A asic Education (Grades 1 – 4) Degree Practicum Handbook...

Faculty of Education

Al-Azhar University-Gaza

BA Basic Education (Grades 1 – 4) Degree

Practicum Handbook

Courses One to Five

Contents

Introduction ............................................................................................................................................ 5

Characteristics of the student teacher in Practicum .............................................................................. 5

Palestinian Teacher Professional Development Index (PTPDI) ............................................................... 6

Practicum One to Five: Structure and Requirements ............................................................................. 8

Roles and responsibilities of practicum stakeholders ............................................................................ 9

Student teacher ...................................................................................................................................... 9

Academic supervisor ............................................................................................................................... 9

School principal ..................................................................................................................................... 10

Mentor .................................................................................................................................................. 10

Practicum Field Supervisor ................................................................................................................... 10

Evaluation of Student Teacher’s Practicum .......................................................................................... 11

Evaluation process ................................................................................................................................ 11

The Practicum Portfolio and PTPDI Competency Framework .............................................................. 11

Practicum Course Outlines .................................................................................................................... 13

Practicum 1: Introduction to practicum. Course code: Educ2138 ....................................................... 13

Practicum 2: Observation and partial participation. Course code: Educ2239 ...................................... 15

Practicum 3: Partial teaching. Course code: Educ2240 ........................................................................ 17

Practicum 4: Full Teaching Duties. Course code: Educ3241 ................................................................. 19

Practicum 5. Full Teaching Duties. Course code: Educ4242 ................................................................. 21

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Appendices

Appendix I: Palestinian Teacher Professional Development Index of Competences: .......................... 23

Appendix II: Role of mentor teachers approved for BA Basic Education Degree programmes in

Palestinian Universities ......................................................................................................................... 28

Appendix III: Practicum Template approved for BA Basic Education Degree programmes in

Palestinian Universities ......................................................................................................................... 33

Appendix IV: Classroom Environment and Culture Observation Form ............................................... 35

Appendix V: Practicum Classroom Observation Form ......................................................................... 36

Appendix VI: PTPDI Task Evidence Matrix ........................................................................................... 38

Appendix VII: Portfolio Task Feedback Form ........................................................................................ 39

Appendix VIII: PTPDI Comptency Profile ............................................................................................. 40

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Introduction

The purpose of practicum is to provide student teachers with opportunities to be able to make

connections between their academic courses at university and practice in authentic school settings,

and in so doing develop the necessary competencies to be able to teach effectively in basic

education (grades one to four) classroom settings. These competences are explained in detail in the

Palestinian Teacher Professional Development Index (PTPDI) developed by the Ministry of Education

and Higher Education (MoEHE). Student teachers will begin to work towards developing their PTPDI

competencies from their first year in the Faculty of Education, and will continue to develop them

throughout their entire teaching career.

Characteristics of the student teacher in Practicum

The Faculty of education recognises that the term child-centered learning is often used without

really considering what it means in practice. In the Practicum Department, we understand child-

centered learning as approaches which put the children at the heart of the learning and teaching

process. We intend to build within our student teachers the capacity to be child-centered educators

by supporting them to develop knowledge, understanding and ability to develop the following

characteristics and skills:

1. Views pupils as individuals, plans and teaches accordingly.

2. Focuses on pupils’ learning outcomes in planning and teaching.

3. Applies Pedagogical Content Knowledge (PCK) to make effective choices to plan and

facilitate learning.

4. Recognizes and addresses pupils’ misconceptions.

5. Links learning and teaching activities to pupils’ daily lives.

6. Provides opportunities for interaction and collaboration among pupils, and encourages

expression of pupils’ voice.

7. Uses the textbook creatively to engage pupils in learning.

8. Provides opportunities for pupils to apply what they learn in new contexts.

These characteristics have informed the development of the PTPDI and are reflected in individual

competences throughout the PTPDI Competency Framework.

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Palestinian Teacher Professional Development Index (PTPDI)

The PTPDI is a framework that comprises the range of teacher competencies that every Palestinian

basic education teacher needs. There are three main competencies that are divided into 16 sub-

competencies. These reflect the daily work of teachers and cover key areas of work such as planning

lessons, all aspects of teaching and assessing and reporting pupils’ learning outcomes and progress.

In addition, the PTPDI competency framework makes explicit all the values and beliefs required by

the Palestinian teacher to be the teacher we need in our schools as envisioned by the university, the

Ministry and the government (see table below).

Planning for learning and

teaching

1.1 Subject content

1.2 Palestinian curriculum

1.3 Factors that promote

learning

1.4 Factors that hinder learning

1.5 Link between planning,

teaching and evaluation

Teaching to facilitate learning

2.1 Learning environment

2.2 Teaching strategies and

resources

2.3 Technology Enhanced

Learning and Teaching (TELT)

2.4 Strategies for positive

behaviour

2.5 Approaches to inclusive

practice

2.6 Connections across the

curriculum and to daily life

2.7 Effective communication

2.8 Continuing professional

development

Assessing and reporting learning

outcomes and progress

3.1. Assessment for learning

strategies

3.2. Assessment to inform

planning

3.3. Reporting pupils’ progress

PTPDI Competency Framework

Core professional values, beliefs and attitudes to underpin the professional teaching competences

1. Love and respect children and care for their well-being.

2. Value inclusive practice and the learning of all pupils.

3. Regard pupils as integral partners in the educational process.

4. Believe that every pupil can achieve high but realistic expectations and that teachers play a significant role

in facilitating pupils to realise their individual potential.

5. Hold positive, flexible attitudes towards change and a commitment to continued professional

development.

6. Adopt a reflective and critical approach to teaching through examining, questioning and discussing one’s

own practice.

7. Hold positive attitudes towards teamwork and collaboration.

8. Adopt high standards of ethical practice in all dealings with pupils and parties concerned with children’s

education.

