briefing for cooperating teachers 2015. briefing overview 1.introduction -tenets of practicum...

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


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)


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


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


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


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.


2.1 APT Form



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


2.1 APT Form



3. FEEDBACK and ASSESSMENT

Gives appropriate and timely feedback to pupils Monitors and addresses pupil understanding Gives meaningful tasks/homework

2.1 APT Form




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


2.1 APT Form


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


2.1 APT Form


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


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)


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.


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.


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


• 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.


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.


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.


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


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)


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


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

briefing for cooperating teachers 2015. briefing overview 1.introduction -tenets of practicum...

Documents

tenets of practicum

practicum office slide

practicum website

practicum whats new

nies slide

practicum book prizes

student teachers courses

experienced teachers