a asic education (grades 1 – 4) degree practicum handbook...
TRANSCRIPT
Faculty of Education
Al-Azhar University-Gaza
BA Basic Education (Grades 1 – 4) Degree
Practicum Handbook
Courses One to Five
Contents
Introduction ............................................................................................................................................ 5
Characteristics of the student teacher in Practicum .............................................................................. 5
Palestinian Teacher Professional Development Index (PTPDI) ............................................................... 6
Practicum One to Five: Structure and Requirements ............................................................................. 8
Roles and responsibilities of practicum stakeholders ............................................................................ 9
Student teacher ...................................................................................................................................... 9
Academic supervisor ............................................................................................................................... 9
School principal ..................................................................................................................................... 10
Mentor .................................................................................................................................................. 10
Practicum Field Supervisor ................................................................................................................... 10
Evaluation of Student Teacher’s Practicum .......................................................................................... 11
Evaluation process ................................................................................................................................ 11
The Practicum Portfolio and PTPDI Competency Framework .............................................................. 11
Practicum Course Outlines .................................................................................................................... 13
Practicum 1: Introduction to practicum. Course code: Educ2138 ....................................................... 13
Practicum 2: Observation and partial participation. Course code: Educ2239 ...................................... 15
Practicum 3: Partial teaching. Course code: Educ2240 ........................................................................ 17
Practicum 4: Full Teaching Duties. Course code: Educ3241 ................................................................. 19
Practicum 5. Full Teaching Duties. Course code: Educ4242 ................................................................. 21
4
Appendices
Appendix I: Palestinian Teacher Professional Development Index of Competences: .......................... 23
Appendix II: Role of mentor teachers approved for BA Basic Education Degree programmes in
Palestinian Universities ......................................................................................................................... 28
Appendix III: Practicum Template approved for BA Basic Education Degree programmes in
Palestinian Universities ......................................................................................................................... 33
Appendix IV: Classroom Environment and Culture Observation Form ............................................... 35
Appendix V: Practicum Classroom Observation Form ......................................................................... 36
Appendix VI: PTPDI Task Evidence Matrix ........................................................................................... 38
Appendix VII: Portfolio Task Feedback Form ........................................................................................ 39
Appendix VIII: PTPDI Comptency Profile ............................................................................................. 40
5
Introduction
The purpose of practicum is to provide student teachers with opportunities to be able to make
connections between their academic courses at university and practice in authentic school settings,
and in so doing develop the necessary competencies to be able to teach effectively in basic
education (grades one to four) classroom settings. These competences are explained in detail in the
Palestinian Teacher Professional Development Index (PTPDI) developed by the Ministry of Education
and Higher Education (MoEHE). Student teachers will begin to work towards developing their PTPDI
competencies from their first year in the Faculty of Education, and will continue to develop them
throughout their entire teaching career.
Characteristics of the student teacher in Practicum
The Faculty of education recognises that the term child-centered learning is often used without
really considering what it means in practice. In the Practicum Department, we understand child-
centered learning as approaches which put the children at the heart of the learning and teaching
process. We intend to build within our student teachers the capacity to be child-centered educators
by supporting them to develop knowledge, understanding and ability to develop the following
characteristics and skills:
1. Views pupils as individuals, plans and teaches accordingly.
2. Focuses on pupils’ learning outcomes in planning and teaching.
3. Applies Pedagogical Content Knowledge (PCK) to make effective choices to plan and
facilitate learning.
4. Recognizes and addresses pupils’ misconceptions.
5. Links learning and teaching activities to pupils’ daily lives.
6. Provides opportunities for interaction and collaboration among pupils, and encourages
expression of pupils’ voice.
7. Uses the textbook creatively to engage pupils in learning.
8. Provides opportunities for pupils to apply what they learn in new contexts.
These characteristics have informed the development of the PTPDI and are reflected in individual
competences throughout the PTPDI Competency Framework.
6
Palestinian Teacher Professional Development Index (PTPDI)
The PTPDI is a framework that comprises the range of teacher competencies that every Palestinian
basic education teacher needs. There are three main competencies that are divided into 16 sub-
competencies. These reflect the daily work of teachers and cover key areas of work such as planning
lessons, all aspects of teaching and assessing and reporting pupils’ learning outcomes and progress.
In addition, the PTPDI competency framework makes explicit all the values and beliefs required by
the Palestinian teacher to be the teacher we need in our schools as envisioned by the university, the
Ministry and the government (see table below).
Planning for learning and
teaching
1.1 Subject content
1.2 Palestinian curriculum
1.3 Factors that promote
learning
1.4 Factors that hinder learning
1.5 Link between planning,
teaching and evaluation
Teaching to facilitate learning
2.1 Learning environment
2.2 Teaching strategies and
resources
2.3 Technology Enhanced
Learning and Teaching (TELT)
2.4 Strategies for positive
behaviour
2.5 Approaches to inclusive
practice
2.6 Connections across the
curriculum and to daily life
2.7 Effective communication
2.8 Continuing professional
development
Assessing and reporting learning
outcomes and progress
3.1. Assessment for learning
strategies
3.2. Assessment to inform
planning
3.3. Reporting pupils’ progress
PTPDI Competency Framework
Core professional values, beliefs and attitudes to underpin the professional teaching competences
1. Love and respect children and care for their well-being.
2. Value inclusive practice and the learning of all pupils.
3. Regard pupils as integral partners in the educational process.
4. Believe that every pupil can achieve high but realistic expectations and that teachers play a significant role
in facilitating pupils to realise their individual potential.
5. Hold positive, flexible attitudes towards change and a commitment to continued professional
development.
6. Adopt a reflective and critical approach to teaching through examining, questioning and discussing one’s
own practice.
7. Hold positive attitudes towards teamwork and collaboration.
8. Adopt high standards of ethical practice in all dealings with pupils and parties concerned with children’s
education.
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The PTPDI Competency Framework is organized into six levels, which indicate how teachers are
expected to develop their competencies during each stage of their career, from a beginning student
teacher at Level 1 to the most experienced and exceptional teacher at Level 6. The development of
competencies at each of the six levels serves a specific purpose. Student teachers are expected to
demonstrate that they have developed the required foundation and core competences at Levels 1
and 2A so that when they graduate they are “ready to teach” and enter the teaching profession as a
New Teacher. At both levels, student teachers will develop a Practicum Portfolio, which contains
evidence that they have developed the full range of readiness to teach foundation and core
competences. See Appendix I for full details of the PTPDI competences, sub-competences and
indicators at Levels 1 and 2A. An overview of all the PTPDI Levels is provided in the following table:
Palestine Teacher Professional Development Index (PTPDI) of competences
Level Professional Development Stage Purpose Evaluation
5 Exceptional competency Teacher continuing
professional development
Teacher Professional Portfolio
4 Advanced competency
3 Capable competency
2B Essential competency
Teacher continuing
professional development
Teacher Professional Portfolio
Induction Teacher Induction Portfolio
2A Readiness to teach core competency
Student Teacher (Practicum 4 & 5)
Readiness to teach Student Teacher Practicum
Portfolio (Level 2)
1 Readiness to teach foundation
competency
Student Teacher (Practicum 2 & 3)
Readiness to teach Student Teacher Practicum
Portfolio (Level 1)
Fig. 1: Overview of the PTPDI
The Faculty of Education fully adopts the Palestinian Teacher Professional Development Competency
Framework as the blueprint not only for the practicum program, but also for all aspects of your BA
Basic Education Degree program.