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The PTPDI Competency Framework is organized into six levels, which indicate how teachers are

expected to develop their competencies during each stage of their career, from a beginning student

teacher at Level 1 to the most experienced and exceptional teacher at Level 6. The development of

competencies at each of the six levels serves a specific purpose. Student teachers are expected to

demonstrate that they have developed the required foundation and core competences at Levels 1

and 2A so that when they graduate they are “ready to teach” and enter the teaching profession as a

New Teacher. At both levels, student teachers will develop a Practicum Portfolio, which contains

evidence that they have developed the full range of readiness to teach foundation and core

competences. See Appendix I for full details of the PTPDI competences, sub-competences and

indicators at Levels 1 and 2A. An overview of all the PTPDI Levels is provided in the following table:

Palestine Teacher Professional Development Index (PTPDI) of competences

Level Professional Development Stage Purpose Evaluation

5 Exceptional competency Teacher continuing

professional development

Teacher Professional Portfolio

4 Advanced competency

3 Capable competency

2B Essential competency

Teacher continuing

professional development

Teacher Professional Portfolio

Induction Teacher Induction Portfolio

2A Readiness to teach core competency

Student Teacher (Practicum 4 & 5)

Readiness to teach Student Teacher Practicum

Portfolio (Level 2)

1 Readiness to teach foundation

competency

Student Teacher (Practicum 2 & 3)

Readiness to teach Student Teacher Practicum

Portfolio (Level 1)

Fig. 1: Overview of the PTPDI

The Faculty of Education fully adopts the Palestinian Teacher Professional Development Competency

Framework as the blueprint not only for the practicum program, but also for all aspects of your BA

Basic Education Degree program.

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Practicum One to Five: Structure and Requirements

Students are required to successfully complete a Practicum Orientation Course before they

commence their Practicum School-based Field-Experience. Starting in Year 2 Semester 2, students

will then undertake four School-based Field Experiences, one in each semester up to Year four

Semester 1. At the same time they will complete a parallel Practicum course at university which is

designed to prepare students for their successive practicum periods in school.

The Practicum programme will start in Year/Level 2, Semester 1 (third semester of the student

joining the program) and finish in Year 4 Semester 1. Each practicum has its own requirements and

structure. During Practicum Field Experience 2 and 3, students work towards developing the

competences at Level 1 of the PTPDI; while students work towards developing competences at Level

2A during Practicum 4 and 5. The Five-practicum periods are organized as illustrated in the following

figure, and distributed over the four years of the BA Basic Education Degree program in accordance

with AQAC regulations and the theoretical courses of the degree program (see Appendix II).

Year &

Semester

Practicum School-based Field

Experience AQAC requirement)

Practicum university course

(AQAC required courses)

PTPDI Level

Year 1

Sem 1 & 2

Year 2

Sem 1

Practicum Orientation

(1 CH)

Level 1

Year 2

Sem 2

Practicum 2 (60 hours) Practicum 2

(1 CH)

Level 1

Year 3

Sem 1


(1 CH)

Level 1

Year 3

Sem 2


(1 CH)

Level 2a

Year 4

Sem 1


(1 CH)

Level 2a

Year 4

Sem 2

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In the second semester of the 4th year (the final semester), the student teacher is assigned

to carry out an action research project in schools. The action research involves identifying a

pedagogical issue or problem that needs to be addressed, proposing a possible solution,

implementing this and reflecting upon its effectiveness, Student teachers will meet with

their supervisors for one-hour weekly seminar meetings to discuss their action research

during the semester.

Roles and responsibilities of practicum stakeholders

Five key people each have important roles to play in ensuring that the student teachers’ Practicum

School-based Field Experiences are well-organised and productive for all involved.

Student teacher

The student teacher is the subject of practicum. She is the product we are trying to make and polish,

therefore every aspect in the practicum is student teacher-centered. In order to ensure that

Practicum is effective the student teacher has the following responsibilities:

Achieve all the tasks assigned to her in school and at university;

Produce a complete portfolio for each Practicum;

Attend all the classes assigned, including the morning assembly;

Leave no earlier than the formal end of school day. Exceptions may be authorized by the

school principal only;

Fully collaborate with the school principal and the university academic supervisor;

Gradually participate in teaching in order to reach full class responsibility;

Fully cooperate and arrange with the school principal the assigned teaching duties;

Reflect upon and discuss her lesson teaching plans with her mentor and academic

supervisor;

Review her teaching performance with her academic supervisor and peers.

Academic supervisor

The Academic Supervisor is responsible for teaching all the theoretical sessions in the university,

coordinating with the field supervisors and collecting the feedback about the student teachers in

order to address any the shortages in students’ theoretical understanding. One of his main duties is

to make sure the practicums are running compatibly with the PTPDI.

The Academic Supervisor is assigned the following responsibilities.

Coordinate with the field supervisors;

Teach the practicum theoretical courses;

Follow up and review the student teachers’ performance;

Review the student teacher’s Practicum Portfolio and provide written feedback to enable

the student to reflect upon and improve his/her practice

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School principal

The School Principal the main person responsible for the student teachers while undertaking

practicum in school and has the following responsibilities:

Host the practicum student teacher in schools and arrange for them to be assigned to

sessions and mentor teachers;

Resolve issues and/or difficulties encountered during student teachers’ practicum in school;

Include the student teachers in the school community;

Organize the student teachers’ timetable;

Provide a written report on the student teachers.

Mentor

The Mentor Teacher is the host of student teachers, and is chosen for her experience as a teacher

and skills as a Mentor. She is the person with the most influence on the student teacher, due to the

long time the student teacher spends with her whether observing, assisting or teaching. The mentor

is required to do the following (see also Appendix III):

Introduce the student teachers to the school, its staff members, facilities, policies and the

classes they will be working in;

Guide the student teachers on the recommended ways for dealing with the school pupils

according to the pupils’ cultural background and school policies;

Be a role model for the student teachers, support and advise them in their development

according to the requirements of each Field Experience period;

Review student teachers’ lesson plans;

Observe student teachers and provide them with feedback according to the requirements of

each Field Experience period;

Review the student teacher’s Practicum Portfolio and provide oral feedback to enable the

student to reflect upon and improve his/her practice;

Evaluate the student teachers.

Practicum field supervisor

The Practicum Field Supervisor is a very important person in the training process because s/he works

collaboratively with the mentor teacher in order to support the student teachers in their

development and ensure that they complete each practicum successfully. The Practicum Field

Supervisor provides the student teacher with instructions, guidance and feedback about his progress

in the practicum and has the following responsibilities:

Cooperate with the school principal and mentor teachers in school;

Work on building positive attitudes in student teachers toward education;

Visit the student teacher in schools according to the requirements of each Practicum period;

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Conduct observations of students while teaching and provide constructive oral and written

feedback;

Address practicum difficulties and problems faced by student teachers in schools.

