PRACTICE- TEACHING MANUAL
The designing of practice teaching manual of ZSCMST-College of Education is based on the belief that the practice teaching experience is a critical part of a practice teacher in the college of education. It is believed that these practice teachers have demonstrated competence in the use of basic teaching strategies and have the potential to function as professionals. Practice teaching provides prospective teachers with the opportunity to implement all they have learned throughout their teacher education program. These practice teachers are supported by their College Dean, Program Advisers and their classroom Cooperating Teachers. They are greatly influenced by the practices and personality of these people to whom they have been assigned. Therefore, it is important that they will be placed with competent cooperating teachers.
The competent cooperating teachers assess the needs and interest of practice teachers, prepares a conducive learning environment, and teaches such that students are engaged in learning activities and stimulate their thinking skill. These are skills that the cooperating teachers help the student teachers to acquire. This practice teaching manual outlines the process by which that mentoring can take place.
GOALS OF STUDENT TEACHING
1. To provide opportunities for the Practice Teacher to observe the application of instructional and management techniques as modeled by a cooperating teacher.
2. To assist the Practice Teacher in making the transition from the role of student to that of a professional educator by assuming all of the daily responsibilities of a classroom teacher.
3. To assist the Practice Teacher in understanding the organizational structure and the respective roles of the administrative, faculty, and staff personnel of secondary school.
4. To provide the Practice Teacher with opportunities to participate in the application and evaluation of specific theories and techniques studied previously in campus-based professional education subjects under the supervision of a Cooperating Teacher who is knowledgeable and experienced in those particular theories and techniques.
5. To provide observation, guidance and evaluation for Practice teacher from both the Cooperating Teacher and the College Dean.
6. To provide Practice Teachers with the opportunity to demonstrate subject matter competence by planning and presenting lessons and assessing student learning using a variety of strategies and tools (including technology).
7. To enable Practice Teachers to participate fully in the life of the school to which they have been assigned.
8. To provide opportunities for the Practice Teacher to plan, organize, manage, and evaluate the complete daily schedule of a classroom for a specified period of at least sixteen (16) weeks of consecutive class days.
9. To provide an opportunity for Practice Teachers to reflect upon their entire professional preparation including their daily practice teaching experiences by preparing a portfolio to demonstrate their achievement and the achievement of their students.
Practice Teaching Placement and Procedures
Once a student enrolled in practice teaching, the Dean of the College of Education together with the two program advisers will seek a school placement for the prospective student teacher. Student teaching sites are limited to:
1) Public schools.
2) With cooperating teachers who are familiar with and willing to support the ZSCMST College of Education programs.
The Program advisers with the supervision of the College Dean shall initiate all requests to secondary school districts for placement of Practice Teachers by sending a letter requesting placement to the selected public secondary school’s principal.
As the educational leader of the school in which the Practice Teacher is placed, the principal’s role in the Program is essential to its success. He/she is expected to take a direct and active part in facilitating the practice teaching experience.
The expectations of the Cooperating Principal shall be as follow:
1. Cooperate with the Dean and the program advisers of the ZSCMST, College of Education in securing the most appropriate appointment of a willing and competent Cooperating Teacher,
2. Oversee the Practice Teacher’s orientation to the organizational structure, physical facilities and instructional equipment, and established procedures of the school,
3. Arrange appropriate access to the school and classroom for the Dean and program advisers for observation,
4. Provide support and advice to the Cooperating Teacher and the Practice Teacher in the solution of any unanticipated problems that may arise that are pertinent to the student teaching experience,
5. Conduct one or more formal class observations of the Practice Teacher’s teaching as time allows, and provide feedback after that session.
The Cooperating Teacher shall supervise the routine daily activities of the Practice Teacher and provide the Practice Teacher with access to teaching resources.
The Cooperating Teacher shall be paid an honorarium according to the student teaching fee structure developed by the Dean and the program advisers and approved by the College President.
The minimum qualifications of the Cooperating Teacher shall be as follows:
1. A record of at least three years of successful teaching,
2. His/her field of specialization is the same of that practice teacher assigned,
3. At least one year in the present teaching position and,
4. Willingness to support the Practice Teacher’s efforts to apply the theories and instructional methods emphasized in the College’s professional education courses.