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Practicum One to Five: Structure and Requirements
Students are required to successfully complete a Practicum Orientation Course before they
commence their Practicum School-based Field-Experience. Starting in Year 2 Semester 2, students
will then undertake four School-based Field Experiences, one in each semester up to Year four
Semester 1. At the same time they will complete a parallel Practicum course at university which is
designed to prepare students for their successive practicum periods in school.
The Practicum programme will start in Year/Level 2, Semester 1 (third semester of the student
joining the program) and finish in Year 4 Semester 1. Each practicum has its own requirements and
structure. During Practicum Field Experience 2 and 3, students work towards developing the
competences at Level 1 of the PTPDI; while students work towards developing competences at Level
2A during Practicum 4 and 5. The Five-practicum periods are organized as illustrated in the following
figure, and distributed over the four years of the BA Basic Education Degree program in accordance
with AQAC regulations and the theoretical courses of the degree program (see Appendix II).
Year &
Semester
Practicum School-based Field
Experience AQAC requirement)
Practicum university course
(AQAC required courses)
PTPDI Level
Year 1
Sem 1 & 2
Year 2
Sem 1
Practicum Orientation
(1 CH)
Level 1
Year 2
Sem 2
Practicum 2 (60 hours) Practicum 2
(1 CH)
Level 1
Year 3
Sem 1
Practicum 3 (90 hours) Practicum 3
(1 CH)
Level 1
Year 3
Sem 2
Practicum 4 (90 hours) Practicum 4
(1 CH)
Level 2a
Year 4
Sem 1
Practicum 5 (120 hours) Practicum 5
(1 CH)
Level 2a
Year 4
Sem 2
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In the second semester of the 4th year (the final semester), the student teacher is assigned
to carry out an action research project in schools. The action research involves identifying a
pedagogical issue or problem that needs to be addressed, proposing a possible solution,
implementing this and reflecting upon its effectiveness, Student teachers will meet with
their supervisors for one-hour weekly seminar meetings to discuss their action research
during the semester.
Roles and responsibilities of practicum stakeholders
Five key people each have important roles to play in ensuring that the student teachers’ Practicum
School-based Field Experiences are well-organised and productive for all involved.
Student teacher
The student teacher is the subject of practicum. She is the product we are trying to make and polish,
therefore every aspect in the practicum is student teacher-centered. In order to ensure that
Practicum is effective the student teacher has the following responsibilities:
Achieve all the tasks assigned to her in school and at university;
Produce a complete portfolio for each Practicum;
Attend all the classes assigned, including the morning assembly;
Leave no earlier than the formal end of school day. Exceptions may be authorized by the
school principal only;
Fully collaborate with the school principal and the university academic supervisor;
Gradually participate in teaching in order to reach full class responsibility;
Fully cooperate and arrange with the school principal the assigned teaching duties;
Reflect upon and discuss her lesson teaching plans with her mentor and academic
supervisor;
Review her teaching performance with her academic supervisor and peers.
Academic supervisor
The Academic Supervisor is responsible for teaching all the theoretical sessions in the university,
coordinating with the field supervisors and collecting the feedback about the student teachers in
order to address any the shortages in students’ theoretical understanding. One of his main duties is
to make sure the practicums are running compatibly with the PTPDI.
The Academic Supervisor is assigned the following responsibilities.
Coordinate with the field supervisors;
Teach the practicum theoretical courses;
Follow up and review the student teachers’ performance;
Review the student teacher’s Practicum Portfolio and provide written feedback to enable
the student to reflect upon and improve his/her practice
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School principal
The School Principal the main person responsible for the student teachers while undertaking
practicum in school and has the following responsibilities:
Host the practicum student teacher in schools and arrange for them to be assigned to
sessions and mentor teachers;
Resolve issues and/or difficulties encountered during student teachers’ practicum in school;
Include the student teachers in the school community;
Organize the student teachers’ timetable;
Provide a written report on the student teachers.
Mentor
The Mentor Teacher is the host of student teachers, and is chosen for her experience as a teacher
and skills as a Mentor. She is the person with the most influence on the student teacher, due to the
long time the student teacher spends with her whether observing, assisting or teaching. The mentor
is required to do the following (see also Appendix III):
Introduce the student teachers to the school, its staff members, facilities, policies and the
classes they will be working in;
Guide the student teachers on the recommended ways for dealing with the school pupils
according to the pupils’ cultural background and school policies;
Be a role model for the student teachers, support and advise them in their development
according to the requirements of each Field Experience period;
Review student teachers’ lesson plans;
Observe student teachers and provide them with feedback according to the requirements of
each Field Experience period;
Review the student teacher’s Practicum Portfolio and provide oral feedback to enable the
student to reflect upon and improve his/her practice;
Evaluate the student teachers.
Practicum field supervisor
The Practicum Field Supervisor is a very important person in the training process because s/he works
collaboratively with the mentor teacher in order to support the student teachers in their
development and ensure that they complete each practicum successfully. The Practicum Field
Supervisor provides the student teacher with instructions, guidance and feedback about his progress
in the practicum and has the following responsibilities:
Cooperate with the school principal and mentor teachers in school;
Work on building positive attitudes in student teachers toward education;
Visit the student teacher in schools according to the requirements of each Practicum period;
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Conduct observations of students while teaching and provide constructive oral and written
feedback;
Address practicum difficulties and problems faced by student teachers in schools.
Evaluation of Student Teacher’s Practicum
Evaluation process
Evaluation is the process of assessing student performance and allocating a final mark for the
course. Each Practicum Field Experience is assessed to determine the extent to which student
teachers are able to demonstrate the range of competences and sub-competences included in the
PTPDI. At the conclusion of the assessment process, students receive a PTPDI Competency Profile
which indicates the level at which they have demonstrated each competency and sub-competency.
Evaluation of the University Practicum courses (1 – 5) is conducted by the Academic Supervisor
responsible for those courses. Practicum Field Experience (Practicum 2 – 5) is assessed by a number
of stakeholders; including the School Principal, Mentor Teacher, District Supervisor and Academic
Supervisor.