Evaluation of Student Teacher’s Practicum

Evaluation process

Evaluation is the process of assessing student performance and allocating a final mark for the

course. Each Practicum Field Experience is assessed to determine the extent to which student

teachers are able to demonstrate the range of competences and sub-competences included in the

PTPDI. At the conclusion of the assessment process, students receive a PTPDI Competency Profile

which indicates the level at which they have demonstrated each competency and sub-competency.

Evaluation of the University Practicum courses (1 – 5) is conducted by the Academic Supervisor

responsible for those courses. Practicum Field Experience (Practicum 2 – 5) is assessed by a number

of stakeholders; including the School Principal, Mentor Teacher, District Supervisor and Academic

Supervisor.

All the evaluation metrics are derived from Level 1 and level 2a of the PTPDI Competency

Framework, which includes the competences, sub-competences and indicators. Academic

supervisors, practicum field supervisors and mentors use evidence from student teachers’ planning,

teaching and discussions to make judgements about student teachers’ progress against the

appropriate level of the Competency framework. The detailed process for this is described below.

The Practicum Portfolio and PTPDI Competency Profile

As mentioned earlier the PTPDI defines the range of competences and sub-competences that

student teachers are expected to develop by the time they complete their Practicum School-based

Field Experiences and graduate as a qualified new Basic Education teacher. Student teachers are

required to demonstrate that they have developed all 16 sub-competences at PTPDI Level 1 during

Practicum 2 and 3 and at PTPDI Level 2A during Practicum 4 and 5.

Student teachers demonstrate and provide evidence of their ongoing competency development

through their teaching and other activities at school, and by maintaining a Practicum Portfolio for

each Practicum Field Experience in school. Developing the Practicum Portfolio includes a number of

key steps as follows:

1. It involves the student teacher in completing a number of tasks that reflect the daily work of

teachers. When writing about these tasks, they should explain clearly how the task helps

them to develop specific competences (for more details refer to the Practicum Portfolio).

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2. During Practicum 2, student teachers will undertake guided observations of the classroom

environment and culture (see Appendix IV).

3. During Practicum 2 and 3, student teachers will also undertake guided classroom

observations of teachers and their fellow students teaching (See Appendix V). The outcomes

of these observations are discussed in Practicum course sessions at the university. They may

also be written up as evidence tasks that are included in the portfolio.

4. During Practicum 3 – 5, student teachers are provided with a wide range of tasks that enable

them to focus upon development of specific competences. For each task that is included in

the portfolio, student teachers need to include a Task Rationale and Justification sheet (see

the Practicum Portfolio) and also complete a PTPDI Task Evidence matrix Form (see

Appendix VI).

5. In order to enhance autonomy, student teachers may request feedback on specific aspects

of their tasks from the academic supervisors. (see Appendix VII).

6. The submitted tasks are evaluated by the academic supervisor and the appropriate level is

indicated on the student teachers’ PTPDI Competency Profile (see Appendix VIII).

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Practicum Course Outlines

This section includes the detailed Course Outlines for each Practicum. These include a detailed

course description, the Intended Learning Outcomes (ILOs), course content and evaluation methods.

Practicum 1: Introduction to practicum. Course code: Educ2138

Course Description

This course is a one credit hour course taught in 16 hours of face-to-face sessions at the university in

Year Two Semester One. The course aims to prepare student teachers to undertake their first

Practicum Field Experience in school. Students are introduced to all aspects of practicum; including

its theory and concepts, its structure, organisation, administrative arrangements and the roles and

responsibilities of all parties. Students develop knowledge and understanding of the Palestinian

Teacher Professional Development Index (PTPDI), with a particular emphasis on the Readiness to

teach competences of Levels 1 and 2A and how these competences will form their professional

development as future teachers. During microteaching sessions at university, they will develop skills

in a range of aspects of classroom observation and analysis.

Course ILOs

By the end of the course the student teacher should be able to

1. Discuss the theory, concept and benefits of practicum.

2. Explain the structure of practicum, how it is organised and its enrollment methods and

regulations.

3. Demonstrate understanding of the PTPDI levels, competences, sub-competencies and

indicators and how Practicum Field Experience aligns to them.

4. Implement basic techniques in classroom observation and analysis.

Learning and Teaching Strategies

Learning and teaching strategies include seminars, discussions, video analysis, micro-teaching and

independent study.

Practicum 1: Contents of weekly sessions

Topics Week

The concept, organization, structure, roles and responsibilities of those involved in

Practicum 1.

Introduction to the Palestinian Teacher Professional Development Index (PTPDI),

rationale, structure and process 2.

Exploring teacher competences 3.

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Exploring teacher competences 4.

Values, beliefs and attitudes in the PTPDI 5.

Child development, characteristics of child-centred learning and the PTPDI 6.

Characteristics of effective learning environments 7.

Introduction to approaches for classroom observation and analysis; analysis of videos

of learning and teaching, identifying characteristics of effective learning and teaching 8.

Characteristics of effective teaching and planning for microteaching (1) 9.

Microteaching Session 1 10.


Characteristics of effective teaching and planning for microteaching (2 12.



Reflections and conclusions about student teachers’ values and beliefs 15.

Course Evaluation

15% on activities

30% mid Term Exam

15% Student Portfolio

40 Final Exam

15

Practicum 2: Observation and partial participation. Course code: Educ2239

Course Description

Practicum II comprises two parts. The university component includes attending 16 sessions in the

College of Education, which focus upon developing the knowledge and skills required to undertake

Practicum 3 effectively. The Field Experience component includes attending 60 training hours in

schools. This course aims to develop student teachers understanding of school environment and

skills in classroom observation and planning of learning activities as well as fundamental teaching

skills according to the PTPDI level 1 competences. At school student teachers are required to teach

parts of lessons, followed by teaching a complete lesson, then they will end with teaching a half

school day schedule of Arabic and Math for grade one and two evenly. The Field Experience involves

a paired placement, shared teaching, and peer observation and feedback. The student teacher is

also required to act as an assistant teacher. The student teachers are required to self-reflect on their

teaching and pupils learning.