The expectations of the Cooperating Teacher shall be as follows:
A. Conduct an orientation with the practice teacher including the following information:
1. Secondary school policies, rules and regulations and procedures including routine and emergency,
2. Copy of daily schedule and an explanation of the school’s schedule/routine/calendar,
4. Copy of the teacher’s handbook/manual, lesson plan format, curriculum guidelines and any other materials the practice teacher needs to lesson plan,
5. Instructions about grading system and assessment (practice teachers should not be given the actual class record),
6. A copy of the student’s handbook detailing the school’s disciplinary policy (please discuss your own disciplinary approach),
7. Information about faculty meetings/in-services,
8. Texts, seat plans, ID for practice teacher,
9. Accessibility of storage of materials, library use, computer use to the practice teacher,
10. Schedule weekly consultations with the Practice Teacher to discuss instructional goals, plan for instruction and evaluation of students, refine classroom management skills, and evaluate instructional skill development.
11. Support the Practice Teacher’s efforts to implement specific theories, instructional models, and teaching techniques emphasized in the College’s professional education subjects,
12. Provide for the Practice Teacher’s participation in all professional activities in which she/he the Cooperating Teacher is engaged during the period of the practice teaching assignment,
13. Make the Practice Teacher, the College Dean and the program advisers aware of any problem(s) that may become apparent as soon as possible after their first appearance,
14. Provide ongoing feedback and complete a written evaluation on forms provided by the ZSCMST-College of Education and be collected from them by the program advisers of the programs after the Practice Teaching experience.
COLLEGE DEAN AND PROGRAM ADVISERS
The Dean and the Program advisers are the representatives who facilitate communication between the ZSCMST-College of Education and Secondary School principal in all matters relating to the Practice Teacher under his/her supervision.
The expectations of the College Dean and the Program advisers shall be as follows:
1. Provide a general orientation to the practice teaching experience for the Practice Teachers.
2. Clarify the goals and procedures of the practice teaching program to the Cooperating Teachers and Principals as necessary (they will be invited for a conference before the deployment of student teachers).
3. Analyze and respond to the daily practice teaching logs to determine if problems are developing.
4. Evaluate lesson plans weekly to assist the practice teachers in developing, planning and presentation skills.
5. Regularly observe, at least four times, the Practice Teacher actively teaching to evaluate and encourage the development of the Practice Teacher’s professional skills.
6. Maintain contact with the Cooperating Teacher to discuss specific strengths and weaknesses of the Practice Teacher and set goals for coaching.
7. Confer with the Practice Teachers after the observation to help the practice teachers deal with specific issues and continue their progress.
8. Assign grade for the practice teaching experience on the basis of personal observation of the Practice Teacher’s classroom instructional behavior upon the recommendation of the Cooperating Teacher and in consultation with the principal and/or other professional educational personnel as deemed appropriate by the College Dean.
The Practice Teacher is a senior enrolled in practice teaching as one of the subjects in the course Bachelor in Secondary Education. The student has demonstrated in classes and clinical field experiences the abilities and skills that suggest he/she will become a successful teacher.
Once the practice teaching period has begun, the Practice Teacher shall participate in all professional activities that are expected of the Cooperating Teacher, including (but not limited to) faculty meetings, special duty assignments, parent-teacher conferences, and in-service workshops.
The Practice Teacher shall abide by all rules and regulations established by the Public Secondary School for its Practice Teachers, any specific requirements or assignments as may be made by the Cooperating Teacher, Cooperating Principal, College Dean and Program advisers, and the policies and procedures established for the practice teaching program of the College.
For the College, the Practice Teacher must
1) Submit weekly journal reflections.
2) Attend a weekly practice teaching conference.
3) Develop a classroom management plan.
4) Complete the portfolio and teacher work sample materials.
5) Submit a copy of a weekly schedule with times you will teach.
6) Provide a lesson plan prior to each lesson to be observed.
7) Interview school nurse, counselor, school personnel and assistant principal in charge of discipline regarding special services and individual needs (journal entry).
