Briefing for Cooperating Teachers

Briefing for

Cooperating Teachers

2012

Briefing Overview

1. What’s New

2. What? Why? How?

3. Roles of SCM, CT and NIES

4. Practicums in 2012

5. Supervisions(a) Final practicums (mainly Terms 1 and 2, TP/TP2)

• Lesson observation-feedback cycle

• Mode of assessment

• The NEW APT form and Summative Report

(b) Non-Final practicums (Term 3, SE/TA/TP1)• Requirements

• Mode of assessment

• The NEW APT form and Summative Report

Briefing Overview

5. Submission of reports

6. Documents for CTs from their student teachers

7. Practicum briefings for student teachers

8. Changes to PGDE JC and PGDE Pri practicums

9. Practicum website

• New APT form and Summative Report

• Degree Year 2 TA– Degree Year 2 student teachers doing TA will have to do

assisted teaching (1 class for CS1) during Weeks 3 - 5

• Changes to PGDE JC and PGDE Pri practicums

1. What’s New

2. 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.

2. What? Why? Who?

School Coordinating Mentor (SCM)

Cooperating Teachers (CTs)

andStudent Teachers

NIE Supervisor (NIES)

NIE Moderator / External Examiner

School Principal

3. 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)



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

3.1 Role of SCM

Overall in charge of the practicum

• Main liaison person with the NIES

• 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 NIES the potential DISTINCTION and FAIL cases (for relevant practicums) before the moderation deadline

3.2 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.

3.3 Role of NIES

• Official representative of NIE

• Gives feedback to student teacher on portfolio presentation during pre-practicum conference (PGDE JC + PGDE Pri)

• 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

• Listens to student teacher’s final portfolio presentation and helps him/her consolidate learning during post-practicum conference (PGDE JC and PGDE Pri)


PRIMARY SCHOOLS

Practicums in 2012


Programme IntakeDip AR/MU Ed (1-Yr) Jul 12 SE 25 Jun-20 Jul

Dip AR/MU/HE Ed (1-Yr) Jul 11 TP 20 Feb - 4 MayDipEd Yr1 Jul 11 TP1 25 Jun - 27 Jul

DipEd Yr2 Jul 10 TP 20 Feb - 4 MayBA/BSc(Ed) Yr1 Jul 11 SEBA/BSc(Ed) Yr2 Jul 10 TA 25 Jun - 27 Jul

BA/BSc(Ed) Yr3 Jul 09 TP1 25 Jun - 27 Jul

BA/BSc(Ed) Yr4 Jul 08 TP2 20 Feb - 4 MayPGDE(S) Jan 12 TP 25 Jun - 31 AugPGDE(S) Jul 11 TP 20 Feb - 4 MayPGDE(JC)* Jul 11 TP 20 Feb - 4 MayPGDE(PE) Yr1 Jul 11 TP1 25 Jun - 27 Jul

PGDE(PE) Yr2 Jul 10 TP2 20 Feb - 4 May

SEPJUNAPR MAY JUL AUGFEB MAR

9 - 13 Jul

* JCs and MI will only get PGDE(JC) student teachers for practicum.

Practicums in 2012

SECONDARY SCHOOLS, IP SCHOOLS, JC & MI

5. Supervisions

- Final Practicums (mainly Terms 1 & 2)

Diploma Programmes – TP2

BA/BSc (Ed) Programmes – TP2

PGDE (PE) – TP2

PGDE (Pri and Sec) (Jul intake) – TP

PGDE (Sec) (Jan intake) – TP (Term 3)

5. Supervising Final Practicums

THE LESSON OBSERVATION-FEEDBACK CYCLE

1. Pre-Observation Conference2. Lesson Observation (use NEW APT form)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.