Course ILOs

By the end of the course, the student teacher should be able to:

1. Identify the key aspects of the school and classroom environments.

2. Conduct school and classroom observations effectively.

3. Identify the development of specific PTPDI competences based upon basic analysis of school

observations and practice.

4. Plan and teach partial, full lessons and half school day schedule for Arabic and Math subjects

of grade 1 and 2, and teach a full classroom lesson that incorporates a range of sub-

competences at PTPDI Level 1.

5. Perform the duties of an assistant teacher effectively.


Learning and teaching strategies in university sessions include workshops, learning circle discussions

on reflections, video analysis micro-teaching and independent study.

During field experience in school, learning and teaching strategies include; observation of

experienced teachers, opportunities for discussion with experienced teachers on professional issues

arising from observations, and opportunities for collaborative planning and teaching with peers.

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Practicum 2: Course Schedule

Week Topics

1 Orientation to Practicum 2: Requirements and expectations

PTPDI Level 1 and introduction to the Practicum Portfolio

2 Developing reflective practice, social media and student teachers as a community of

learners,

3

Developing the first Portfolio task (Observation of children’s learning). Understanding the

task rationale and justification sheet, approaches to observing children’s learning, preparing

for observation

4 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from

observations of children’s learning at school. Guided identification of PTPDI competences

5 Developing the second Portfolio task (Observation of teaching). Approaches to observing

teaching, Preparing for observation


observations of teaching at school. Guided identification of PTPDI competences

7 Formative Portfolio Review and target setting: Sharing, peer review and feedback, formative

feedback from academic supervisor

8

Developing the third Portfolio task (Developing and teaching an activity); approaches to

activity design, understanding the task rationale and justification sheet, and specifying PTPDI

competences


experiences of teaching and learning at school, and planning ahead

10

Developing the fourth Portfolio task (Developing and teaching a whole lesson); core

principles and practices of lesson planning, developing the task rationale and justification

sheet and specifying PTPDI competences


experiences of teaching and learning at school, and planning ahead

12 Portfolio presentations


14 Final Portfolio Review and target setting for Practicum 3

15 Reflections and conclusions about student teachers’ developing values and beliefs

Course Evaluation 10% Attendance and activities

40% Course Portfolio

50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor)

17

Practicum 3: Partial teaching. Course code: Educ2240

Course Description

Practicum 3 comprises two parts. The university component involves attending 16 sessions in the


Practicum 3 effectively. The Field Experience component includes participating in 90 training hours

in schools. In this practicum, the student teacher is required to act as an Assistant Teacher, conduct

classroom observations with their peer, engage in peer planning and teaching a half day schedule. In

addition, the student teacher is required to plan and teach individually full day schedules in the

subjects of Arabic, Math and Science for grades 1, 2 and 3 and reflect upon the effectiveness of their

teaching and pupils’ learning. By the end of Practicum 3, student teachers are expected to have

achieved Level 1 of the PTPDI competences.

Course ILOs


1. Establish and maintain safe, motivating, interactive learning environments.

2. Plan and teach independently a full day schedule of lessons in Arabic, Mathematics and

Science subjects for grade 1,2 and 3

3. Demonstrate the full range of competences and sub-competences at PTPDI Level 1.

4. Reflect on the effectiveness of their teaching and pupils’ learning.


Learning and teaching strategies in university sessions include workshops, discussions on reflections

and professional issues, video analysis and independent study. Progress is monitored through

regular Learning Circles and Practicum Portfolio review.


experienced teachers, opportunities for discussion with experienced teachers on professional issues

arising from observations, and opportunities for collaborative planning and teaching with peers,

independent teaching and feedback.


Week Topics


Reflection upon Practicum 2 and setting targets for Practicum 3

2 Review PTPDI Level 1 and introduction to PTPDI Level 2A. Expectations of the Practicum

Portfolio. How to reflect more deeply and analytically.

3 Approaches to lesson planning, collaborative planning, preparing for peer teaching

4 Developing the first Portfolio task (based upon Teacher Assistant role).

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5

Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from peer

planning and teaching. Guided identification of PTPDI competences and completion of the

Task Rationale and Justification sheet

6 Developing the second Portfolio task (subject focus, Arabic, Mathematics or Science).

Identifying subject-specific PCK

7 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from Subject

teaching at school. Reflection on PCK. Independent identification of PTPDI competences



9 Developing the third Portfolio task (Children’s subject misconceptions); Reviewing subject

misconceptions, specifying PTPDI competences

10 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from children’s

misconceptions encountered while teaching

11 Preparing for a full-day schedule of teaching in Arabic, Mathematics and Science subjects for

grade 1,2 and 3

12 Developing the fourth Portfolio task (Planning and teaching a whole day schedule);

Developing the task rationale and justification sheet and specifying PTPDI competences


experiences of teaching and learning whole day lessons at school, and planning ahead



Course Evaluation

10% attendance and activities


50% Practicum Portfolio and PTPDI (by the academic supervisor, mentor, supervisor, school

head)

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Practicum 4: Full Teaching Duties. Course code: Educ3241

Course Description

Practicum 4 comprises two parts. The university component includes attending 16 sessions in the


Practicum 4 effectively. The Field Experience component includes teaching for 90 hours in school.

In this practicum, the student teacher is required to plan and teach independently full day lessons

for 13 days (65 hours). In addition, the student teacher is required to plan and teach a full week

schedule (minimum 25 hours) of all subjects at all grades 1 to 4. The student teacher is expected to

reflect upon and draw conclusions about the effectiveness of their teaching and pupils’ learning.

During Practicum 4 student teachers are expected to be working towards achieving Level 2A of the

PTPDI competences.

Course ILOs


1. Establish and maintain pleasant, safe, motivating, interactive learning environments.

2. Plan and teach independently a full range of subjects from the Basic Education Curriculum at

Grades 1 – 4 for a complete week.

3. Demonstrate progress towards developing the full range of competences and sub-

competences at PTPDI Level 2A.

4. Reflect upon, analyse and draw conclusions about the effectiveness of their teaching and

pupils’ learning.






experienced teachers, opportunities for discussion with mentor teachers and other experienced

teachers on professional issues arising from teaching, independent teaching and feedback.