All the evaluation metrics are derived from Level 1 and level 2a of the PTPDI Competency
Framework, which includes the competences, sub-competences and indicators. Academic
supervisors, practicum field supervisors and mentors use evidence from student teachers’ planning,
teaching and discussions to make judgements about student teachers’ progress against the
appropriate level of the Competency framework. The detailed process for this is described below.
The Practicum Portfolio and PTPDI Competency Profile
As mentioned earlier the PTPDI defines the range of competences and sub-competences that
student teachers are expected to develop by the time they complete their Practicum School-based
Field Experiences and graduate as a qualified new Basic Education teacher. Student teachers are
required to demonstrate that they have developed all 16 sub-competences at PTPDI Level 1 during
Practicum 2 and 3 and at PTPDI Level 2A during Practicum 4 and 5.
Student teachers demonstrate and provide evidence of their ongoing competency development
through their teaching and other activities at school, and by maintaining a Practicum Portfolio for
each Practicum Field Experience in school. Developing the Practicum Portfolio includes a number of
key steps as follows:
1. It involves the student teacher in completing a number of tasks that reflect the daily work of
teachers. When writing about these tasks, they should explain clearly how the task helps
them to develop specific competences (for more details refer to the Practicum Portfolio).
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2. During Practicum 2, student teachers will undertake guided observations of the classroom
environment and culture (see Appendix IV).
3. During Practicum 2 and 3, student teachers will also undertake guided classroom
observations of teachers and their fellow students teaching (See Appendix V). The outcomes
of these observations are discussed in Practicum course sessions at the university. They may
also be written up as evidence tasks that are included in the portfolio.
4. During Practicum 3 – 5, student teachers are provided with a wide range of tasks that enable
them to focus upon development of specific competences. For each task that is included in
the portfolio, student teachers need to include a Task Rationale and Justification sheet (see
the Practicum Portfolio) and also complete a PTPDI Task Evidence matrix Form (see
Appendix VI).
5. In order to enhance autonomy, student teachers may request feedback on specific aspects
of their tasks from the academic supervisors. (see Appendix VII).
6. The submitted tasks are evaluated by the academic supervisor and the appropriate level is
indicated on the student teachers’ PTPDI Competency Profile (see Appendix VIII).
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Practicum Course Outlines
This section includes the detailed Course Outlines for each Practicum. These include a detailed
course description, the Intended Learning Outcomes (ILOs), course content and evaluation methods.
Practicum 1: Introduction to practicum. Course code: Educ2138
Course Description
This course is a one credit hour course taught in 16 hours of face-to-face sessions at the university in
Year Two Semester One. The course aims to prepare student teachers to undertake their first
Practicum Field Experience in school. Students are introduced to all aspects of practicum; including
its theory and concepts, its structure, organisation, administrative arrangements and the roles and
responsibilities of all parties. Students develop knowledge and understanding of the Palestinian
Teacher Professional Development Index (PTPDI), with a particular emphasis on the Readiness to
teach competences of Levels 1 and 2A and how these competences will form their professional
development as future teachers. During microteaching sessions at university, they will develop skills
in a range of aspects of classroom observation and analysis.
Course ILOs
By the end of the course the student teacher should be able to
1. Discuss the theory, concept and benefits of practicum.
2. Explain the structure of practicum, how it is organised and its enrollment methods and
regulations.
3. Demonstrate understanding of the PTPDI levels, competences, sub-competencies and
indicators and how Practicum Field Experience aligns to them.
4. Implement basic techniques in classroom observation and analysis.
Learning and Teaching Strategies
Learning and teaching strategies include seminars, discussions, video analysis, micro-teaching and
independent study.
Practicum 1: Contents of weekly sessions
Topics Week
The concept, organization, structure, roles and responsibilities of those involved in
Practicum 1.
Introduction to the Palestinian Teacher Professional Development Index (PTPDI),
rationale, structure and process 2.
Exploring teacher competences 3.
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Exploring teacher competences 4.
Values, beliefs and attitudes in the PTPDI 5.
Child development, characteristics of child-centred learning and the PTPDI 6.
Characteristics of effective learning environments 7.
Introduction to approaches for classroom observation and analysis; analysis of videos
of learning and teaching, identifying characteristics of effective learning and teaching 8.
Characteristics of effective teaching and planning for microteaching (1) 9.
Microteaching Session 1 10.
Microteaching Session 2 11.
Characteristics of effective teaching and planning for microteaching (2 12.
Microteaching Session 3 13.
Microteaching Session 4 14.
Reflections and conclusions about student teachers’ values and beliefs 15.
Course Evaluation
15% on activities
30% mid Term Exam
15% Student Portfolio
40 Final Exam
15
Practicum 2: Observation and partial participation. Course code: Educ2239
Course Description
Practicum II comprises two parts. The university component includes attending 16 sessions in the
College of Education, which focus upon developing the knowledge and skills required to undertake
Practicum 3 effectively. The Field Experience component includes attending 60 training hours in
schools. This course aims to develop student teachers understanding of school environment and
skills in classroom observation and planning of learning activities as well as fundamental teaching
skills according to the PTPDI level 1 competences. At school student teachers are required to teach
parts of lessons, followed by teaching a complete lesson, then they will end with teaching a half
school day schedule of Arabic and Math for grade one and two evenly. The Field Experience involves
a paired placement, shared teaching, and peer observation and feedback. The student teacher is
also required to act as an assistant teacher. The student teachers are required to self-reflect on their
teaching and pupils learning.
Course ILOs
By the end of the course, the student teacher should be able to:
1. Identify the key aspects of the school and classroom environments.
2. Conduct school and classroom observations effectively.
3. Identify the development of specific PTPDI competences based upon basic analysis of school
observations and practice.
4. Plan and teach partial, full lessons and half school day schedule for Arabic and Math subjects
of grade 1 and 2, and teach a full classroom lesson that incorporates a range of sub-
competences at PTPDI Level 1.
5. Perform the duties of an assistant teacher effectively.
Learning and Teaching Strategies
Learning and teaching strategies in university sessions include workshops, learning circle discussions
on reflections, video analysis micro-teaching and independent study.
During field experience in school, learning and teaching strategies include; observation of
experienced teachers, opportunities for discussion with experienced teachers on professional issues
arising from observations, and opportunities for collaborative planning and teaching with peers.