For the Public Secondary School, the Practice Teacher must:
1) Schedule an orientation visit. The orientation conference provides for the sharing of information and the start of a professional relationship with the cooperating teacher. The following should be discussed at the orientation visit:
a. Subjects (Topics and sub-topics to be taught).
b. Texts/materials/school curriculum guidelines.
c. General classroom management.
d. Philosophies of teaching.
e. Expectations for the role and responsibilities of the practice teacher (please consult this guide and discuss explicitly for shared understanding).
f. Flexible proposed outline for practice teaching experience.
g. Initial involvement activities for practice teacher/preparation prior to the start of practice teaching.
2) Consult with the Cooperating Teacher and prepare teaching materials appropriate to every day’s activities.
3) Effectively prepare and implement instructional activities on a daily basis.
4) Participate fully in the life of the school as a professional including:
Practice Teachers are expected to be punctual and have perfect attendance in practice teaching.
1. Arrive at school not later than the time determined by the school policy manual. It is wise to arrive the same time as the Cooperating Teacher.
2. The practice teacher should never miss school unless there are dire circumstances that prevent attendance. In that event, the practice teacher needs to notify the Cooperating Teacher or the principal and or the College Dean or Program advisers. Failure to notify all three persons in writing or verbal may result in the practice teacher being withdrawn from the practice teaching.
3. Excessive absences may result in the practice teacher being withdrawn from the practice teaching experience (at least three (3 days in a week).
Practice Teaching Uniform should always be worn. No jeans, sweatpants, pajama apparel or other unsuitable (tight or revealing, etc.) clothes should be worn to school.
SCHEDULE OF HOLIDAYS
Practice Teachers are required to adhere to the schedule of the school where they are assigned. Student Teachers typically do not have the same holidays or breaks as the ZSCMST campus and may not leave their teaching assignment to participate in ZSCMST holidays.
HOUSING ARRANGEMENTS FOR PRACTICE TEACHING SCHEDULE
Practice Teachers begin their practice teaching assignment in the first semester and be continued in the second semester especially those who do not complete the required number of hours of teaching in the first semester.
The Practice Teacher shall receive no monetary compensation for work done in connection with the practice teaching experience during the period of the assignment.
The Practice Teacher may be placed in charge of the assigned classroom on the recommendation of the Cooperating Teacher or Principal if the Cooperating Teacher is absent from school for less than two days during the period in which has assumed full classroom responsibility. If the Practice Teacher has not assumed full classroom responsibility a substitute teacher must be in the classroom.
ASSESSMENT OF THE PRACTICE TEACHING EXPERIENCE
The practice teacher will receive ongoing feedback and multiple evaluations as outlined below.
1. Cooperating Teacher Evaluation - From the Cooperating Teacher the practice teacher will receive daily informal evaluations and a formal summative evaluation at the end of the student teaching experience.
2. College Dean/Program Advisers` Evaluations - From the college dean/ program advisers, the practice teacher will receive formative evaluations and specific feedback after each observation. The college dean/ program advisers will also provide feedback and will complete a final evaluation at the end of the practice teaching experience. The program advisers give the final grade for practice teaching.
3. Additional feedback – The practice teacher should request that a school administrator (principal, department chair, other) observe one class toward the end of their full class and provide feedback, if possible.
4. Self-assessment – The practice teacher will monitor his/her own growth through the required journal reflections and teacher work sample materials.
CONFERENCES AND EVALUATIONS
Conferences between the Cooperating Teacher and the Practice Teacher should be conducted in an atmosphere of mutual trust; they should be problem-centered rather than personality -centered and should be conducted in private.
The Cooperating Teacher, College Dean or other Evaluators, should be aware of the importance of human relations to the success of such meetings, and should strive to listen, be empathetic, and remain objective. Be sure to commend the Practice Teacher for all personal strengths. Provide necessary feedback to the Practice Teacher and serve as a resource person as well. React honestly, yet keep criticism constructive and positive; provide specific, direct information about how the practice teacher can improve his/her performance.
A. Cooperating Teachers should hold formal conferences weekly at a regularly scheduled time and also the College Dean should provide formal feedback after an observation. The observation guide form can be used as an objective guide to provide specific feedback about what you are or are not seeing the practice teacher do. The observation form is tied to the final expectations of what the practice teacher is expected to know and be able to do at the conclusion of practice teaching. (Triad conference may be applied by the practice teacher, cooperating teacher and the dean or program advisers).
