briefing for cooperating teachers 2015. briefing overview 1.introduction -tenets of practicum...
TRANSCRIPT
Briefing for
Cooperating Teachers
2015
Briefing Overview1. Introduction
- Tenets of Practicum- What’s New- What? Why? Who? - Generic Roles and Responsibilities of NIES, SCM & CT- Practicums in 2015
2. Lesson Observation-Feedback Cycle - APT Form - Grading Guidelines for Assessors
3. Supervisiona) Final Practicums
b) Non-final Practicums
4.Submission of Reports
Briefing Overview
5. Documents for CTs from their student teachers
6. Practicum briefing for student teachers
7. PGDE Practicums
8. Issues from previous TPs
9. Practicum website
10.Practicum office
1. Introduction− Tenets of Practicum− What’s New− What? Why? Who? − Generic Roles and Responsibilities
of SCM, CT & NIES− Practicums in 2015
1.1 Tenets of PracticumPracticum – The Spine of the Programmes
1. Practicum as an integrated part of a coherent program.
2. Practicum provides opportunities for purposeful mentoring from experienced teachers and university supervisors.
3. Practicum allows student teachers to develop their teacher competency through graduated responsibilities and opportunities for practice.
4. Practicum is assessed through clearly defined standards, not bounded by mere content knowledge.
5. Practicum strives to develop thinking teachers with the use of planned and structured reflection, and focused professional conversations.
1. Practicum Book Prizes– With effect from 2015, two additional book prizes valued at $500 each
will be awarded by cohort to the best student teacher in Practicum in the Degree and Diploma programmes. (Practicum Book Prizes for the PGDE (Pri) and PGDE (Sec/JC) programmes started in 2013)
2. New School Experience Tasks [BA/BSc (Ed) Programmes]− SE will start on 13 – 24 July 2015 to allow student teachers to go for
Building University Interns for Leadership Development (BUILD) internship
3. New Professional Practice and Inquiry (PPI)
4. APT form with a DATE of the lesson included− at present there is date at the end of the APT for signature and date)
1.2 What’s New
APT Form
1.3 What? Why?
• Practicum, or field experience, is linked to the student teachers’ courses and is critical to their growth and development as teachers.
• It provides the opportunity to make critical connections between theory and practice.
• It is possible only through the strong three-way partnerships between NIE, MOE and schools, as well as between supervisor, student and cooperating teacher.
School Coordinating Mentor (SCM)
Cooperating Teachers (CTs)
andStudent Teachers
NIE Supervisor (NIES)
NIE Moderator / External Examiner
School Principal
1.4 Roles of SCM, CT and NIES
1.4 Roles of SCM, CT and NIES
Types of Support• Instructional support
– includes assisting the novice with the knowledge, skills, and strategies necessary to be successful in the classroom and school
• Psychological support– to build the protégé's sense of self through
confidence building, developing feelings of effectiveness, encourage positive self-esteem, enhancing self-reliance, and learning to handle stress that is a large part of transition
(Gold, 1996)
1.4 Roles of SCM, CT and NIES
Mentor Roles• A co-enquirer who stimulates students’ reflections
on their own lessons• A model and instructor of students’ teaching • An information source for tips and advice• A provider of an introduction to the teaching world• A coach or a supporter• A challenger• An evaluator
1.4.1 Role of SCM
• Overall in charge of the practicum
• Main liaison person with the NIES
• Conduct briefing for induction of student teachers
• Conduct briefing for induction of CTs
• Oversee work of CTs & student teachers
• Facilitate observation of other teachers’ lessons
• Facilitate Focused Conversations (All PGDE)
• Evaluate student teachers’ practicum performance
• Verify and confirm with NIES the potential DISTINCTION and FAIL cases before the moderation deadline
• Provide support for STs who call in sick without MC
1.4.2 Role of CT
• Help settle student teacher*• Acquaint student teacher with school set-up*• Assist student teacher in preparing for classroom teaching• Mentor student teacher in his/her professional development• Guide student teacher in classroom teaching & management• Observe lessons conducted by student teacher#
• Evaluate student teacher’s teaching performance• Meet with NIES and SCM towards the end of Practicum to discuss
summative grades
* Probably done by the SCM who is overall in charge of the practicum in the school. But CTs need to reinforce messages.