16
Practicum 2: Course Schedule
Week Topics
1 Orientation to Practicum 2: Requirements and expectations
PTPDI Level 1 and introduction to the Practicum Portfolio
2 Developing reflective practice, social media and student teachers as a community of
learners,
3
Developing the first Portfolio task (Observation of children’s learning). Understanding the
task rationale and justification sheet, approaches to observing children’s learning, preparing
for observation
4 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
observations of children’s learning at school. Guided identification of PTPDI competences
5 Developing the second Portfolio task (Observation of teaching). Approaches to observing
teaching, Preparing for observation
6 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
observations of teaching at school. Guided identification of PTPDI competences
7 Formative Portfolio Review and target setting: Sharing, peer review and feedback, formative
feedback from academic supervisor
8
Developing the third Portfolio task (Developing and teaching an activity); approaches to
activity design, understanding the task rationale and justification sheet, and specifying PTPDI
competences
9 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of teaching and learning at school, and planning ahead
10
Developing the fourth Portfolio task (Developing and teaching a whole lesson); core
principles and practices of lesson planning, developing the task rationale and justification
sheet and specifying PTPDI competences
11 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of teaching and learning at school, and planning ahead
12 Portfolio presentations
13 Portfolio presentations
14 Final Portfolio Review and target setting for Practicum 3
15 Reflections and conclusions about student teachers’ developing values and beliefs
Course Evaluation 10% Attendance and activities
40% Course Portfolio
50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor)
17
Practicum 3: Partial teaching. Course code: Educ2240
Course Description
Practicum 3 comprises two parts. The university component involves attending 16 sessions in the
College of Education, which focus upon developing the knowledge and skills required to undertake
Practicum 3 effectively. The Field Experience component includes participating in 90 training hours
in schools. In this practicum, the student teacher is required to act as an Assistant Teacher, conduct
classroom observations with their peer, engage in peer planning and teaching a half day schedule. In
addition, the student teacher is required to plan and teach individually full day schedules in the
subjects of Arabic, Math and Science for grades 1, 2 and 3 and reflect upon the effectiveness of their
teaching and pupils’ learning. By the end of Practicum 3, student teachers are expected to have
achieved Level 1 of the PTPDI competences.
Course ILOs
By the end of the course, the student teacher should be able to:
1. Establish and maintain safe, motivating, interactive learning environments.
2. Plan and teach independently a full day schedule of lessons in Arabic, Mathematics and
Science subjects for grade 1,2 and 3
3. Demonstrate the full range of competences and sub-competences at PTPDI Level 1.
4. Reflect on the effectiveness of their teaching and pupils’ learning.
Learning and Teaching Strategies
Learning and teaching strategies in university sessions include workshops, discussions on reflections
and professional issues, video analysis and independent study. Progress is monitored through
regular Learning Circles and Practicum Portfolio review.
During field experience in school, learning and teaching strategies include; observation of
experienced teachers, opportunities for discussion with experienced teachers on professional issues
arising from observations, and opportunities for collaborative planning and teaching with peers,
independent teaching and feedback.
Practicum 3: Course Schedule
Week Topics
1 Orientation to Practicum 3: Requirements and expectations
Reflection upon Practicum 2 and setting targets for Practicum 3
2 Review PTPDI Level 1 and introduction to PTPDI Level 2A. Expectations of the Practicum
Portfolio. How to reflect more deeply and analytically.
3 Approaches to lesson planning, collaborative planning, preparing for peer teaching
4 Developing the first Portfolio task (based upon Teacher Assistant role).
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5
Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from peer
planning and teaching. Guided identification of PTPDI competences and completion of the
Task Rationale and Justification sheet
6 Developing the second Portfolio task (subject focus, Arabic, Mathematics or Science).
Identifying subject-specific PCK
7 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from Subject
teaching at school. Reflection on PCK. Independent identification of PTPDI competences
8 Formative Portfolio Review and target setting: Sharing, peer review and feedback, formative
feedback from academic supervisor
9 Developing the third Portfolio task (Children’s subject misconceptions); Reviewing subject
misconceptions, specifying PTPDI competences
10 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from children’s
misconceptions encountered while teaching
11 Preparing for a full-day schedule of teaching in Arabic, Mathematics and Science subjects for
grade 1,2 and 3
12 Developing the fourth Portfolio task (Planning and teaching a whole day schedule);
Developing the task rationale and justification sheet and specifying PTPDI competences
13 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of teaching and learning whole day lessons at school, and planning ahead
14 Final Portfolio Review and target setting for Practicum 3
15 Reflections and conclusions about student teachers’ developing values and beliefs
Course Evaluation
10% attendance and activities
40% Course Portfolio
50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor, school
head)
19
Practicum 4: Full Teaching Duties. Course code: Educ3241
Course Description
Practicum 4 comprises two parts. The university component includes attending 16 sessions in the
College of Education, which focus upon developing the knowledge and skills required to undertake
Practicum 4 effectively. The Field Experience component includes teaching for 90 hours in school.
In this practicum, the student teacher is required to plan and teach independently full day lessons
for 13 days (65 hours). In addition, the student teacher is required to plan and teach a full week
schedule (minimum 25 hours) of all subjects at all grades 1 to 4. The student teacher is expected to
reflect upon and draw conclusions about the effectiveness of their teaching and pupils’ learning.
During Practicum 4 student teachers are expected to be working towards achieving Level 2A of the
PTPDI competences.
Course ILOs
By the end of the course, the student teacher should be able to:
1. Establish and maintain pleasant, safe, motivating, interactive learning environments.
2. Plan and teach independently a full range of subjects from the Basic Education Curriculum at
Grades 1 – 4 for a complete week.
3. Demonstrate progress towards developing the full range of competences and sub-
competences at PTPDI Level 2A.
4. Reflect upon, analyse and draw conclusions about the effectiveness of their teaching and
pupils’ learning.
Learning and Teaching Strategies
Learning and teaching strategies in university sessions include workshops, discussions on reflections
and professional issues, video analysis and independent study. Progress is monitored through
regular Learning Circles and Practicum Portfolio review.
During field experience in school, learning and teaching strategies include; observation of
experienced teachers, opportunities for discussion with mentor teachers and other experienced
teachers on professional issues arising from teaching, independent teaching and feedback.
Practicum 4: Course Schedule
Week Topics
1 Orientation to Practicum 4: Requirements and expectations
Reflection upon Practicum 3 and setting targets for Practicum 4
2 Review PTPDI Level 2A and expectations for the Practicum Portfolio
How to draw conclusions from analysis of reflections
3 Strategies for effective planning – making connections across the curriculum
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4
Developing the first Portfolio task (A specific subject PCK focus). Identifying subject-specific
PCK to inform planning. Developing the task rationale and justification sheet and specifying
PTPDI competences
5 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from Subject
teaching at school. Reflection on PCK and PTPDI competences
6 Developing the second Portfolio task (connecting learning to children’s daily lives).
Developing the task rationale and justification sheet and specifying PTPDI competences.
7
Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of planning and teaching to connect learning to children’s daily lives. Reflection
on effectiveness of learning and teaching and PTPDI competences.
8 Formative Portfolio Review and target setting: Sharing, peer review and feedback, formative
feedback from academic supervisor
9
Developing the third Portfolio task (Connecting learning in two curriculum subjects).
Rationale for and approaches to connecting learning across the curriculum. Developing the
task rationale and justification sheet and specifying PTPDI competences.
10
Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of planning and teaching to connect learning across the curriculum. Reflection
on effectiveness of learning and teaching and PTPDI competences.
