Transcript Document
Briefing for Cooperating Teachers
2011
Briefing Overview
1. What? Why? How?
2. Roles of SCM, CT and NSC 3. Practicums in 2011
Briefing Overview
4. Supervisions
– Final practicums (mainly Terms 1 and 2, TP/TP2 ) • • • Lesson observation-feedback cycle Mode of assessment The Summative Report – Non-Final practicums (Term 3, SE/TA/TP1 ) • • Requirements Mode of assessment
5. Submission of reports 6. Documents for CTs from student teachers 7. Practicum briefings for student teachers 8. Practicum Office 9. Practicum website
1. What? Why? Who? • 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.
1. What? Why? Who?
2. Roles of SCM, CT and NSC
School Principal School Coordinating Mentor (SCM) NIE Supervision Coordinator (NSC) Cooperating Teachers (CTs) and Student Teachers NIE Moderator / External Examiner
2. Roles of SCM, CT and NSC
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)
2. Roles of SCM, CT and NSC
Mentor Roles • A model and instructor of students’ teaching • An information source for tips and advice • A provider of an introduction to the teaching world • A co-enquirer who stimulates students’ reflections on their own lessons • A coach or a supporter • A challenger • An evaluator
2. Role of SCM Overall in charge of the practicum • Main liaison person with the NSC • Conducts briefing for induction of student teachers • Conducts briefing for induction of CTs – PPT slides for induction of CTs can be downloaded from NIE’s Practicum Website – CT Handbook (with details of task & responsibilities) can be found in the SCM folder and on the Practicum Website • Oversees work of CTs & student teachers • Facilitates observation of other teachers’ lessons • Evaluates student teachers’ practicum performance • Verifies and confirms with NSC the potential DISTINCTION and FAIL cases (for relevant practicums) before the moderation deadline
2. Role of CT
• Helps settle student teacher* • Acquaints the student teacher with school set-up* • Assists the student teacher in preparing for classroom teaching • Guides the student teacher in classroom teaching & management • Observes lessons conducted by student teacher • Evaluates student teacher’s teaching performance
* Probably done by the SCM who is overall in charge of the practicum in the school. But CTs need to reinforce messages.
2. Role of NSC
• Official representative of NIE • Oversees work of student teachers • Conducts lesson observations (for relevant practicums) • Liaises with schools via SCM (and CTs if necessary) • Moderates student teachers’ performance across schools under his/her charge • Provides an NIE moderator for ALL potential DISTINCTION and FAIL cases (for relevant practicums) • Collaborates and decides with school on final grade to be awarded to student teachers
3. Practicums in 2011 PRIMARY SCHOOLS
Prog Intake
DipEd (CL) (1-Yr) Jul 10 DISE (1-Yr) DipEd Yr1 DipEd Yr2 BA/BSc(Ed) Yr1 BA/BSc(Ed) Yr2 Jul 10 Jul 10 Jul 09 Jul 10 Jul 09 BA/BSc(Ed) Yr3 BA/BSc(Ed) Yr4 PGDE Jul 08 Jul 07 Jul 10 TP TP TP TP2 TP
Mar Apr
21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May
May Jun Jul Aug
TA 27 Jun - 29 Jul SE 4 - 8 Jul TA 27 Jun - 29 Jul TP1 27 Jun - 29 Jul
3. Practicums in 2011
Prog
Dip AR/MU Ed (1-Yr) Dip AR/MU/HE Ed (1-Yr) DISE (1-Yr) DipEd Yr1 DipEd Yr2 BA/BSc(Ed) Yr1 BA/BSc(Ed) Yr2 BA/BSc(Ed) Yr3 BA/BSc(Ed) Yr4 PGDE PGDE PGDE(PE) Yr1 PGDE(PE) Yr2
Intake
Jul 11 Jul 10 Jul 10 Jul 10 Jul 09 Jul 10 Jul 09 Jul 08 Jul 07 Jan 11 Jul 10 Jul 10 Jul 09 SECONDARY SCHOOLS TP TP TP
Mar Apr
21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May
May
TP2 TP TP2 21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May
Jun Jul
SE 27 Jun-22 Jul
Aug
TA 27 Jun - 29 Jul 12 - 16 Jul SE TA 27 Jun - 29 Jul TP1 27 Jun - 29 Jul TP 27 Jun - 2 Sep TP1 27 Jun - 29 Jul
3. Practicums in 2011 IP SCHOOL / JCs / MI
Prog
PGDE (Sec) PGDE (Sec) Jul 10 PGDE (PE) Yr1 Jul 10 TP PGDE (PE) Yr2 Jul 09 TP2 PGDE (JC)
Intake
Jan 11 Jul 10 TP
Mar Apr
21 Feb - 6 May 21 Feb - 6 May 21 Feb - 6 May
May Jun Jul Aug
TP 27 Jun - 2 Sep TP1 27 Jun - 29 Jul
4. Supervisions - Final Practicums (mainly Terms 1 & 2)
Diploma Programmes – TP BA/BSc (Ed) Programmes – TP2 PGDE (Pri and Sec) (Jul intake) – TP PGDE (PE) – TP2 PGDE (Sec) (Jan intake) – TP (Term 3)
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The process comprises a 3-stage cycle: 1. Pre-Observation Conference 2. Lesson Observation 3. Feedback Conference
1. Pre-Observation Conference
• Check to see that the lesson plan – 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.