# Goes through the whole lesson observation-feedback cycle
1.4.3 Role of NIES• Official representative of NIE• Conduct pre- and post-practicum conferences • Give feedback to student teacher on portfolio presentation during pre-practicum
conference (All PGDE)• Oversee work of student teacher• Take care of all the student teachers in schools under his/her charge• Conduct lesson observations (for relevant practicum)• Liaise with school via SCM (and CTs if necessary)• Moderate student teachers’ performance across schools under his/her charge• Provide an NIE moderator for ALL potential DISTINCTION and FAIL cases• Inform student teacher of moderation for potential DISTINCTION / FAIL• Collaborate and decide with school on final grade to be awarded to student
teacher• Listen to student teacher’s final portfolio presentation and help him/her
consolidate learning during post-practicum conference (All PGDE)• NEW For Professional Practice and Inquiry (PPI), assess the student teacher’s
ability to reflect and inquire into his/her practice through his/her sharing during pre-practicum conference and Focused Conversations
• NEW Prepare student teacher’s PPI assessment report
1.5 Practicums in 2015
PRIMARY SCHOOLSSchool Holidays
Programme IntakeDipEd (CL) (1-Yr) Jul 14 TP: 25 Feb - 08 MayDipEd Yr1 Jul 14 TP1: 29 Jun - 31 Jul
DipEd Yr2 Jul 13 TP2: 25 Feb - 08 MayBA/BSc(Ed) Yr1 Jul 14 SEBA/BSc(Ed) Yr2 Jul 13 TA: 29 Jun - 31 Jul
BA/BSc(Ed) Yr3 Jul 12 TP1: 29 Jun - 31 Jul
BA/BSc(Ed) Yr4 Jul 11 TP2: 25 Feb - 08 MayPGDE(PE) Yr2 Jan 14 TP2: 29 Jun - 04 SepPGDE(P) Jul 14 TP: 25 Feb - 08 May
SEPAPR MAY JUL AUGFEB MAR JUN
13 - 17 July
Practicum in 2015
1.5 Practicums in 2015
SECONDARY SCHOOLS, IP SCHOOLS, JC & MI
Practicum in 2015
School Holidays
Programme IntakeDip AR/MU/HE Ed (1-Yr) Jul 14 TP: 25 Feb - 08 MayDipEd Yr1 Jul 14 TP1: 29 Jun - 31 Jul
DipEd Yr2 Jul 13 TP2: 25 Feb - 08 MayBA/BSc(Ed) Yr1 Jul 14 SEBA/BSc(Ed) Yr2 Jul 13 TA: 29 Jun - 31 Jul
BA/BSc(Ed) Yr3 Jul 12 TP1: 29 Jun - 31 Jul
BA/BSc(Ed) Yr4 Jul 11 TP2: 25 Feb - 08 MayPGDE(S) Jul 14 TP: 25 Feb - 08 MayPGDE(JC)* Jul 14 TP: 25 Feb - 08 May
* Pure JCs and MI will only get PGDE(JC) student teachers for practicum.
SEPJUNAPR MAY JUL AUGFEB MAR
20 - 24 Jul
2. Lesson Observation-Feedback Cycle- APT Form- Grading Guidelines for Assessors
2. Lesson Observation-Feedback Cycle
Planning
Implementation
Assessment
Reflection
The process comprises a 3-stage cycle:
1. Pre-Observation Conference
2. Lesson Observation
- APT form
3. Feedback Conference
2. Lesson Observation-Feedback Cycle
1. Pre-Observation Conference• Check to see that the lesson plan (~5 pages)
- Has definite, meaningful goals/objectives, - Is relevant to the topic/subject,- Is appropriate for the class/level,- Is workable in terms of methods/time given.