Week Topics



2 Review PTPDI Level 2A and expectations for the Practicum Portfolio

How to draw conclusions from analysis of reflections

3 Strategies for effective planning – making connections across the curriculum

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4

Developing the first Portfolio task (A specific subject PCK focus). Identifying subject-specific

PCK to inform planning. Developing the task rationale and justification sheet and specifying

PTPDI competences

5 Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from Subject

teaching at school. Reflection on PCK and PTPDI competences

6 Developing the second Portfolio task (connecting learning to children’s daily lives).

Developing the task rationale and justification sheet and specifying PTPDI competences.

7

Learning circle: Reflecting upon, sharing, analysing and drawing conclusions from

experiences of planning and teaching to connect learning to children’s daily lives. Reflection

on effectiveness of learning and teaching and PTPDI competences.



9

Developing the third Portfolio task (Connecting learning in two curriculum subjects).

Rationale for and approaches to connecting learning across the curriculum. Developing the

task rationale and justification sheet and specifying PTPDI competences.

10


experiences of planning and teaching to connect learning across the curriculum. Reflection


11 Preparing for a full-week schedule of teaching all subjects in the Basic Education Curriculum

Grades 1 – 4.

12 Developing the fourth Portfolio task (Student choice of focus); Developing the task rationale

and justification sheet and specifying PTPDI competences


experiences of teaching and learning whole day lessons at school, and planning ahead



Course Evaluation




head)

21

Practicum 5. Full Teaching Duties. Course code: Educ4242

Course Description

Practicum 5 comprises two parts. The university component includes attending 16 sessions in the


Practicum 5 effectively. The Field Experience component includes teaching for 120 hours in school.

In this practicum, the student teacher is required to plan and teach independently full day lessons

for five continuous weeks (120 hours) that cover all subjects at grades 1 to 4. The student teacher is

expected to reflect upon, draw conclusions from their experiences of teaching and its impact on

pupils’ learning and make connections to underlying theory. By the end of Practicum 5 student

teachers are expected to have achieved Level 2A of the PTPDI competences.

Course ILOs


1. Plan and teach independently a full range of subjects from the Basic Education Curriculum at

Grades 1 – 4 for five continuous weeks.

2. Demonstrate achievement of the full range of Readiness to Teach core competences and

sub-competences at PTPDI Level 2A.

3. Demonstrate ability to reflect upon and connect experiences of teaching and the impact on

children’s learning to underlying theory.

4. Demonstrate ability to undertake all the tasks normally assigned to classroom teacher.






experienced teachers, opportunities for discussion with mentor teachers and other experienced

teachers on professional issues arising from teaching, independent teaching and feedback.


Week Topics

1 Orientation to Practicum 5: Requirements and expectations of the Final practicum


2

Review PTPDI Level 2A; identifying sub-competences that need to be further developed.

Expectation expectations for the Practicum Portfolio. How to connect analysis of reflections

to underlying theory

3 Preparing for a five week schedules of teaching all subjects in the Basic Education

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Curriculum Grades 1 – 4

4 Developing the first Portfolio task (Student independent choice of focus and task design).

Developing the task rationale and justification sheet and specifying PTPDI competences

5 Learning circle: Analysing reflections on teaching and learning and connecting to underlying

theory. Reflection on PTPDI competences developed through the task

6 Developing the second Portfolio task (Student independent choice of focus and task design).


7 Learning circle: Analysing reflections on teaching and learning and connecting to underlying

theory. Reflection on PTPDI competences developed through the task

8 Formative Practicum and Portfolio Review and target setting: Review the PTPDI Profile

Matrix formative feedback from peers and academic supervisor and final target setting

9 Developing the third Portfolio task (Student independent choice of focus and task design).


10




11 Developing the fourth Portfolio task (Student choice of focus); Developing the task rationale

and justification sheet and specifying PTPDI competences

12




13 Final Portfolio Review and feedback on PTPDI Matrix


15

Reflections about student teachers’ values and beliefs. Identifying changes in values and

beliefs since the beginning of the programme and reasons for them. Reflections on effective

practice: Creating principles for effective teachers in Palestine

Course Evaluation




head)

23

Appendix I: Palestinian Teacher Professional Development Index of Competences:

Readiness to Teach Competences for Student Teachers (Levels 1 and 2A)

CORE TEACHING COMPETENCE 1: Planning for learning and teaching

Levels of competency progression Level 1: Readiness to Teach (Foundation)

Student teachers are able to demonstrate the

following competences during Practicum 2 and 3:

Level 2a: Readiness to Teach (Core)



Sub-competences Indicators Indicators

1.1 Apply subject content knowledge (CK) and

subject pedagogical content knowledge (PCK) to

planning for learning and teaching.

Apply foundations of subject content knowledge (CK)

and pedagogical content knowledge (PCK) to inform

planning for learning and teaching in the subjects and

age range s/he teaches.

Apply relevant and appropriate curriculum subject

content knowledge (CK), including basic knowledge of

pupils’ main misconceptions, and pedagogical content

knowledge (PCK) to planning for learning and

teaching.

1.2 Apply knowledge and understanding of the

Palestinian curriculum to planning for learning

and teaching.

Draw upon understanding of key concepts and

content from the Palestinian curriculum and textbooks

to plan lessons, parts of lessons and activities which

specify appropriate learning outcomes, content,

activities and teaching strategies.

Draw upon knowledge of the Palestinian curriculum

and textbooks to inform planning; including decisions

about learning outcomes, teaching objectives, learning

activities and teaching strategies in order to enhance

learning in the subjects s/he teaches.

1.3 Apply knowledge and understanding of pupils'

characteristics and factors that promote effective

learning when planning for learning and

teaching.

Draw upon basic knowledge and understanding of

how pupils of a specific age range learn and factors

that influence these positively to inform planning for

learning and teaching.

Know and understand how pupils of a specific age

range learn and the main factors, pupil experiences

and contexts that influence learning positively, and

take these into account when planning for learning

and teaching.

24

1.4 Apply knowledge and understanding of factors

that hinder effective learning when planning for

learning and teaching.

Draw upon basic knowledge and understanding of

factors that hinder effective learning at a specific age

range to inform planning for learning and teaching.

Recognize and take into account in planning some key

aspects of pupils’ physical, emotional, behavioral,

psychological and social difficulties; such as

psychological and physical trauma, bullying, violence,

discrimination, stereotyping or absence from school.