11 Preparing for a full-week schedule of teaching all subjects in the Basic Education Curriculum
Grades 1 – 4.
12 Developing the fourth Portfolio task (Student choice of focus); Developing the task rationale
and justification sheet and specifying PTPDI competences
13 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of teaching and learning whole day lessons at school, and planning ahead
14 Final Portfolio Review and target setting for Practicum 4
15 Reflections and conclusions about student teachers’ developing values and beliefs
Course Evaluation
10% attendance and activities
40% Course Portfolio
50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor, school
head)
21
Practicum 5. Full Teaching Duties. Course code: Educ4242
Course Description
Practicum 5 comprises two parts. The university component includes attending 16 sessions in the
College of Education, which focus upon developing the knowledge and skills required to undertake
Practicum 5 effectively. The Field Experience component includes teaching for 120 hours in school.
In this practicum, the student teacher is required to plan and teach independently full day lessons
for five continuous weeks (120 hours) that cover all subjects at grades 1 to 4. The student teacher is
expected to reflect upon, draw conclusions from their experiences of teaching and its impact on
pupils’ learning and make connections to underlying theory. By the end of Practicum 5 student
teachers are expected to have achieved Level 2A of the PTPDI competences.
Course ILOs
By the end of the course, the student teacher should be able to:
1. Plan and teach independently a full range of subjects from the Basic Education Curriculum at
Grades 1 – 4 for five continuous weeks.
2. Demonstrate achievement of the full range of Readiness to Teach core competences and
sub-competences at PTPDI Level 2A.
3. Demonstrate ability to reflect upon and connect experiences of teaching and the impact on
children’s learning to underlying theory.
4. Demonstrate ability to undertake all the tasks normally assigned to classroom teacher.
Learning and Teaching Strategies
Learning and teaching strategies in university sessions include workshops, discussions on reflections
and professional issues, video analysis and independent study. Progress is monitored through
regular Learning Circles and Practicum Portfolio review.
During field experience in school, learning and teaching strategies include; observation of
experienced teachers, opportunities for discussion with mentor teachers and other experienced
teachers on professional issues arising from teaching, independent teaching and feedback.
Practicum 5: Course Schedule
Week Topics
1 Orientation to Practicum 5: Requirements and expectations of the Final practicum
Reflection upon Practicum 4 and setting targets for Practicum 5
2
Review PTPDI Level 2A; identifying sub-competences that need to be further developed.
Expectation expectations for the Practicum Portfolio. How to connect analysis of reflections
to underlying theory
3 Preparing for a five week schedules of teaching all subjects in the Basic Education
22
Curriculum Grades 1 – 4
4 Developing the first Portfolio task (Student independent choice of focus and task design).
Developing the task rationale and justification sheet and specifying PTPDI competences
5 Learning circle: Analysing reflections on teaching and learning and connecting to underlying
theory. Reflection on PTPDI competences developed through the task
6 Developing the second Portfolio task (Student independent choice of focus and task design).
Developing the task rationale and justification sheet and specifying PTPDI competences.
7 Learning circle: Analysing reflections on teaching and learning and connecting to underlying
theory. Reflection on PTPDI competences developed through the task
8 Formative Practicum and Portfolio Review and target setting: Review the PTPDI Profile
Matrix formative feedback from peers and academic supervisor and final target setting
9 Developing the third Portfolio task (Student independent choice of focus and task design).
Developing the task rationale and justification sheet and specifying PTPDI competences.
10
Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of planning and teaching to connect learning across the curriculum. Reflection
on effectiveness of learning and teaching and PTPDI competences.
11 Developing the fourth Portfolio task (Student choice of focus); Developing the task rationale
and justification sheet and specifying PTPDI competences
12
Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from
experiences of planning and teaching to connect learning across the curriculum. Reflection
on effectiveness of learning and teaching and PTPDI competences.
13 Final Portfolio Review and feedback on PTPDI Matrix
14 Portfolio presentations
15
Reflections about student teachers’ values and beliefs. Identifying changes in values and
beliefs since the beginning of the programme and reasons for them. Reflections on effective
practice: Creating principles for effective teachers in Palestine
Course Evaluation
10% attendance and activities
40% Course Portfolio
50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor, school
head)
23
Appendix I: Palestinian Teacher Professional Development Index of Competences:
Readiness to Teach Competences for Student Teachers (Levels 1 and 2A)
CORE TEACHING COMPETENCE 1: Planning for learning and teaching
Levels of competency progression Level 1: Readiness to Teach (Foundation)
Student teachers are able to demonstrate the
following competences during Practicum 2 and 3:
Level 2a: Readiness to Teach (Core)
Student teachers are able to demonstrate the
following competences during Practicum 4 and 5:
Sub-competences Indicators Indicators
1.1 Apply subject content knowledge (CK) and
subject pedagogical content knowledge (PCK) to
planning for learning and teaching.
Apply foundations of subject content knowledge (CK)
and pedagogical content knowledge (PCK) to inform
planning for learning and teaching in the subjects and
age range s/he teaches.
Apply relevant and appropriate curriculum subject
content knowledge (CK), including basic knowledge of
pupils’ main misconceptions, and pedagogical content
knowledge (PCK) to planning for learning and
teaching.
1.2 Apply knowledge and understanding of the
Palestinian curriculum to planning for learning
and teaching.
Draw upon understanding of key concepts and
content from the Palestinian curriculum and textbooks
to plan lessons, parts of lessons and activities which
specify appropriate learning outcomes, content,
activities and teaching strategies.
Draw upon knowledge of the Palestinian curriculum
and textbooks to inform planning; including decisions
about learning outcomes, teaching objectives, learning
activities and teaching strategies in order to enhance
learning in the subjects s/he teaches.
1.3 Apply knowledge and understanding of pupils'
characteristics and factors that promote effective
learning when planning for learning and
teaching.
Draw upon basic knowledge and understanding of
how pupils of a specific age range learn and factors
that influence these positively to inform planning for
learning and teaching.
Know and understand how pupils of a specific age
range learn and the main factors, pupil experiences
and contexts that influence learning positively, and
take these into account when planning for learning
and teaching.
24
1.4 Apply knowledge and understanding of factors
that hinder effective learning when planning for
learning and teaching.
Draw upon basic knowledge and understanding of
factors that hinder effective learning at a specific age
range to inform planning for learning and teaching.
Recognize and take into account in planning some key
aspects of pupils’ physical, emotional, behavioral,
psychological and social difficulties; such as
psychological and physical trauma, bullying, violence,
discrimination, stereotyping or absence from school.
1.5 Apply knowledge of the relationship between
planning, teaching, and assessment of learning
experiences.
Apply knowledge and understanding of key
components of planning, teaching and assessment to
the design and development of learning activities.
Establish clear connections between intended learning
outcomes, learning activities and assessment in order
to plan effective learning experiences for pupils.