• Suggest modifications, only if it is really necessary*• Agree on points of focus for the observation• Decide the time for the Feedback Conference (SAME
day)
2. Lesson Observation – APT Form
2. Lesson Observation-Feedback Cycle
Lesson Plan Template
3. Feedback Conference• Hold the conference asap after the lesson observation
- Oral feedback preferably within the same day- Written feedback within a week (original copy of the
APT for CT/NIES, and a photocopy for the student teacher’s Practicum File)
- What to remember during feedback conferencing:i. Examine those aspects of teaching that was jointly agreed
upon as the observational focus during the pre-observation conference
ii. May need to use counseling skills
iii. May take the lead in analysis and interpretation, and may also play the more direct role of instructor, providing specific suggestions. Encourage student teacher to see both his/her strengths and weaknesses
2. Lesson Observation-Feedback Cycle
Part A: Teaching Processes– 1. Lesson preparation– 2. Lesson implementation– 3. Feedback & evaluation– 4. Classroom management
Part B: Professional Attributes & Attitudes– Learner-centered Values– Teacher Identity– Service to School
2.1 APT Form
Glossary for APT Form
APT Form
2.1 APT Form
APT Form Part A: Teaching Process 1
PART A: TEACHING PROCESSES
PROCESSES COMPETENCIES
1. LESSON PREPARATION
Delineates appropriate learning objectives Selects appropriate sequence and content Selects appropriate teaching strategies, learning activities
and resources/equipment Caters to pupils’ diverse needs and abilities Develops a workable/appropriate time schedule Selects appropriate venue and set up (# PE only)
# PE only – where environment is safe and space is maximised for effective teaching and learning.
APT Form Part A: Teaching Process 2
2.1 APT Form
PART A: TEACHING PROCESSES
PROCESSES COMPETENCIES
2. LESSON IMPLEMENTATION
Introduces and concludes lesson appropriately Arouses and sustains pupil interest Encourages pupil participation Gives clear explanations/demonstrations Questions and responds appropriately Stimulates higher-order thinking Uses voice and language appropriately Organises and facilitates individual/group learning
effectively Integrates IT/media/resources effectively and/or
creatively Paces lesson appropriately
APT Form Part A: Teaching Process 3
2.1 APT Form
PART A: TEACHING PROCESSES
PROCESSES COMPETENCIES
3. FEEDBACK and ASSESSMENT
Gives appropriate and timely feedback to pupils Monitors and addresses pupil understanding Gives meaningful tasks/homework
2.1 APT Form
APT Form Part A: Teaching Process 4
PART A: TEACHING PROCESSES
PROCESSES COMPETENCIES
4. CLASSROOM MANAGEMENT
Establishes interaction and rapport with pupils Sets and enforces classroom rules/routines effectively Maintains discipline in a positive way Creates a secure environment which engenders trust
and respect Creates an environment that empowers pupils
2.1 APT Form
APT Form Part A: Grading for Teaching Processes 1 - 4
Competency Level
Level 1 Level 2 Level 3 Level 4 Level 5
Not Yet Emerging Satisfactory Proficient Excellent
Unable to apply most of the relevant competencies of the process
Applies some of the relevant competencies of the process
Applies most of the relevant competencies of the process quite effectively
Applies most of the relevant competencies of the process effectively
Applies all the relevant competencies of the process confidently and skilfully
APT Form Part B: Professional Attributes & Attitudes
2.1 APT Form
PART B: PROFESSIONAL ATTRIBUTES AND ATTITUDES
LEARNER-CENTRED VALUES
Shows care and concern for pupils Encourages pupils’ interest in the subjectHas high expectations of pupilsRespects diversity of pupils’ backgrounds
APT Form Part B: Professional Attributes & Attitudes
2.1 APT Form
PART B: PROFESSIONAL ATTRIBUTES AND ATTITUDES
TEACHER IDENTITY
Has professional integrity Able to adapt to different situations when necessaryShows perseverance Is receptive to feedback Is reflective Reports punctually for lessons and school events Completes and submits assigned tasks on timeMarks pupils’ work promptly and accuratelyIs sensitive to socio-cultural diversityProjects a professional image
APT Form Part B: Professional Attributes & Attitudes
2.1 APT Form
PART B: PROFESSIONAL ATTRIBUTES AND ATTITUDES
SERVICE to SCHOOL
Shows initiativeWorks well with peers and colleaguesSupports school’s events and programmes
2.1 APT Form
APT Form Part B: Grading for Professional Attributes & Attitudes
Unacceptable Fails to behave in a professional manner despite reminders
Acceptable Exhibits professional qualities in some relevant situations
Good Exhibits professional qualities in most relevant situations
ExcellentExhibits professional qualities in an exemplary and consistent manner
2.2 Grading Guidelines for AssessorsTEACHING PRACTICE GRADING: GUIDELINES FOR ASSESSORS
Grade descriptor in final Teaching Practice Summative Report (Part I)
Suggested overall grade (Distinction, Credit, Pass, Fail)
Rated mostly “Excellent” and some “Proficient” for the processes in Part A, and no lower than “Good” for the attributes/attitudes in Part B.