1.5 Apply knowledge of the relationship between

planning, teaching, and assessment of learning

experiences.

Apply knowledge and understanding of key

components of planning, teaching and assessment to

the design and development of learning activities.

Establish clear connections between intended learning

outcomes, learning activities and assessment in order

to plan effective learning experiences for pupils.

25

CORE TEACHING COMPETENCE 2:

Teaching to facilitate learning





Student teachers are able to demonstrate the following

competences during Practicum 4 and 5:


2.1 Establish and maintain safe, motivating,

interactive learning environments.

Establish a pleasant classroom environment that is

safe, motivating and supportive of pupils’ learning;

and establish good working relationships with pupils

and the class teacher.

Establish and maintain safe, motivating, interactive learning

environments; that take into account seating arrangements,

pupil groupings, organization of resources and displays;

where pupils are enthusiastic to learn and where there is

rapport between pupils and teacher.

2.2 Apply knowledge and understanding of a

range of teaching strategies and resources

to enable effective learning.

Select from and use fundamental teaching and

learning strategies and resources that motivate and

support pupils’ learning.

Use a range of teaching strategies and resources appropriate

to the subject taught and pupils’ ages, levels of ability,

learning styles, interests and needs to motivate and support

effective learning inside and outside the classroom.

2.3 Apply knowledge and understanding of ICT

and Technology Enhanced Learning and

Teaching (TELT) approaches to facilitate

pupils’ learning and support teachers’

professional roles.

Know and understand the value of using ICT and TELT

approaches and use these in teaching, where

appropriate, to facilitate pupils’ learning.

Use a range of appropriate ICT and TELT approaches to

facilitate pupils’ learning inside and outside the classroom;

and their professional roles as teachers.

2.4 Use a range of strategies to promote and

maintain positive behaviour.

Convey clear expectations for pupils’ behaviour and

apply a systematic approach to promote and maintain

positive behaviour.

Set clear expectations for pupils’ behaviour; and apply a

range of strategies to promote and maintain positive

behaviour that enables all pupils to learn.

2.5 Apply knowledge and understanding of Have awareness of some common special and Know some basic features of common special needs such as

26

approaches to inclusive practice; common

and less common additional and special

needs; and differentiate learning to

motivate and engage all pupils; and cater

for their diverse needs.

additional needs, and approaches to inclusion of

children with diverse learning needs; and take these

into account in planning and teaching.

dyslexia, dyspraxia, dyscalculia, autism spectrum disorders,

hearing, speech and visual impairments, and additional

needs including those of gifted and talented pupils and use

specialist resources as appropriate; and take these into

account in planning and teaching for inclusion of all pupils.

2.6 Use appropriate strategies to provide

opportunities for pupils to make meaningful

connections among learning across the

curriculum and to their daily lives.

Plan, teach and evaluate learning activities, partial and

full lessons, which integrate basic concepts and

content from different curriculum areas that are

relevant to the direct context of pupils’ lives.

Plan, teach and evaluate learning activities, lessons and units

of work, which integrate concepts and content from

different curriculum areas, and make links to the direct

context of pupils’ lives.

2.7 Communicate clearly and effectively to

facilitate teaching and pupils’ learning.

Use essential communication skills; including giving

instructions, explaining ideas, using questions and

non-verbal strategies to support the teaching and

learning process.

Use a range of verbal and non-verbal communication

strategies; including giving instructions, explaining ideas,

using a range of question types and feedback, gesture and

positive body language; provide good language models;

opportunities for pupils’ interaction and voice to facilitate

and enhance the quality of the teaching and learning

process.

2.8 Engage in the process of lifelong learning

through continuing professional

development

Know and understand the concept of lifelong learning

through continuing professional development;

evaluate and reflect upon his/her learning and

practices; and set some targets for professional

development with support of academic supervisors

and teacher mentors.

Know and understand the value and necessity of engaging in

lifelong learning through continuing professional

development; reflect upon and identify professional

development needs; and set targets for development with

support of academic supervisors and teacher mentors.

27

CORE TEACHING COMPETENCE 3:

Assessing and reporting learning outcomes and progress








3.1 Use assessment for learning strategies to

monitor pupils’ progress, provide constructive

feedback, which supports pupils to reflect upon

and improve their learning outcomes.

Know and understand concepts, principles and

practices of assessment for learning; and apply these in

assessing and providing feedback to individual and

small groups of pupils.

Use basic assessment for learning strategies to monitor

pupils’ progress and provide constructive and timely

feedback, which supports pupils to understand their

strengths and areas for improvement.

3.2 Use the outcomes of formative and summative

assessment to inform planning and target

setting and improve the effectiveness of

teaching and learning.

Use the outcomes of assessment for learning activities

to inform planning of learning activities and decisions

about teaching approaches and strategies.

Evaluate the outcomes of formative and summative

assessment to inform planning and teaching and set

pupils targets, which lead to improvement in their

learning.

3.3 Provide oral and written reports to parents,

carers and other stakeholders on children’s

performance, progress and achievements.

Provide teacher mentors with basic information about

pupils’ performance and progress.

Provide teacher mentors with clear, detailed

descriptive reports about pupils’ performance and

progress.

28

Appendix II: Role of mentor teachers approved for BA Basic Education Degree programmes in Palestinian Universities

Practicum Time Expectations in school Level Role of the mentor

Practicum 1 University only Level 1 Mentors can be invited into universities as part of student teachers’ orientation to Practicum.

Practicum 2

University

16 hours

Paired placement

1. School environment observation with the peer (5 hours)

2. Partial teaching with the peer (25 hours) as assistant teachers

3. Teaching half a day (2.5 continuous hours a day for 12 days) which is equivalent to 30 hours, this includes: a. Classroom observation

with the peer b. Teaching with the peer c. Teaching individually

with observation by peer

Level 1

Organising student teachers’ experience Plan for observation and teaching activities during paired placement. Ensure practicum requirements for teaching hours and different subjects are met by both student teachers. Organising student teachers’ roles as assistant teachers Plan for specific activities to be undertaken by student teachers acting as assistant teachers. Ensure that both students meet the practicum requirements as assistant teachers. Supporting lesson planning Provide information to support student teachers’ lesson planning for team and solo teaching. Observing student teachers’ teaching Use skills of classroom observation and analysis. Be aware of student teachers’ stage of development while observing teaching. Conduct 8 formal lesson observations during practicum, including 1 joint observation with university supervisor Providing feedback on planning and observed teaching Use skills of professional dialogue and collaboration to review and feedback on student teachers’ plans. Identify areas for student teachers’ professional development which recognise their current level of experience. Supporting student teachers’ reflection on observations and teaching Use skills of professional dialogue to encourage student teachers to analyse observed teaching and to identify their own areas for improvement. Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor

School

60 hours

29

Discuss student teachers’ progress with the Academic Supervisor during the practicum period and participate in a meeting to complete the final assessment. Contribute to feed back to help improve university courses.