25
CORE TEACHING COMPETENCE 2:
Teaching to facilitate learning
Levels of competency progression Level 1: Readiness to Teach (Foundation)
Student teachers are able to demonstrate the
following competences during Practicum 2 and 3:
Level 2a: Readiness to Teach (Core)
Student teachers are able to demonstrate the following
competences during Practicum 4 and 5:
Sub-competences Indicators Indicators
2.1 Establish and maintain safe, motivating,
interactive learning environments.
Establish a pleasant classroom environment that is
safe, motivating and supportive of pupils’ learning;
and establish good working relationships with pupils
and the class teacher.
Establish and maintain safe, motivating, interactive learning
environments; that take into account seating arrangements,
pupil groupings, organization of resources and displays;
where pupils are enthusiastic to learn and where there is
rapport between pupils and teacher.
2.2 Apply knowledge and understanding of a
range of teaching strategies and resources
to enable effective learning.
Select from and use fundamental teaching and
learning strategies and resources that motivate and
support pupils’ learning.
Use a range of teaching strategies and resources appropriate
to the subject taught and pupils’ ages, levels of ability,
learning styles, interests and needs to motivate and support
effective learning inside and outside the classroom.
2.3 Apply knowledge and understanding of ICT
and Technology Enhanced Learning and
Teaching (TELT) approaches to facilitate
pupils’ learning and support teachers’
professional roles.
Know and understand the value of using ICT and TELT
approaches and use these in teaching, where
appropriate, to facilitate pupils’ learning.
Use a range of appropriate ICT and TELT approaches to
facilitate pupils’ learning inside and outside the classroom;
and their professional roles as teachers.
2.4 Use a range of strategies to promote and
maintain positive behaviour.
Convey clear expectations for pupils’ behaviour and
apply a systematic approach to promote and maintain
positive behaviour.
Set clear expectations for pupils’ behaviour; and apply a
range of strategies to promote and maintain positive
behaviour that enables all pupils to learn.
2.5 Apply knowledge and understanding of Have awareness of some common special and Know some basic features of common special needs such as
26
approaches to inclusive practice; common
and less common additional and special
needs; and differentiate learning to
motivate and engage all pupils; and cater
for their diverse needs.
additional needs, and approaches to inclusion of
children with diverse learning needs; and take these
into account in planning and teaching.
dyslexia, dyspraxia, dyscalculia, autism spectrum disorders,
hearing, speech and visual impairments, and additional
needs including those of gifted and talented pupils and use
specialist resources as appropriate; and take these into
account in planning and teaching for inclusion of all pupils.
2.6 Use appropriate strategies to provide
opportunities for pupils to make meaningful
connections among learning across the
curriculum and to their daily lives.
Plan, teach and evaluate learning activities, partial and
full lessons, which integrate basic concepts and
content from different curriculum areas that are
relevant to the direct context of pupils’ lives.
Plan, teach and evaluate learning activities, lessons and units
of work, which integrate concepts and content from
different curriculum areas, and make links to the direct
context of pupils’ lives.
2.7 Communicate clearly and effectively to
facilitate teaching and pupils’ learning.
Use essential communication skills; including giving
instructions, explaining ideas, using questions and
non-verbal strategies to support the teaching and
learning process.
Use a range of verbal and non-verbal communication
strategies; including giving instructions, explaining ideas,
using a range of question types and feedback, gesture and
positive body language; provide good language models;
opportunities for pupils’ interaction and voice to facilitate
and enhance the quality of the teaching and learning
process.
2.8 Engage in the process of lifelong learning
through continuing professional
development
Know and understand the concept of lifelong learning
through continuing professional development;
evaluate and reflect upon his/her learning and
practices; and set some targets for professional
development with support of academic supervisors
and teacher mentors.
Know and understand the value and necessity of engaging in
lifelong learning through continuing professional
development; reflect upon and identify professional
development needs; and set targets for development with
support of academic supervisors and teacher mentors.
27
CORE TEACHING COMPETENCE 3:
Assessing and reporting learning outcomes and progress
Levels of competency progression Level 1: Readiness to Teach (Foundation)
Student teachers are able to demonstrate the following
competences during Practicum 2 and 3:
Level 2a: Readiness to Teach (Core)
Student teachers are able to demonstrate the following
competences during Practicum 4 and 5:
Sub-competences Indicators Indicators
3.1 Use assessment for learning strategies to
monitor pupils’ progress, provide constructive
feedback, which supports pupils to reflect upon
and improve their learning outcomes.
Know and understand concepts, principles and
practices of assessment for learning; and apply these in
assessing and providing feedback to individual and
small groups of pupils.
Use basic assessment for learning strategies to monitor
pupils’ progress and provide constructive and timely
feedback, which supports pupils to understand their
strengths and areas for improvement.
3.2 Use the outcomes of formative and summative
assessment to inform planning and target
setting and improve the effectiveness of
teaching and learning.
Use the outcomes of assessment for learning activities
to inform planning of learning activities and decisions
about teaching approaches and strategies.
Evaluate the outcomes of formative and summative
assessment to inform planning and teaching and set
pupils targets, which lead to improvement in their
learning.
3.3 Provide oral and written reports to parents,
carers and other stakeholders on children’s
performance, progress and achievements.
Provide teacher mentors with basic information about
pupils’ performance and progress.
Provide teacher mentors with clear, detailed
descriptive reports about pupils’ performance and
progress.
28
Appendix II: Role of mentor teachers approved for BA Basic Education Degree programmes in Palestinian Universities
Practicum Time Expectations in school Level Role of the mentor
Practicum 1 University only Level 1 Mentors can be invited into universities as part of student teachers’ orientation to Practicum.
Practicum 2
University
16 hours
Paired placement
1. School environment observation with the peer (5 hours)
2. Partial teaching with the peer (25 hours) as assistant teachers
3. Teaching half a day (2.5 continuous hours a day for 12 days) which is equivalent to 30 hours, this includes: a. Classroom observation
with the peer b. Teaching with the peer c. Teaching individually
with observation by peer
Level 1
Organising student teachers’ experience Plan for observation and teaching activities during paired placement. Ensure practicum requirements for teaching hours and different subjects are met by both student teachers. Organising student teachers’ roles as assistant teachers Plan for specific activities to be undertaken by student teachers acting as assistant teachers. Ensure that both students meet the practicum requirements as assistant teachers. Supporting lesson planning Provide information to support student teachers’ lesson planning for team and solo teaching. Observing student teachers’ teaching Use skills of classroom observation and analysis. Be aware of student teachers’ stage of development while observing teaching. Conduct 8 formal lesson observations during practicum, including 1 joint observation with university supervisor Providing feedback on planning and observed teaching Use skills of professional dialogue and collaboration to review and feedback on student teachers’ plans. Identify areas for student teachers’ professional development which recognise their current level of experience. Supporting student teachers’ reflection on observations and teaching Use skills of professional dialogue to encourage student teachers to analyse observed teaching and to identify their own areas for improvement. Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor
School
60 hours
29
Discuss student teachers’ progress with the Academic Supervisor during the practicum period and participate in a meeting to complete the final assessment. Contribute to feed back to help improve university courses.