DISTINCTION
Will have to be moderated.
Rated mostly “Proficient” and a mix of “Excellent” and/or “Satisfactory” for the processes in Part A and no lower than “Good” for the attributes/attitudes in Part B.
CREDIT
Rated minimally “Satisfactory” for all the processes in Part A, and no lower than “Acceptable” for attributes/attitudes in Part B.
PASS
Rated a “Not yet/Emerging” competence for any of the processes in Part A, or “Unacceptable” for the attributes/attitudes in Part B.
FAIL
Will have to be moderated.
2.2 Grading Guidelines for Assessors
Grading for Teaching Processes 1 - 4
PassCredit Distinction
3. Supervisions(a) Final Practicums
- mainly Terms 1 & 2
BA/BSc (Ed) Programmes – TP2
Diploma Programmes – TP2
PGDE (Pri, Sec and JC) (Jul intake) – TP
PGDE PE (Jan intake) – TP (Term 3)
(a) Final Practicums
Programme Type GradingNo. of hours per week
(≈ No. of periods)CT Lesson
Observations
BA/BSc(Ed) Year 4 TP2
Distinction* / Credit / Pass / Fail*
Pri: 10-12 hrs(≈20-24)
Sec/IP: 10-12 hrs(≈16-20)
8
Dip Art/Music Ed (1-Yr) TP
Dip Ed (CL) (1-Yr) TP
Dip HE Ed (1-Yr) TP
Dip Ed Year 2 TP2
PGDE PE (Sec) Year 2 TP2
PGDE(JC)
TP / TP2
6-7.5 hours (≈8-10) 4#
PGDE(S) 9-10 hours (≈14-16) 6#
PGDE(P)9-10 hours (≈18-20) 6#
PGDE PE (Pri) Year 2
PGDE(P) 1-CS Art/Music 7.5-8.5 hours (≈15-17) 6#
Note:NIES – 2 school visits and 2 lesson observations for all TP/TP2* Must be moderated# Student teachers will go through Focused Conversations
(a) Final Practicums
MODE OF ASSESSMENT
Cooperating Teachers :• Formative assessments via lesson observations and reported on APT forms
(refer to guidelines for details)• Summative APT report by Main CT• Ensure formative and summative grades align
School Coordinating Mentor and Principal :• Summative assessment, highlighting professional attitude and conduct, in
consultation with CTs
NIE Supervisor :• 2 Formative assessments via lesson observations and reported on APT forms• Summative assessment based on APT reports and input from school
personnel (CTs, P/VP, SCM)
(a) Final Practicums
MODE OF ASSESSMENT
Overall grade for final practicums :
DISTINCTION / CREDIT / PASS / FAIL
• Both school and NIES must come to a consensus during the final assessment meeting chaired by the Principal
• Moderation is compulsory for DISTINCTION and FAIL cases: Decided collaboratively by school and NIES by deadline set by Practicum Office, NIE – check exact date from TP schedule.
• Moderation deadline MUST be adhered to.
ALL FAIL cases must repeat practicum before they are allowed to graduate.
(a) Final Practicums
THE SUMMATIVE REPORT
• Part I (peach) : Main CT’s summative APT report• Part II (peach) : SCM’s and Principal’s comments
• Part III (lilac):NIES’ summative report (includes endorsement of final grade agreed
upon with Principal and SCM)
Note:• Final grade entered in Parts II & III must be the
same.