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE
1. Pre-Observation Conference
(contd.) • Suggest modifications, only if it is really necessary. • Agree on
points of focus
for the observation • Agree on how the lesson observation will be recorded (e.g., using a checklist, audio-recorder) • Decide the time for the Feedback Conference (SAME day) • Written report should follow within that week
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE
2. Lesson Observation
• Assessment of Performance in Teaching (APT) form – the strengths and weaknesses of the student teacher’s teaching competencies in four areas:
i. Lesson preparation ii. Lesson delivery & management iii. Classroom management iv. Feedback & evaluation
– the student teacher’s
professional qualities
in the fifth area
Give a completed copy to the student teacher for filing after each lesson observation
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE Sample of an APT Form :
NANYANG TECHNOLOGICAL UNIVERSITY NATIONAL INSTITUTE OF EDUCATION PGDE ASSESSMENT OF PERFORMANCE IN TEACHING (FORMATIVE) – TP
Name of Student Teacher: Programme / Intake: School: Class/Time:
PROCESSES
1 LESSON PREPARATION □ Excelling □ Proficient □ Acceptable □ Unacceptable 2 LESSON DELIVERY and MANAGEMENT □ Excelling □ Proficient □ Acceptable □ Unacceptable 3 CLASSROOM MANAGEMENT □ Excelling □ Proficient □ Acceptable □ Unacceptable 4 FEEDBACK and EVALUATION □ Excelling □ Proficient □ Acceptable □ Unacceptable Subject: Lesson: CS 1 / 2 / 3 * Unit: Lesson Observation: 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 * (* Please circle)
COMPETENCIES
Delineates appropriate learning objectives Has adequate mastery of subject knowledge/skills Selects appropriate teaching strategies, learning activities and resources Caters to students’ diverse needs Develops a workable/appropriate time schedule ( ) ( ) ( ) ( ) ( ) Introduces and concludes lesson appropriately Paces lesson appropriately Sustains student interest and encourages participation Organises and monitors individual/group learning adequately Gives clear explanations Questions and responds appropriately ( ) ( ) ( ) ( ) ( ) ( ) Uses voice and language appropriately ( ) Uses IT/media/resources effectively ( ) Establishes interaction and rapport Establishes a supportive learning environment Reinforces good behaviour appropriately Sets and enforces classroom rules/routines effectively Uses a range of preventive and intervention strategies appropriately Gives appropriate and timely feedback to students Monitors and addresses student understanding Gives meaningful assignments and marks them accurately and promptly ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
COMMENTS (strengths, areas for improvement and suggestions)
5 PROFESSIONAL QUALITIES □ Excellent □ Good □ Acceptable □ Unacceptable Shows care and concern for students ( ) Demonstrates warmth and enthusiasm ( ) Demonstrates adaptability ( ) Is responsive to feedback Is reflective Is punctual for lesson Dresses professionally ( ) ( ) ( ) ( ) Name of Cooperating Teacher / NIE Supervision Coordinator
Guidelines for completing the APT Form - See reverse for details
Signature Date .
GUIDELINES FOR COMPLETING THE APT (FORMATIVE) FORM FOR FINAL TEACHING PRACTICE
The purpose of the final Teaching Practice (TP) is to help the student teachers to continue to hone in their teaching skills. They will plan, prepare relevant resources and manage students independently for whole lessons. However, they have to keep their CTs informed of what they are doing. They will also continue to be provided opportunities to observe their CTs teach.
What you have to do is as follows :
Complete one form for each lesson observation. Give verbal feedback on the student teacher’s strengths and weaknesses for the lesson observed within the same day. Make a photocopy of the completed form and give it to the student teacher for his/her reference and filing within one week of the lesson observation. When completing the form, pay special attention to the
Processes
listed. For each Process, you may want to tick the box against the quality that best summarizes the student teacher’s performance for that particular lesson observed. The purpose is to construct a profile of the student teacher’s strengths and weaknesses in terms of his/her content knowledge, teaching skills and professional qualities. It is important to substantiate the quality indicated with descriptive comments. The
Competencies
listed for the 5 Processes are to help highlight the key skills which should be displayed when carrying out that particular process. Indicate strengths and weaknesses by entering the ‘ + ’ and ‘ - ‘ signs in the brackets provided. If a particular competency is neither a strength nor a weakness, then leave it blank. The
Comments
section is for writing down the student teacher’s strengths and areas for improvement, and suggestions for doing so. This section is divided into 3 blocks. The first block is for comments on the Lesson Preparation process. The second block which comprises the processes of Lesson Delivery and Management, Classroom Management and Feedback and Evaluation, is for a free flow of comments on the lesson delivery. The third block is devoted to comments on the student teacher’s professional qualities that were displayed during that particular lesson observed.