Practicum 3
University
16 hours
Paired placement
1. Teaching half a day (2.5 continuous hours a day for 6 days) which is equivalent to 15 hours: a. Classroom observation
with the peer b. teaching with the peer c. teaching individually
2. Teaching half a day (2.5 continuous hours a day for 12 days) which is equivalent to 30 hours which includes teaching individually with the peer observation
3. Teaching a full day for 9 days (45 hours)
Level 1
Organising student teachers’ experience
Plan for observation and teaching activities during paired placement. Ensure
practicum requirements for teaching hours and different subjects are met by both
student teachers.
Organising student teachers’ roles during peer teaching lessons Ensure that student teachers have a clear understanding of their roles and
responsibilities during peer teaching situations.
Supporting lesson planning
Provide information to support student teachers’ lesson planning for team and solo
teaching with increased expectations from Practicum 2
Observing student teachers’ teaching
Use skills of classroom observation and analysis. Use knowledge of student teachers’ targets from Practicum 2 while observing teaching. Conduct 5 formal lesson observations during practicum, including 1 joint observation with university supervisor. Providing feedback on planning and observed teaching
Use skills of professional dialogue and collaboration to review and feedback on
student teachers’ plans. Identify areas for student teachers’ professional
development which extend their current level of experience.
Supporting student teachers’ reflection on observations and teaching
Use skills of professional dialogue to encourage student teachers to analyse
observed teaching and to identify their own areas for improvement
Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make
School
90 hours
30
judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor
Discuss student teachers’ progress with the Academic Supervisor during the
practicum period and participate in a meeting to complete the final assessment.
Contribute to feedback to help improve university courses.
Practicum 4
University
16 hours
Students paired in school, but
not in same class.
1. Teaching full day for13 days (65 hours)
2. Teaching a continuous week (25 hours)
Level 2a
Organising student teachers’ experience
Mentor teachers must ensure they are familiar with reports from the previous
school. Plan for observation and teaching activities. Ensure practicum requirements
for teaching hours and different subjects are met.
Supporting lesson planning
Provide information to support student teachers’ lesson planning with increased
expectations from Practicum 3
Observing student teachers’ teaching
Use skills of classroom observation and analysis. Use knowledge of student teachers’ targets from Practicum 3 while observing teaching Conduct 5 formal lesson observations during practicum, including 1 joint observation with university supervisor. Organise for students to conduct peer observations of each other. Providing feedback on planning and observed teaching
Use skills of professional dialogue and collaboration to review and feedback on
student teachers’ plans. Identify areas for student teachers’ professional
development which extend their current level of experience.
Supporting student teachers’ reflection on observations and teaching
Use skills of professional dialogue to encourage student teachers to analyse
observed teaching and to identify their own areas for improvement .
Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make
School
90 hours
31
judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor
Discuss student teachers’ progress with the Academic Supervisor during the
practicum period and participate in a meeting to complete the final assessment.
Contribute to feed back to help improve university courses.
Practicum 5
University
32 hours
Independent Teaching
Teaching a full and continuous
week for 4 weeks
Level 2
Organising student teachers’ experience
Plan for teaching activities in a different Grade ( 1-2 or 3-4) from Practicum 4.
Ensure practicum requirements for teaching hours and different subjects are met. If
student teachers have changed schools, mentor teachers must ensure they are
familiar with reports from the previous Practicum
Supporting lesson planning
Provide information to support student teacher’s lesson planning with increased
expectations from Practicum 4
Observing student teachers’ teaching
Use skills of classroom observation and analysis. Use knowledge of student
teacher’s targets from Practicum 4 while observing teaching Conduct 4 formal
observations to include 2 joint observations with university supervisor – 1 formative
near the beginning, 1 near the end with a summative focus against RTTI.
Providing feedback on planning and observed teaching
Use skills of professional dialogue and collaboration to review and feedback on
student teachers’ plans. Identify areas for student teacher’s professional
development which extend their current level of experience.
Supporting student teachers’ reflection on observations and teaching
Use skills of professional dialogue to encourage student teachers to analyse
observed teaching and to identify their own areas for improvement
Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements.
School
120 hours
32
Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor
Discuss student teachers’ progress with the Academic Supervisor during the
practicum period and participate in a meeting to complete the final assessment.
Contribute to feed back to help improve university courses.
33
Appendix III: Practicum Template approved for BA Basic Education Degree programmes in
Palestinian Universities
Number of observation visits by
academic supervisor and mentor
Year and
Semester
Practicum Number
Credit
Hours
Number of Hours
At the school
At the
University
Year 2 Fall Practicum 1
Orientation
1 0 16 hours
1 hour a week
for 16 weeks
3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 1 (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation
Year 2
Spring
Semester
Practicum 2
Observation
and
teaching
2 60 hours
1. School environment observation with the peer (5 hours)
2. Partial teaching with the peer as assistant teachers (25hours)
i
3. Teaching half a day (2.5 continuous hours a day for 12 days) which equivalent to 30 hours, this includes: a. Class room observation with
the peer b. Teaching with the peer c. Teaching individually with
observation by peer
16 hours
1 hour a week
for 16 weeks
3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 1 (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation
Year 3
Fall Semester
Practicum 3
Teaching 1
2 90 hours
1. Assistant teacher 20 hours 2. Teaching half a day (2.5
continuous hours a day for 8 days) which equivalent to 20 hours: a. Classroom observation with
the peer b. Teaching with the peer c. Teaching individually
3. Teaching a full day for 10 days (50 hours)
16 hours
1 hour a week
for 16 weeks
3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 2A (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation
Year 3
Spring
Semester
Practicum 4
Teaching 2
2 90 hours
1. Teaching full day for13 days (65 hours)
2. Teaching a continuous week (25 hours)
16 hours
1 hour a week
for 16 weeks
34
Note:
1. This means students must teach a different grade in each of these two practicum periods. 2. Students must attend a different school in Practicum 3 and 4.
4 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 2A (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation
Year 4
Fall Semester
Practicum 5
Teaching 3
2 120 hours
Teaching a full and continuous week
for 5 weeks.
16 hours
1 hour a week
for 16 weeks
Total 9 360 80
35
Appendix IV: Classroom Environment and Culture Observation Form
1. During observation tick the relevant boxes to indicate that there is evidence that the aspects of classroom
environment or culture are present. 2. As soon as possible after observation, reflect upon note the main points of your observations. 3. Then refer to the PTPDI competences and indicate which sub-competences are involved. 4. Finally, summarise the main areas of strength and areas of need in each category. 5. Be ready to discuss this observation form with your academic supervisor and fellow students during the
Learning Circles in the Practicum Course at University.