•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



2. Lesson Observation• Use the New Assessment of Performance in Teaching form

– Part A: Teaching Processes

i. Lesson preparation

ii. Lesson delivery & management

iii. Feedback & evaluation

iv. Classroom management– Part B: Professional Attributes & Attitudes

i. Leaner-centered Values

ii. Teacher Identity

iii. Service to School

Give a completed copy to the student teacher for filing after each lesson observation

New APT form

Glossary for New APT



APT Form Part A: Teaching Process 1

LESSON PREPARATION

□ Excelling□ Proficient□ Acceptable□ Unacceptable

Delineates appropriate learning objectives

Selects appropriate content Selects appropriate teaching

strategies, learning activities and resources

Caters to pupils’ diverse needs and abilities

Develops a workable/appropriate time schedule



APT Form Part A: Teaching Process 2LESSON IMPLEMENTATION


Introduces and concludes lesson appropriately

Arouses and sustains pupil interest Encourages pupil participation Gives clear explanations 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




FEEDBACK and EVALUATION


Gives appropriate and timely feedback to pupils

Monitors and addresses pupil understanding

Gives meaningful tasks/homework




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


THE LESSON OBSERVATION-FEEDBACK CYCLEThe APT Form (Part A) :

Grading for Teaching Processes 1 – 4



APT Form Part B: Attributes & Attitudes



The APT Form (Part B) :

Grading for Professional Attributes & Attitudes



The APT Form : Grading for processes 1 – 4

Excelling Applies all the relevant competencies of the process confidently and skillfully

Proficient Applies most of the relevant competencies of the process appropriately, but with some hesitation

Acceptable Applies some of the relevant competencies of the process appropriately, but with much hesitation

Unacceptable Fails to apply any of the competencies of the process appropriately



The APT Form : Grading for process 5 – Professional Qualities

Excellent Exhibits professional qualities consistently and willingly in all relevant situations without any reminders

Good Exhibits professional qualities willingly in most relevant situations, but has to be reminded occasionally

Acceptable Exhibits professional qualities willingly in most relevant situations, but has to be reminded fairly often

Unacceptable Fails to behave in a professional manner in any situation even after being reminded and given feedback



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


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 Supervisor:• 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)


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 period of the

practicum

• 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

5. Supervisions

- Non-Final Practicums (Term 3)

Diploma Programmes – SE, TA

BA/BSc (Ed) Programmes – SE, TA, TP1

PGDE (PE) – TP1

5. Supervising Non-Final Practicums

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.

# Assisted Teaching: Degree Year 2 student teachers doing TA have to do assisted teaching (1 class for CS1) during Weeks 3-5

Programme & Practicum Type

Observe CTs & Other Teachers

Guided Teaching

CT Formal Observation

Dip Art/Music Ed SE (1-yr) 2 wks + Wkly Reflections 2 wks 2

Dip Ed TP1, PGDE(PE) TP1 2 wks + Wkly Reflections 3 wks 2

BA/BSc (Ed) SE 2 wks (1 wk Pri, 1 wk Sec) - -

BA/BSc (Ed) TA 5 wks + Wkly Reflections # 3 wks -

BA/BSc (Ed) TP1 Wk 1 and throughout 4 wks 4

MODE OF ASSESSMENT FOR SE/TA/TP1

• Weekly Reflection Journals to be completed by student teacher during the Observation Weeks [as indicated in previous slide; N.A. for BA/BSc(Ed) SE, TP1]

– CT to use a checklist to check off what student teacher has completed weekly but NO need to mark them

– NIES will receive journals at the end of each week and provide feedback


Dip + PGDE PE Checklist

Degree TA Checklist

MODE OF ASSESSMENT FOR SE/TA/TP1

• Observation of student teacher’s teaching in final weeks by CTs and NIES using the NEW APT [as indicated in previous slide; N.A. for BA/BSc (Ed) SE &TA]

• Pass / Fail or Satisfactory / Unsatisfactory – Overall grade is weighted more on student teacher’s

professional conduct and attitude


6. Submission of Reports

• Do NOT submit the APT forms used for individual lesson observations.

• Submit the NEW 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

7. 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 – Pri 20-24 (except PGDE Pri); Sec 16-20; JC 8-10

7. 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

(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

8. 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

Location : NIE 1-01-01Fax Number : 6896 9110

Telephone Number : 6790 3308

• A/P Liu Woon Chia Associate Dean

• A/P Ivy Tan Sub Dean• Dr Jessie Png Sub Dean• Ms Abby Lim Assistant

Head• Ms Therese Joo Assistant

Head• Ms Janice Yeo Executive

Officer• Ms Afida Executive

Officer

8. Practicum Office

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

THANK YOU

Briefing for Cooperating Teachers

Documents

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