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
PROCESSES COMPETENCIES
1. LESSON PREPARATION □ □ □ Excelling Proficient □ Acceptable Unacceptable • Delineates appropriate learning objectives • Has adequate mastery of subject knowledge/skills • Selects appropriate teaching strategies, learning activities and resources • Caters to students’ diverse needs • Develops a workable/appropriate time schedule
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
PROCESSES COMPETENCIES
2.
LESSON DELIVERY and MANAGEMENT □ □ □ Excelling Proficient □ Acceptable Unacceptable • Introduces and concludes lesson appropriately • Paces lesson appropriately • Sustains student interest and encourages participation • Organises and monitors individual/group learning adequately • Gives clear explanations • Questions and responds appropriately • Uses voice and language appropriately • Uses IT/media/resources effectively
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
PROCESSES COMPETENCIES
3.
CLASSROOM MANAGEMENT □ □ □ Excelling Proficient □ Acceptable Unacceptable • Establishes interaction and rapport • Establishes a supportive learning environment • Reinforces good behaviour appropriately • Sets and enforces classroom rules/routines effectively • Uses a range of preventive and intervention strategies appropriately
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
PROCESSES COMPETENCIES
4.
□ □ FEEDBACK and EVALUATION Excelling Proficient □ Acceptable □ Unacceptable • Gives appropriate and timely feedback to students • Monitors and addresses student understanding • Gives meaningful assignments and marks them accurately and promptly
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
PROCESSES COMPETENCIES
5. PROFESSIONAL QUALITIES □ □ □ Excellent Good □ Acceptable Unacceptable • Shows care and concern for pupils • Demonstrates warmth and enthusiasm • Demonstrates adaptability • Is responsive to feedback • Is reflective • Is punctual for lesson • Dresses professionally
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form :
GUIDELINES FOR COMPLETING THE APT (FORMATIVE) FORM FOR FINAL TEACHING PRACTICE
The purpose of the final Teaching Practice (TP) is to help the student teachers to continue to hone in their teaching skills.
They will plan, prepare relevant resources and manage students independently for whole lessons. However, they have to keep their CTs informed of what they are doing. They will also continue to be provided opportunities to observe their CTs teach.
What you have to do is as follows :
•Complete one form for each lesson observation.
•Give verbal feedback on the student teacher’s strengths and weaknesses for the lesson observed within the same day.
•Make a photocopy of the completed form and give it to the student teacher for his/her reference and filing within one week of the lesson observation.
•When completing the form, pay special attention to the
Processes
listed. For each Process, you may want to tick the box against the quality that best summarizes the student teacher’s performance for that particular lesson observed . The purpose is to construct a profile of the student teacher’s strengths and weaknesses in terms of his/her content knowledge, teaching skills and professional qualities. It is important to substantiate the quality indicated with descriptive comments .
•The
Competencies
listed for the 5 Processes are to help highlight the key skills which should be displayed when carrying out that particular process. Indicate strengths and weaknesses by entering the ‘ + ’ and ‘ - ‘ signs in the brackets provided. If a particular competency is neither a strength nor a weakness, then leave it blank.
•The
Comments
section is for writing down the student teacher’s strengths and areas for improvement, and suggestions for doing so. This section is divided into 3 blocks. The first block is for comments on the Lesson Preparation process. The second block which comprises the processes of Lesson Delivery and Management, Classroom Management and Feedback and Evaluation, is for a free flow of comments on the lesson delivery. The third block is devoted to comments on the student teacher’s professional qualities that were displayed during that particular lesson observed.
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form : Grading for processes 1 – 4 Excelling Applies all the relevant competencies of the process confidently and skillfully Proficient Acceptable Unacceptable Applies most of the relevant competencies of the process appropriately, but with some hesitation Applies some of the relevant competencies of the process appropriately, but with much hesitation Fails to apply any of the competencies of the process appropriately
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE The APT Form : Grading for process 5 – Professional Qualities Excellent Good Acceptable Unacceptable Exhibits professional qualities consistently and willingly in all relevant situations without any reminders Exhibits professional qualities willingly in most relevant situations, but has to be reminded occasionally Exhibits professional qualities willingly in most relevant situations, but has to be reminded fairly often Fails to behave in a professional manner in any situation even after being reminded and given feedback
4. Supervising Final Practicums THE LESSON OBSERVATION-FEEDBACK CYCLE
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 your file, 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
4. Supervising Final Practicums MODE OF ASSESSMENT
Cooperating Teachers :
• Formative assessments via lesson observations and reported on APT forms • 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 Supervision Coordinator :
• Formative assessment via 2 lesson observations and reported on APT forms • Summative assessment based on APT reports and input from school personnel (CTs, P/VP, SCM)
4. Supervising Final Practicums MODE OF ASSESSMENT
Overall grade for final practicums : DISTINCTION / CREDIT / PASS / FAIL
• Both school and NSC 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 NSC by deadline set by Practicum Office, NIE – check exact date from TP schedule
ALL FAIL cases must repeat practicum before they are allowed to graduate.