Focus Observations Link to PTPDI Competences
Classroom Appearance
Organized, neat & uncluttered
Sufficient space for pupils and teacher to move efficiently
Pupils’ work is displayed
Other visual materials are displayed to support learning
Classroom Management
Safe & orderly environment
Routines & procedures are clear
Pupils understand behavioural expectations
Positive behaviour is reinforced
Negative behaviour is addressed through re-directing
Teacher moves throughout the classroom to interact with pupils
Teacher manages/monitors several activities simultaneously
Teacher manages learning proactively & calmly
Teacher displays energy & enthusiasm
Time is used effectively & efficiently
Classroom Culture
Positive rapport and respectful, positive pupil-teacher relationships are evident
Pupils demonstrate mutual respect for each other
Pupils are comfortable sharing ideas, questions, concerns, or needs
Pupils’ contributions and successes are praised
Overall strengths
Main areas of need
Note: This form is used during Practicum 2
36
Appendix V: Practicum Classroom Observation Form
This classroom observation form is designed to help you observe behaviours in the classroom that involve the application of specific PTPDI competences.
1. You may use this form to conduct observations of school teachers and also your fellow student teachers. The following is recommended:
2. During observation make brief notes of what the teacher/student teacher does in response to the Focus of Observation questions.
3. As soon as possible after observation, reflect upon the questions in the other two columns and add your notes. You will find it helpful to refer closely to the PTPDI
competences when you complete this form.
4. Be ready to discuss this observation form with your academic supervisor and fellow students during the Learning Circles in the Practicum Course at University.
PTPDI
competence
Focus of observation Describe briefly what the teacher /
student teacher does
To what extent and in what ways was
this effective?
What else could the teacher / student
teacher have done and why?
2.1 What does the teacher do to
establish a safe, motivating
interactive learning
environment?
2.2 What kinds of teaching
strategies and resources
does the teacher use to
enable learning to take
place?
2.3 How does the teacher use ICT
and Technology Enhanced
Learning and Teaching
approaches to support pupils’
learning?
2.4 What does the teacher do to
promote and maintain
positive behaviour among
pupils?
37
2.5 What does the teacher do to
motivate, engage and include
all pupils taking into account
their diverse learning needs?
2.6
What does the teacher do to
provide opportunities for
pupils to make meaningful
connections among aspects
of learning across the
curriculum and to their daily
lives?
2.7 How does the teacher
communicate in the lesson to
facilitate teaching and pupils’
learning?
3.1 What kinds of assessment for
learning strategies does the
teacher use to monitor
pupils’ progress, and provide
feedback?
38
Appendix VI: PTPDI Task Evidence Matrix
Instructions to student teachers
1. In the column on the left please write the name of each portfolio task you are including as evidence. You may need to include at least three tasks to cover the full range of
competences.
2. Then please colour the boxes to show which competences you believe that you are demonstrating for each portfolio task.
COMPETENCES IN THE PTPDI
Competences 1. Planning for learning and teaching 2. Teaching to facilitate learning 3. Assessing and reporting learning outcomes and progress
Sub- Competences 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3
Portfolio Tasks
Sub
ject
co
nte
nt
Pal
esti
nia
n c
urr
icu
lum
Fact
ors
th
at p
rom
ote
lear
nin
g
Fact
ors
th
at h
ind
er le
arn
ing
Lin
k b
etw
een
pla
nn
ing,
teac
hin
g an
d e
valu
atio
n
Lear
nin
g en
viro
nm
ent
Teac
hin
g st
rate
gies
an
d
reso
urc
es
Tech
no
logy
en
han
ced
lear
nin
g an
d t
each
ing
(TEL
T)
Stra
tegi
es
for
po
siti
ve
beh
avio
ur
Ap
pro
ach
es t
o in
clu
sive
pra
ctic
e
Co
nn
ecti
on
s ac
ross
th
e
curr
icu
lum
Effe
ctiv
e co
mm
un
icat
ion
Life
-lo
ng
lear
nin
g
Ass
essm
ent
for
lear
nin
g
stra
tegi
es
Ass
essm
ent
to in
form
pla
nn
ing
Rep
ort
ing
pu
pil
pro
gres
s
EXAMPLE: Using subject textbooks flexibly and creatively
39
Appendix VII: Portfolio Task Feedback Form
On this page you need to
1. Identify which specific aspects of the task you would like feedback on.
2. These aspects may be related to specific PTPDI competences needed for the task or aspects
of child-centred approaches to learning and teaching employed in the task.
3. You also need to set goals or targets for your further development. When you do further
tasks these goals should guide you in deciding what to focus on.
4. Your academic supervisor will give you feedback on the aspects of the task you have asked
for feedback. S/he will also give you feedback on the goals/targets you have set yourself.
For the student:
Please give me feedback on the following aspect(s) of my task:
After reflecting on my task, my goal/target for the following task is as follows:
For the Academic Supervisor:
Feedback on your task:
Feedback on your goal:
40
Appendix VIII: PTPDI Competency Profile
Practicum 2 / 3 / 4 / 5
Dear student
Congratulations on successfully completing your Practicum. This is your PTPDI Competency Profile and it provides you with an overview of all the PTPDI competences that you have
developed throughout your Practicum. We sincerely hope that it will provide a valuable overview of your achievements and help to guide you in identifying your areas of strength
and the areas that you might wish to focus upon in the future in your quest to be the very best teacher that you can be for the benefit of your pupils and education in Palestine.
COMPETENCES IN THE PTPDI
Competences 1. Planning for learning and teaching 2. Teaching to facilitate learning 3. Assessing and reporting
learning outcomes and progress
Sub- Competences 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3
Focus
Sub
ject
co
nte
nt
Pal
esti
nia
n c
urr
icu
lum
Fact
ors
th
at p
rom
ote
lear
nin
g
Fact
ors
th
at h
ind
er
lear
nin
g
Lin
k b
etw
een
pla
nn
ing,
teac
hin
g an
d e
valu
atio
n
Lear
nin
g en
viro
nm
ent
Teac
hin
g st
rate
gies
an
d
reso
urc
es
Tech
no
logy
en
han
ced
lear
nin
g an
d t
each
ing
(TEL
T)
Stra
tegi
es
for
po
siti
ve
beh
avio
ur
Ap
pro
ach
es t
o in
clu
sive
pra
ctic
e
Co
nn
ecti
on
s ac
ross
th
e
curr
icu
lum
Effe
ctiv
e co
mm
un
icat
ion
Life
-lo
ng
lear
nin
g
Ass
essm
ent
for
lear
nin
g
stra
tegi
es
Ass
essm
ent
to in
form
pla
nn
ing
Rep
ort
ing
pu
pil
pro
gres
s
Overall rating