(a) Final Practicums
THE SUMMATIVE REPORT (PART I)
Main CT’s summative APT report:• Review all the information collected over the 10 weeks• Discuss the student teacher’s progress with the SCM
(and NIES if necessary)• Discuss with the student teacher before writing the report• Consider the student teacher’s general progress from the
initial stages to this final stage and make notes on developments
• Look ahead and consider the student teacher’s potential for future development
• Ensure formative and summative grades align
(a) Final Practicums
• Do NOT submit the APT forms used for individual lesson observations.
• Submit the Summative Report (peach colour) after CTs, SCM and Principal have discussed and completed it in consultation with the NIES, to the NIES at the Final Assessment Meeting, or to Practicum Office (Fax No. 68969110) by the DEADLINE
3. Supervisions(a) Non-Final Practicums
- Term 3
BA/BSc (Ed) Programmes – SE, TA, TP1
Diploma Programmes – TP1
PGDE (PE) – TP1
* Must be moderated
(b) Non-Final Practicums
Programme Type/Duration Grading
No. of hours per week (≈ No. of periods)
Observe CTs & Other
Teachers
Assisted Teaching
CT Lesson Observations NIES
BA/BSc(Ed) Year 1
SE2 weeks
Satisfactory / Unsatisfactory
Pri: 10-12 hrs(≈20-24)
Sec/IP: 10-12 hrs
(≈16-20)
2 weeks
(1 week Pri,1 week Sec)
NIL NIL NIL
BA/BSc(Ed) Year 2
TA5 weeks
Pass / Fail
2 weeks & throughout + Weekly
Reflections
#3 weeks NIL2
school visits
School Experience and Teaching Assistantship
# Assisted Teaching: Degree Year 2 student teachers doing TA have to do assisted teaching (1 class for CS1) during Weeks 3-5. They are not meant to be assessed. They are ONLY assisting their CTs.
(b) Non-Final Practicums
ASSESSMENT FOR BA/BSc SE• SE Tasks (new)• SE Summative Report
− Satisfactory/Unsatisfactory
ASSESSMENT FOR BA/BSc TA• Reflection Journal (5 weekly reflections)
– NIES and CT will receive journals at the end of each week and provide feedback
• Checklist– CT to use the checklist to check off what student teacher
has reflected weekly but NO need to mark them• TA Summative Report
– Pass / FailDegree TA Checklist
Degree SE Tasks (NEW)
Implications of New SE Tasks
General mentoring role and responsibilities of SCMs and CTs – unchanged
• CTs are not responsible for student teachers completing their SE tasks.
• Student teachers are not required to submit the completed SE tasks to their CTs either.
• However, the CTs may respond to student teachers should they seek some advice from them.
(b) Non-Final Practicums
Programme GradingNo. of hours per
week (≈ No. of periods)
Observe CTs & Other Teachers
Guided Teaching
CT Lesson Observations
NIES
BA/BSc(Ed) Year 3
Pass / Fail*
Pri: 10-12 hrs(≈20-24)
Sec/IP: 10-12 hrs(≈16-20)
1 week &
throughout + Week 1
Reflection
4 weeks 4
2 school visits +
1 observation
Dip Ed Year 1Dip PE Year 1
Pass / Fail
2 weeks &
throughout + Week1 & 2 Reflections
3 weeks 2
PGDE(PE) Year 1
3 weeks(only PE)
2 (Only PE)
Teaching Practice 1 (5 weeks)
* Must be moderatedGuided teaching can take form of a progression of practice – from teaching of lesson segments, to co- or paired-teaching with the CT, and finally to monitored independent teaching of complete lessons. The progression of guided teaching can vary among student teachers depending on the individual’s level of progress.