4. Supervising Final Practicums THE SUMMATIVE REPORT • Part I (yellow) : Main CT’s summative APT report • Part II (yellow) : SCM’s and Principal’s comments • Part III (green): NSC’s summative report (includes endorsement of final grade agreed upon with Principal and SCM) • •
Note: Criteria for final TP grading given in SCM file.
Final grade entered in Parts II & III must be the same.
4. Supervising Final Practicums THE SUMMATIVE REPORT (PART I) Main CT’s summative APT report: • Review all the information collected over the period of the practicum • Discuss the student teacher’s progress with the SCM (and NSC 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
4. Supervisions - Non-Final Practicums (Term 3)
Diploma Programmes – SE, TA BA/BSc (Ed) Programmes – SE, TA, TP1 PGDE (PE) – TP1
4. Supervising Non-Final Practicums
Programme & Practicum Type Observe CTs & Other Teachers Guided Teaching CT Formal Observation
Dip Art/Music Ed SE 2 wks + Wkly Reflections 2 wks 2 Dip Ed TA PGDE(PE) TP1 BA/BSc (Ed) SE BA/BSc (Ed) TA BA/BSc (Ed) TP1 2 wks + Wkly Reflections 2 wks (1 wk Pri, 1 wk Sec) 5 wks + Wkly Reflections Wk 1 and throughout 3 wks 4 wks 2 4
Guided teaching
can take the 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.
PGDE (PE)
– only teach CS1 in the last 3 weeks of guided teaching but observe CS2 throughout the 5 weeks.
4. Supervising Non-Final Practicums MODE OF ASSESSMENT FOR SE/TA/TP1 • Weekly Reflection Journals to be completed by student teacher during the Observation Weeks (see previous slide; not applicable for BA/BSc(Ed) SE and TP1) – CT to use a checklist to check off what student teacher has completed weekly but NO need to mark them – NSC will receive journals at the end of each week and provide feedback
4. Supervising Non-Final Practicums MODE OF ASSESSMENT FOR SE/TA/TP1 • Observation of student teacher’s teaching in final weeks by CTs and NSC using the APT (see previous slide; not applicable for BA/BSc (Ed) SE and TA) • Pass / Fail or Satisfactory / Unsatisfactory – Overall grade is weighted more on student teacher’s professional conduct and attitude
5. Submission of Reports • Do NOT submit the APT forms used for individual lesson observations. • Submit the YELLOW Summative Report after CTs, SCM and Principal have discussed and completed it in consultation with the NSC,
to
the
NSC at the Final Assessment Meeting
, or to
Practicum Office
(Fax No. 68969110) by the DEADLINE.
(The Summative Report will be sent to you before the end of the practicum.)
6. 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 Supervision Coordinator’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 – Pri 20-24; Sec 16-20; JC 10-12
6. Documents for CTs from their 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 • Class levels/types/streams – A mix of upper and lower levels – No more than 2 levels per CS – Pri: preferably no 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)
6. Documents for CTs from their Student Teachers
2. Suggested guidelines for schools stating
– CCA responsibilities – only observing – Arrangements for opportunities to observe CT(s) and other teachers during Week 1 and at other times during practicum
6. Documents for CTs from their Student Teachers
3. Roles and Responsibilities of the
– Cooperating Teacher (CT) – School Coordinating Mentor (SCM) – Student Teacher – NIE Supervision Coordinator (NSC)
4. Where applicable:
– Checklist of Teaching Competencies – Assessment of Performance (APT) form
5. CV and Subject List for School Principal
7. 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
8. Practicum Office • • • • • A/P Liu Woon Chia A/P Ivy Tan Ms Abby Lim Ms Therese Joo Ms Afida Location : NIE 1-01-01 Fax Number : 6896 9110 Telephone Number : 6790 3308 Associate Dean Sub Dean Assistant Head Executive Officer Executive Officer
9. Practicum Website
http://www.nie.edu.sg/practicum
Content: • PPT slides for induction of CTs • Cooperating Teachers’ Handbooks (hard copy in SCM folder) • Other Practicum-related documents for schools, NIE supervisors (NSCs) and student teachers