B. Build on the Practice Teacher’s strengths.
C. Engage the Practice Teacher in self-evaluation and goal setting and encourage the Practice Teacher to reflect on his/her performance and how they can improve that performance – to reflect on the teaching/learning process and generate solutions for themselves (if they are unable to accurately assess what is occurring in the classroom do not hesitate to offer suggestions, techniques, models that they should try).
D. Complete the evaluation form and review it with the Practice Teacher.
E. At the end of the Practice Teaching, the Cooperating Teacher, the Program Advisers and the College Dean should complete a final evaluation form. The Cooperating Teacher may review it with the Practice Teacher if you wish or keep it confidential and hand it to College Dean or Program advisers. The Program adviser should review his/her own evaluation with the Practice Teacher, keeping confidential the Cooperating Teacher’s final evaluation if he/she so desires.
The Practice Teacher needs to:
1. Realize the importance of the coaching that the Cooperating Teacher is giving you, to assist you in your professional growth.
2. Appreciate constructive criticism, don’t be defensive.
3. Don’t take feedback personally.
4. Seek suggestions for improvement and use them to change your teaching practice.
5. Be kind and gracious.
6. Keep the meetings positive.
7. If you are unable to do this for any reason, consult your College Dean or Program Adviser immediately.
PRACTICE TEACHING GRADE
The following rubric will be used to determine the Practice Teacher’s final grade for the practice teaching experience.
1.0-1.9 Only those practice teachers whose performance is outstanding as evidenced by an exceptionally high level of competence in teaching and classroom management, resourcefulness, and rapport with the students will earn a grade of "1.0-1.9" for practice teaching. Depending on the results of the evaluation of the Cooperating teacher, the Dean and the Program advisers.
2.0-2.9 Practice teachers, who complete all of the teaching responsibilities described above for at least the sixteen-week period, effectively teaching the basic curriculum, will earn a grade of "2.0-2.9". Depending on the results of the evaluation of the Cooperating teacher, the Dean and the Program advisers.
5.0 Practice teachers who encounter major problems and are unable to demonstrate competencies and as a result be withdrawn from the practice teaching experience.
PLACEMENT BY PRACTICE TEACHER
In the event that circumstances unforeseen cause a practice teacher to be unable to begin a practice teaching assignment after placement has been made, the Practice Teacher must inform the Dean of the College of Education or the Program adviser. The Dean or Program adviser will inform the Public Secondary School’s Principal. If the practice teacher wishes to continue at a later date, he/she must present to the Dean a written explanation and that the circumstances causing the prior cancellation are not likely to be repeated.
REMOVAL FROM A PRACTICE TEACHING ASSIGNMENT
In the event that the Cooperating Teacher, the host principal and the Program adviser determine that a Practice Teacher’s performance is so unsatisfactory that continuing the practice teaching experience is not in the best interests of either the students in the class or the Practice Teacher, the Practice Teacher will be removed from the assignment. The Program Adviser will confer with the Dean of the College of Education to initiate action for termination of the practice teaching experience. As soon as such determination has been made, the Dean of the College of Education shall notify the Public Secondary School’s Principal and Cooperating Teacher in writing. The practice teacher shall receive a grade of “5.0” under these circumstances and he/she MAY not be allowed to re-enroll practice teaching in the following school year.
INCOMPATIBLE WORKING ENVIRONMENT
If, in the judgment of the College Dean and the Program Advisers, the environment in which the Practice Teacher is working proves to constitute a significant hindrance to the Practice Teacher’s success, the practice teacher shall be transferred to other school.
Practice teacher may not withdraw from Practice Teaching without permission. If a Practice Teacher wants to withdraw from the practice teaching assignment for personal reasons, he/she has to write the Program Adviser. The Program adviser then will confer with the Dean. If it is decided that the practice teacher should be allowed to withdraw from practice teaching, the Practice Teacher and Cooperating Teacher including the Host Principal will be notified of the decision. This may prevent the practice teacher from completing certification requirements at ZSCMST-College of Education.
