Students have been provided with two examples of reflective models in their online study guides.

The first reflective model, ‘Stop, Think, Change’ (O’Connor & Diggins, 2002), is prevalent in early childhood education and is a good model to support students to get started.


STOP To consciously consider and describe your teaching – What did I do? – provide a detailed, honest, non-judgemental description of an event or practice that you want to reflect on. Make the reader feel like they are there. Remember, sometimes the smallest moments make the best reflections.

THINK Why did I do that? Ask yourself, why did I do what I did in this particular situation? Consider your

emotional state at the time and how this may have impacted upon the situation described.

What makes me do it that way? Start with your philosophy and consider what has informed the values and beliefs that you hold (personal experience, culture, etc.).

Can I justify what I did? This is where you can make connections to Te Whāriki, your centre and other documents - the Graduating Teacher Standards and Code of Ethics for example.

Is what I do consistent with what I am learning? This is where you can make links to your course

materials to show a clear understanding of how your courses link to your practice.

CHANGE Evaluate yourself on the basis of the above questions.

Could you have acted differently, or can you clearly justify and defend what you did? Try to think of what occurred from someone else’s perspective. Reflection must engage thought, and you must consider how your thinking has shifted in some way. If it hasn’t shifted………go back and THINK AGAIN – perhaps more research is needed. Remember, reflection is designed to develop your practice and support your journey. Note some key points of how you intend to move forward on your journey.

Another reflection model, used to encourage deeper self-awareness, is the one developed by Professor

John Smyth. He is renowned for his work on teachers’ understanding of their own teaching. His model is

thoughtful and provocative, following a straightforward format which will assist students in investigating

their own beliefs and practices. There are four aspects to Smyth’s (1993) model:

Smyth Model:

Describe:

What do I do?

Provide a detailed, honest, non-judgemental description of an event or practice that you want to reflect on. Make the reader feel like they are there. Remember, sometimes the smallest moments make the best reflections.

Inform:

What does this mean? Why do I do it?

Think about why this moment was meaningful to you. Ask yourself, why did I do what I did in this particular situation? Be honest and consider the emotions involved.

Confront:

How did I come to be like this?

What are my beliefs/assumptions about this practice? Start with your philosophy and consider how you have come to have the values and beliefs that you do (personal experience, culture, etc.).

How does this link with what I know? This is where you can make connections to Te Whāriki, your centre and other documents, such as the Graduating Teacher Standards and the Code of Ethics for example.

What does theory tell me about whether the practice is quality or not? This is where you can make links to your course materials to show a clear understanding of how your courses link to your practice.

Reconstruct:

How might I view / do things differently?

How has my thinking changed? The art of reflection must engage thought, and you must consider how your thinking has shifted in some way. If it hasn’t, go back and explore the confront section – perhaps more research is needed. In what way can I improve my own learning or success in this area? What do I need to do next? Remember, reflection is designed to develop your practice and support your journey. Develop some clear goals in regards to how you intend to move forward on your journey.

Source: Smyth, J. (1993). A socially critical approach to teacher education. In T. Simpson (Ed.), Teacher educator’s annual

handbook (pp. 153-165). Red Hill: Queensland University of Technology.


Section D – Glossary

Academic staff/Lecturers

Academic staff/Lecturers are responsible for the design, implementation and review of the College

curriculum, and for the general well-being of students. They lecture on the courses, visit students and

mark assessments, supporting students to achieve learning outcomes.

Administrative staff

Administration includes processing student enrolments, maintaining student records, arranging Field

Practice visits, maintaining the library and other study facilities, purchasing study materials, processing

assessments, student fees, student loans and allowances.

Associate Teacher

An Associate Teacher is a person in an early childhood centre who provides support and guidance for

students on Field Practice. Associate Teachers are required to have teacher registration with a full and

current practicing certificate. They are contracted to NZTC for their services on Field Practice placements

and during a student’s 16 hours per week in their centre.

Appraisal Document

The Appraisal Document outlines what the student has to achieve or demonstrate in order to meet the

required learning outcomes of a course.

Credit Recognition and Transfer

Credit Recognition and Transfer (CRT) is a process of awarding credit for formal study undertaken prior to enrolment, either at NZTC or another institution. The CRT process identifies relevant knowledge, skills and competences that the learner may have gained in previous recognised courses or qualifications, by assessing one or more forms of verified and approved evidence. Evidence

This is documentation which demonstrates your understanding and practical application of the learning

outcomes. This includes (but not limited to):

Reflections

Learning stories

Resources

Planning and assessment

Newsletters

Centre self-review

Staff meeting minutes

Documentation of learning experiences

Observations

Photos

Articles/research


Field experience

Field experience refers to the experience gained by the student in early childhood centres. The 16 hours

a week that all Bachelor of Teaching (ECE) and Graduate Diploma in Teaching (ECE) students must

complete during their studies is a type of field experience.

Field Practice

Field Practice (FP) refers to the courses where students are assessed on their practice with children in the

context of initial teacher education governed by the Education Council of Aotearoa New Zealand.

Field Practice Documentation:

These are your forms associated with Field Practice including visit forms, hour’s forms and the appraisal

document.

Field Practice folder (FP folder)

This is a folder which will contain all evidence and FP documentation from your filed practice placements

throughout your qualification.

Field Practice placement

A Field Practice placement is a component of a Field Practice course, comprising of a number of weeks in

one block in a licensed early childhood centre in New Zealand.

IELTS

The International English Language Testing System is designed to evaluate an applicant’s English language

proficiency. There are two versions: academic and general. Only the academic version is relevant for entry

to NZTC programs.

International students

International students are those who are not citizens or permanent residents of New Zealand.

International students may live in New Zealand or overseas.

Learning outcomes

Statements that outline the skills, knowledge and/or competence that the student is required to

demonstrate in order to successfully complete a course.

Level

Level refers to the academic level of study as defined by the New Zealand Qualifications Framework

(NZQF).

NZTC

NZTC is the acronym for New Zealand Tertiary College.

Plagiarism

Plagiarism is defined as the “theft of words or ideas, beyond what would normally be regarded as general

knowledge” (Park, as cited in Konstantinidis, Theodosiadou & Pappos, 2013, pp. 212-213).

Policies

NZTC policy documents are found in the library section of NZTC Online.


Program Board

Program Board consists of representatives of the Registry, Pastoral Care and Academic Teams of the

College. The Board is empowered by the Academic Board to make decisions with regard to the published

academic regulations of the College as endorsed by the Academic Board. Program Board may refer

student cases or student appeals to Academic Board.

Study/Course guides

Each course is accompanied by a study or course guide. The interactive guides provide students with

information on key concepts and theories central to the course supported by research. They can be

accessed through NZTC Online.

Student support services

NZTC provides a range of student support services to assist students to address issues that may affect or

impact on their learning.

Support services at NZTC include, but are not limited to:

Academic Skills Support Team (ASk)

Pastoral Support Team

International Team

NZTC Online

Additional learning materials – website, NZTC books

Writing and research tutorials/workshops

Lecturers

IT Help

Library staff

English language support class

English language proficiency test (internal test)

Visiting Lecturer

The student is assigned a Visiting Lecturer for each Field Practice placement. The Visiting Lecturer makes

contact with the student and their Associate Teacher to discuss the learning outcomes that the student

aims to achieve for that Field Practice placement. The Visiting Lecturer arranges a time to visit the student,

observe their practice, check their portfolio and hold a triadic discussion with the Associate Teacher and

the student to assess the achievement of the learning outcomes.

www.nztertiarycollege.ac.nz

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