(b) Non-Final Practicums
ASSESSMENT FOR TP1• Reflection Journal (Week 1 for BA/BSc, Week 1 & 2 for Dip &
PGDE PE)– NIES and CT will receive journals at the end of each week
and provide feedback• Checklist (Week 1 for BA/BSc, Week 1 & 2 for Dip & PGDE PE)
– CT to use the checklist to check off what student teacher has completed weekly but NO need to mark them
• APT form – formative• TP Summative Reports
– Pass / Fail (* moderation for BA/BSc)– Gather and review all information over the 5 weeks– Make a final decision
Degree TP1 Checklist
Dip+PGDE PE Checklist
4. Submission of Reports
• Do NOT submit the APT forms used for individual lesson observations (EXCEPT in DISCREPANCY CASES).
• Submit the Summative Report (peach and lilac, NOT yellow and green) after CTs, SCM and Principal have discussed and completed it in consultation with the NIES, to the NIES at the Final Assessment Meeting, or to Practicum Office (Fax No. 68969110) by the DEADLINE.
5. Documents for CTs from Student Teachers
1. Letter to Cooperating Teacher stating – NIE’s THANKS– dates of practicum period and no. of weeks– no. of formal classroom observations – NIE Supervisor’s name and contact info. – attached with the following documents ...
2. Suggested guidelines for schools (a copy also sent to P) stating– Time-table arrangements
• No. of teaching periods per week
5. Documents for CTs from Student Teachers
2. Suggested guidelines for schools stating– Time-table arrangements
• Teaching subjects – Pri: GEN 2 - 3 subjects; Sec: 1 - 2 subjects; JC: 1 subject– student teachers must teach all subjects trained in - refer to
computer printout and suggested guidelines
(note: PE student teachers)• Class levels/types/streams
– A mix of upper and lower levels– No more than 2 levels per CS– Pri: preferably NOT P1 and the very weak classes– Sec: preferably Sec 1-3, and NOT the most difficult classes in the
streams• School session (school to decide)
5. Documents for CTs from Student Teachers
2. Suggested guidelines for schools stating– Arrangements for opportunities to observe CT(s)
and other experienced teachers during Week 1
and at other times during practicum– Student teachers may be asked to help relieve
classes NOT more than 2 periods per day, when
staff is on medical leave. – CCA responsibilities – ONLY observing
5. Documents for CTs from Student Teachers
3. Roles and Responsibilities of the – Cooperating Teacher (CT)– School Coordinating Mentor (SCM)– Student Teacher– NIE Supervisor (NIES)
4. Where applicable: – Checklist of Teaching Competencies– Assessment of Performance in Teaching (APT) form
5. CV and Subject List for School Principal
6. Practicum Briefing for Student Teachers
• Professional conduct– be a member of staff of the school– write lesson plans for ALL lessons taught– work closely with CTs– extend copies of lesson plans to CTs in advance
• Absenteeism– original MCs for NIE, photocopy for school.
Personal letters are not accepted – AWOL cases: SCM to fax notification form to NIE
asap for warning letter to be sent out• Dress code guide• Submit CV and Subject List to Principal
7. PGDE Practicums
• Use of APT form and Summative report• Reduce number of teaching periods • Reduce number of formative assessments by CT• Introduce Focused Conversations (FORMATIVE)
– formalise sharing sessions conducted by SCMs– facilitated by SCM or other senior teachers– sharing of portfolio during FC1 and FC3 (15 mins per student
teacher)– use of Reflective Practice for FC2 (about 1.5 - 2 h)
• Formalise pre- and post-practicum conferences with supervisors (half an hour per student for each conference)
• Student teachers to keep an e-portfolio
7.1 PGDE JC ONLY• Details
– a total of 6-7.5 hours (≈8-10 periods, based on 45 minutes per period) per week
– a maximum of 2 lecture periods (Each lecture period is equivalent to 2 tutorial periods)
– observation of 1 Project Work (PW) lesson per week
– lesson observation (week 1)– independent teaching (with reflection)(week 2 – 10)– opportunities to teach only non-graduating classes – opportunities to participate in collaborative, multi-
disciplinary work (example: GP, KI, or other enrichment activities)
7.1 PGDE JC ONLY
• Details− a maximum of 2 CTs, of which one is the main CT− 4 formative assessments by CT(s)
If a student teacher is allocated lecture periods, 1 of the 4 formative assessments can be allocated to lecture but the other 3 should be for tutorials.