REPEATING PRACTICE TEACHING DUE TO EXTRANEOUS CONDITIONS
The practice teaching experience may be repeated in the rare event that extraneous conditions or events that could not be anticipated or prevented significantly hindered the practice teacher’s teaching. In consultation with the Dean of the College of Education the practice teacher may re-enroll for another practice teaching placement. The Program adviser must make the determination that conditions or events that could not be anticipated or prevented did, in fact, hinder the practice teacher’s performance before the enrollment can be processed.
OTHER RESPONSIBILITIES OF THE COOPERATING TEACHER AND THE PRACTICE TEACHER
The Cooperating Teacher should introduce the Practice Teacher to the class as a professional colleague and should incorporate the Practice Teacher as a fellow teacher in instructional activities from day one. Teaching responsibilities should be increased incrementally in developmentally appropriate stages. Each Practice Teacher may move through the stages at different paces. Initial teaching activities should be the activities that help the Practice Teacher gain confidence, get better acquainted with the students, and develop rapport. This should contribute to the development of classroom management and familiarity with classroom schedules and routines. The Practice Teacher will take assume responsibility of the Cooperating Teacher’s classes.
Practice teacher will prepare lessons that engage the learner, and develop cognitive, affective, and psychomotor skills as necessary to the subject area.
1. Lessons will be structured using the type of lesson plan that the Cooperating Teacher or public secondary school requires.
2. In the case that a specific type of lesson plan is not required, the Practice Teacher will use what is being taught by his/her professors in lesson planning.
3. Practice Teachers will submit lesson plans to the Cooperating Teacher at least one week prior to teaching so that he/she can provide constructive feedback before implementation.
4. Additionally, provide the College Dean or Program Adviser a lesson plans to follow/assess during visits.
5. Practice Teachers should plan, implement, and evaluate lessons and activities.
6. Practice Teachers should incorporate a variety of teaching and learning activities.
7. Practice Teachers must reflect on their own practice to improve student achievement.
Observations in the classroom provide the opportunity for Practice Teacher to acquire insight for working with students. The first week in the classroom should include significant observation opportunities, paying particular attention to the following:
1. Attention spans.
2. Temperaments and personalities. Grouping
1. Students who work together well and ones who don’t.
2. Types of group arrangements.
Teacher - Students
1. Nature of teacher-student relationships.
2. How the teacher delegates responsibility.
1. Learning rates.
2. Interests, abilities, and skills.
3. Preparation and experience.
4. Circumstances that facilitate learning.
5. Environment: bulletin boards, displays, general arrangement Instructional Methodologies
1. Planning used in the classroom.
2. Variety of instruction strategies used.
3. Use of questioning.
4. Instructional media used.
5. Instructional materials and resources used.
6. Motivational techniques used.
3. Discussion techniques.
4. Integration of content areas
In addition to observation during Week One, the Practice Teacher should:
1) Submit a weekly schedule of your Cooperating Teacher(s) to your Program Adviser.
2) Study the seat plan to memorize the students’ names. Be with students before and after class to develop rapport. Take attendance daily.
3) Between lessons, as time permits, briefly review class activities and procedures.
4) At the end of the day, clarify the day's activities and plan for the following day.
5) Learn to use the computer in the classroom (if any) and any special software used by the teacher. Assist the cooperating teacher in doing his/her tasks.
6) Work with individuals and small groups for enrichment, remediation, and on special projects or assignments.
7) Grade papers using the Cooperating Teacher’s rubrics. Compare your grading with the Cooperating Teacher’s grading to develop analytical skills consistent with his/hers.
1. Assume responsibility for planning, preparation, organization, implementation, and assessment/evaluation of one class, one period, or one year level.
2. Collaborative planning between the Cooperating Teacher and the Practice Teacher initially building to Practice Teacher responsibility for planning.
3. The Cooperating Teacher coaches the Practice Teacher to improve professional skills.
1. Gradually assume responsibilities for additional classes. The Practice Teacher should be teaching no more than half of the day.
2. The Practice Teacher is given the responsibility for planning, preparation, organization, implementation, and assessment/evaluation of the classes s/he is teaching.
3. The Cooperating Teacher and Program adviser receive the lesson plans or unit one week in advance.
4. The Cooperating Teacher and Program adviser review the lesson plans to give positive reinforcement and suggestions for improvement.