Practicum 3

University

16 hours

Paired placement

1. Teaching half a day (2.5 continuous hours a day for 6 days) which is equivalent to 15 hours: a. Classroom observation

with the peer b. teaching with the peer c. teaching individually

2. Teaching half a day (2.5 continuous hours a day for 12 days) which is equivalent to 30 hours which includes teaching individually with the peer observation

3. Teaching a full day for 9 days (45 hours)

Level 1

Organising student teachers’ experience

Plan for observation and teaching activities during paired placement. Ensure

practicum requirements for teaching hours and different subjects are met by both

student teachers.

Organising student teachers’ roles during peer teaching lessons Ensure that student teachers have a clear understanding of their roles and

responsibilities during peer teaching situations.

Supporting lesson planning

Provide information to support student teachers’ lesson planning for team and solo

teaching with increased expectations from Practicum 2

Observing student teachers’ teaching

Use skills of classroom observation and analysis. Use knowledge of student teachers’ targets from Practicum 2 while observing teaching. Conduct 5 formal lesson observations during practicum, including 1 joint observation with university supervisor. Providing feedback on planning and observed teaching

Use skills of professional dialogue and collaboration to review and feedback on

student teachers’ plans. Identify areas for student teachers’ professional

development which extend their current level of experience.

Supporting student teachers’ reflection on observations and teaching

Use skills of professional dialogue to encourage student teachers to analyse

observed teaching and to identify their own areas for improvement

Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make

School

90 hours

30

judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor

Discuss student teachers’ progress with the Academic Supervisor during the

practicum period and participate in a meeting to complete the final assessment.

Contribute to feedback to help improve university courses.

Practicum 4

University

16 hours

Students paired in school, but

not in same class.

1. Teaching full day for13 days (65 hours)

2. Teaching a continuous week (25 hours)

Level 2a


Mentor teachers must ensure they are familiar with reports from the previous

school. Plan for observation and teaching activities. Ensure practicum requirements

for teaching hours and different subjects are met.


Provide information to support student teachers’ lesson planning with increased

expectations from Practicum 3


Use skills of classroom observation and analysis. Use knowledge of student teachers’ targets from Practicum 3 while observing teaching Conduct 5 formal lesson observations during practicum, including 1 joint observation with university supervisor. Organise for students to conduct peer observations of each other. Providing feedback on planning and observed teaching


student teachers’ plans. Identify areas for student teachers’ professional




observed teaching and to identify their own areas for improvement .

Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements. Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make

School

90 hours

31

judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor



Contribute to feed back to help improve university courses.

Practicum 5

University

32 hours

Independent Teaching

Teaching a full and continuous

week for 4 weeks

Level 2


Plan for teaching activities in a different Grade ( 1-2 or 3-4) from Practicum 4.

Ensure practicum requirements for teaching hours and different subjects are met. If

student teachers have changed schools, mentor teachers must ensure they are

familiar with reports from the previous Practicum


Provide information to support student teacher’s lesson planning with increased

expectations from Practicum 4


Use skills of classroom observation and analysis. Use knowledge of student

teacher’s targets from Practicum 4 while observing teaching Conduct 4 formal

observations to include 2 joint observations with university supervisor – 1 formative

near the beginning, 1 near the end with a summative focus against RTTI.

Providing feedback on planning and observed teaching


student teachers’ plans. Identify areas for student teacher’s professional




observed teaching and to identify their own areas for improvement

Supporting student teachers’ work in their portfolio Be familiar with the portfolio requirements for the practicum and be prepared to help student teachers complete the portfolio requirements.

School

120 hours

32

Completing assessment against the professional framework Use evidence from student teachers’ planning, teaching and discussions to make judgements against the appropriate level of the professional framework Meeting with the Academic Supervisor



Contribute to feed back to help improve university courses.

33

Appendix III: Practicum Template approved for BA Basic Education Degree programmes in

Palestinian Universities

Number of observation visits by

academic supervisor and mentor

Year and

Semester

Practicum Number

Credit

Hours

Number of Hours

At the school

At the

University

Year 2 Fall Practicum 1

Orientation

1 0 16 hours

1 hour a week

for 16 weeks

3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 1 (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation

Year 2

Spring

Semester

Practicum 2

Observation

and

teaching

2 60 hours

1. School environment observation with the peer (5 hours)

2. Partial teaching with the peer as assistant teachers (25hours)

i

3. Teaching half a day (2.5 continuous hours a day for 12 days) which equivalent to 30 hours, this includes: a. Class room observation with

the peer b. Teaching with the peer c. Teaching individually with

observation by peer

16 hours

1 hour a week

for 16 weeks

3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 1 (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation

Year 3

Fall Semester

Practicum 3

Teaching 1

2 90 hours

1. Assistant teacher 20 hours 2. Teaching half a day (2.5

continuous hours a day for 8 days) which equivalent to 20 hours: a. Classroom observation with

the peer b. Teaching with the peer c. Teaching individually

3. Teaching a full day for 10 days (50 hours)

16 hours

1 hour a week

for 16 weeks

3 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 2A (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation

Year 3

Spring

Semester

Practicum 4

Teaching 2

2 90 hours

1. Teaching full day for13 days (65 hours)

2. Teaching a continuous week (25 hours)

16 hours

1 hour a week

for 16 weeks

34

Note:

1. This means students must teach a different grade in each of these two practicum periods. 2. Students must attend a different school in Practicum 3 and 4.