The APT form will be used for both lectures and tutorials. Depending on the nature of the lesson, section(s) of the APT form can be left blank if the process(es) cannot be assessed during the lesson.
− 2 formative assessments by NIES− 3 Focused Conversations
7.2 PGDE Sec + PE(Sec) ONLY
• Details– a total of 9-10 hours (≈14-16 periods) per week– lesson observation (week 1)– independent teaching (with reflection)(week 2 – 10)– 6 formative assessments by CT(s)– 2 formative assessments by NIES− 3 Focused Conversations
7.3 PGDE Pri + PE(Pri) ONLY
• Details– teaching periods
• PGDE Pri + PE(Pri): 9-10 hours (≈18-20 periods) per week
• PGDE Pri – 1 CS Art/Music: 7.5-8.5 hours (≈15-17 periods) per week
– lesson observation (week 1)– independent teaching (with reflection)(week 2 – 10)– 6 formative assessments by CT(s)– 2 formative assessments by NIES− 3 Focused Conversations
Session Week Focus
FC 1 1
Portfolio Sharing – Student teacher's learning in NIEStudent teacher is to share what he/she has learnt from the courses at NIE that have influenced his/her conception of teaching and learning. (15 mins)
FC2
3-6
Managing Teaching and Learning Student teacher is to bring up for discussion issues on either classroom management or issues related to motivating students and instructional strategies.
NEW PPI assessment – Student teacher’s reflection using the Reflective Practice Model; and how he/she will be collecting relevant data to improve on his/her teaching practice. (Assessment is done by NIES for PGDE Pri / Sec / JC ONLY)*
FC3
9-10
Portfolio Sharing – Student teacher's learning in school With reference to the GTCs, student teacher is to share how his/her practicum experience has helped to develop his/her teaching competencies. (15 mins)
NEW PPI assessment – Student teacher’s reflection on the use of inquiry to develop one or more graduand teacher competencies. (Assessment is done by NIES for PGDE Pri / Sec / JC ONLY)*
Presentations for FC1 + FC3 should preferably be supported by artefacts extracted from e-Portfolio.
Record of FC (with comments from SCM) must be filed in student teacher’s practicum file.
7.4 All PGDE Practicums
7.4.1 Focused Conversations (e-Portfolio)
• NIE e-portfolio is referred to as the Learning and Teaching Portfolio.
• “Learning” and “Teaching” highlight the two foci in charting the development of a student teacher at NIE, from his/her induction as a beginning teacher to his/her eventual professional development as a skilful teacher.
• The e-portfolio encourages student teachers to integrate and aggregate their learning.
Pre-service training
Learning portfolio
• Practicum• Induction
of BT
Showcase portfolio
• Beginning Teacher
• Trained teacher
Teaching portfolio
8. Issues from Previous TPs
• Student teacher not given the recommended number of periods
• Given subjects that student teacher is not trained in• Student teacher not given opportunities to observe
lessons.• Did not receive adequate mentoring• Only received APT forms at the end of practicum• APT forms did not show areas of weakness• Was not told that he/she is at-risk of failing
9. Practicum Website
http://www.nie.edu.sg/practicum
Content:• PPT slides for induction of CTs• Practicum Handbooks (hard copy will be disseminated
at the SCM Briefing)• Other practicum-related documents for schools, NIE
Supervisors (NIES) and student teachers
10. Practicum OfficeLocation : NIE2-03-03
Fax Number : 6896 9110
Telephone Number : 6790 3308
• A/P Ivy Tan Associate Dean, Practicum & School Partnerships
• A/P Eddy Chong Sub-Dean, Practicum• Ms Therese Joo Manager, Practicum• Ms Afida Jappar Executive Officer, Practicum• Ms Janice Yeo Executive Officer, Practicum
• Dr Jessie Png Sub-Dean, School Partnerships • Mr Sunny Sitoe Manager, School Partnerships
• Dr Chua Bee Leng Sub-Dean, e-Portfolio• Mr Chris Chua Manager, e-Portfolio• Ms Berlinda Khu Asst Educational Technologist
THANK YOU