5. Accomplishing the Practice Teaching Evaluation Form.
1. Assume responsibility for planning, preparation, organization, implementation, and assessment/evaluation for teaching all classes.
2. Ask maybe another teacher to assess your teaching skills. This evaluation should be included in your teaching portfolio.
1. Gradually reduce the Practice Teachers’ teaching responsibilities for a smooth transition back to the Cooperating Teacher.
2. Practice Teacher finishes grading all projects, papers, and tests.
The final week of practice teaching is reserved for observation of additional observers/evaluators. The Cooperating Teacher can assist in identifying and scheduling these visits.
Other Assignments: Practice Teachers may assist their cooperating teachers in any extra curricular activities held in the school campus. The practice teacher participates in all school functions, such as PTA meetings, staff meetings, homeroom activities, clubs, and in-service meetings.
A. Releasing of TOR (requirements)
1. Education graduate has to take and passed in the Pre-Board Let Examination conducted by the College of Education.
2. If failed in the Exam, certification from a Review Center will serve as a requirement for the release of TOR.
Practice Teacher Code of Ethics
I realize the importance of the responsibilities I am to assume as a practice teacher and the ever-present need for a high level of ethics to guide me in discharging these duties. I believe in conducting myself accordingly with special attention directed to the following relationships:
1. To accept students for who they are: as individual human beings of worth, with purposes, interests, and needs.
2. To earn students' respect through genuine interest in them and their activities. 3. To refrain from disclosing information about students obtained during practice teaching.
4. To foster critical thinking among students by examining facts and opinions on issues without imposing personal opinions.
5. To utilize all available evaluative techniques in assessing student learning and to assist students in making judgments about their own development.
6. To establish only mature, professional relationships with students.
The Cooperating Teacher
1. To accept the cooperating teacher as a professional person giving of his/her time and energy to help a practice teacher. To respect the cooperating teacher’s program, goals, and practices, by striving to understand and support them.
2. To avoid emphasizing differences in philosophy and practices with the cooperating teacher.
3. To secure approval of the cooperating teacher in advance of implementing practice teacher’s plans and experimentation.
4. To initiate suggestions for self-improvement during evaluation sessions with the cooperating teacher.
5. To keep the cooperating teacher informed of any personal or professional concerns that might affect the students, faculty, and school.
6. To cooperate with the cooperating teacher on all activities arranged for my professional growth.
The School and Community
1. To study and support school policies.
2. To discuss school matters only with persons (principals and other school personnel) responsible for formulating and implementing school policies.
3. To avoid violation of community morals.
4. To refrain from unjustified or casual criticism of the school and community.
5. To follow school rules and expectations for professional conduct and dress.
6. To avoid use of alcohol and drugs prior to contact in a professional role with students, parents, or others.
The Dean and Program Advisers
1. To accept the Dean and Program advisers as a ZSCMST faculty concerned with assisting the student teacher to have a successful practice teaching experience.
2. To seek the Dean or Program adviser’s suggestions for improving learning situations for students and for implementing the practice teacher’s many activities in the school and community.
3. To arrange and confirm a schedule that plans for personal conferences with the Dean or Program advisers.
4. To call or write the Dean or Program advisers with respect to weekly schedule of practice teacher’s activities in school and community.
5. To consider all conferences with the Dean or Program adviser as professional and confidential.
The ZSCMST-College of Education and Liberal Arts
1. To recognize that the practice teacher represents the ZSCMST-College of Education and that his/her conduct reflects upon the reputation of the institution.
2. To refrain from criticism of my College, should I find situations in the school different from my expectations?
1. To study toward understanding the role of a practice teacher within the school, the community, and the profession.
2. To exhibit confidence and pride in the profession.
3. To look upon the profession as the greatest service to humankind and the career as offering the opportunities and responsibilities of the profession.
4. To encourage students to consider seriously the opportunities and responsibilities of the profession.
5. To contribute whenever possible to student learning experiences in the school, to the school program, and faculty planning for school improvement.
6. To become an active member in chosen professional organizations.
7. To regularly read, study, and reflect upon the literature and research pertaining to education for maximum professional improvement