4 academic supervisor visits. This includes 2 joint observations with mentor and involves discussion of portfolio and student progress towards PTPDI Level 2A (one formative near the beginning, one summative near the end) 4 mentor observations, 1 per fortnight Structured peer observation

Year 4

Fall Semester

Practicum 5

Teaching 3

2 120 hours

Teaching a full and continuous week

for 5 weeks.

16 hours

1 hour a week

for 16 weeks

Total 9 360 80

35

Appendix IV: Classroom Environment and Culture Observation Form

1. During observation tick the relevant boxes to indicate that there is evidence that the aspects of classroom

environment or culture are present. 2. As soon as possible after observation, reflect upon note the main points of your observations. 3. Then refer to the PTPDI competences and indicate which sub-competences are involved. 4. Finally, summarise the main areas of strength and areas of need in each category. 5. Be ready to discuss this observation form with your academic supervisor and fellow students during the

Learning Circles in the Practicum Course at University.

Focus Observations Link to PTPDI Competences

Classroom Appearance

Organized, neat & uncluttered

Sufficient space for pupils and teacher to move efficiently

Pupils’ work is displayed

Other visual materials are displayed to support learning

Classroom Management

Safe & orderly environment

Routines & procedures are clear

Pupils understand behavioural expectations

Positive behaviour is reinforced

Negative behaviour is addressed through re-directing

Teacher moves throughout the classroom to interact with pupils

Teacher manages/monitors several activities simultaneously

Teacher manages learning proactively & calmly

Teacher displays energy & enthusiasm

Time is used effectively & efficiently

Classroom Culture

Positive rapport and respectful, positive pupil-teacher relationships are evident

Pupils demonstrate mutual respect for each other

Pupils are comfortable sharing ideas, questions, concerns, or needs

Pupils’ contributions and successes are praised

Overall strengths

Main areas of need

Note: This form is used during Practicum 2

36

Appendix V: Practicum Classroom Observation Form

This classroom observation form is designed to help you observe behaviours in the classroom that involve the application of specific PTPDI competences.

1. You may use this form to conduct observations of school teachers and also your fellow student teachers. The following is recommended:

2. During observation make brief notes of what the teacher/student teacher does in response to the Focus of Observation questions.

3. As soon as possible after observation, reflect upon the questions in the other two columns and add your notes. You will find it helpful to refer closely to the PTPDI

competences when you complete this form.

4. Be ready to discuss this observation form with your academic supervisor and fellow students during the Learning Circles in the Practicum Course at University.

PTPDI

competence

Focus of observation Describe briefly what the teacher /

student teacher does

To what extent and in what ways was

this effective?

What else could the teacher / student

teacher have done and why?

2.1 What does the teacher do to

establish a safe, motivating

interactive learning

environment?

2.2 What kinds of teaching

strategies and resources

does the teacher use to

enable learning to take

place?

2.3 How does the teacher use ICT

and Technology Enhanced

Learning and Teaching

approaches to support pupils’

learning?


promote and maintain

positive behaviour among

pupils?

37


motivate, engage and include

all pupils taking into account

their diverse learning needs?

2.6

What does the teacher do to

provide opportunities for

pupils to make meaningful

connections among aspects

of learning across the

curriculum and to their daily

lives?

2.7 How does the teacher

communicate in the lesson to

facilitate teaching and pupils’

learning?

3.1 What kinds of assessment for

learning strategies does the

teacher use to monitor

pupils’ progress, and provide

feedback?

38

Appendix VI: PTPDI Task Evidence Matrix

Instructions to student teachers

1. In the column on the left please write the name of each portfolio task you are including as evidence. You may need to include at least three tasks to cover the full range of

competences.

2. Then please colour the boxes to show which competences you believe that you are demonstrating for each portfolio task.

COMPETENCES IN THE PTPDI

Competences 1. Planning for learning and teaching 2. Teaching to facilitate learning 3. Assessing and reporting learning outcomes and progress

Sub- Competences 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3

Portfolio Tasks

Sub

ject

co

nte

nt

Pal

esti

nia

n c

urr

icu

lum

Fact

ors

th

at p

rom

ote

lear

nin

g

Fact

ors

th

at h

ind

er le

arn

ing

Lin

k b

etw

een

pla

nn

ing,

teac

hin

g an

d e

valu

atio

n

Lear

nin

g en

viro

nm

ent

Teac

hin

g st

rate

gies

an

d

reso

urc

es

Tech

no

logy

en

han

ced

lear

nin

g an

d t

each

ing

(TEL

T)

Stra

tegi

es

for

po

siti

ve

beh

avio

ur

Ap

pro

ach

es t

o in

clu

sive

pra

ctic

e

Co

nn

ecti

on

s ac

ross

th

e

curr

icu

lum

Effe

ctiv

e co

mm

un

icat

ion

Life

-lo

ng

lear

nin

g

Ass

essm

ent

for

lear

nin

g

stra

tegi

es

Ass

essm

ent

to in

form

pla

nn

ing

Rep

ort

ing

pu

pil

pro

gres

s

EXAMPLE: Using subject textbooks flexibly and creatively

39

Appendix VII: Portfolio Task Feedback Form

On this page you need to

1. Identify which specific aspects of the task you would like feedback on.

2. These aspects may be related to specific PTPDI competences needed for the task or aspects

of child-centred approaches to learning and teaching employed in the task.

3. You also need to set goals or targets for your further development. When you do further

tasks these goals should guide you in deciding what to focus on.

4. Your academic supervisor will give you feedback on the aspects of the task you have asked

for feedback. S/he will also give you feedback on the goals/targets you have set yourself.

For the student:

Please give me feedback on the following aspect(s) of my task:

After reflecting on my task, my goal/target for the following task is as follows:

For the Academic Supervisor:

Feedback on your task:

Feedback on your goal:

40

Appendix VIII: PTPDI Competency Profile

Practicum 2 / 3 / 4 / 5

Dear student

Congratulations on successfully completing your Practicum. This is your PTPDI Competency Profile and it provides you with an overview of all the PTPDI competences that you have

developed throughout your Practicum. We sincerely hope that it will provide a valuable overview of your achievements and help to guide you in identifying your areas of strength

and the areas that you might wish to focus upon in the future in your quest to be the very best teacher that you can be for the benefit of your pupils and education in Palestine.

COMPETENCES IN THE PTPDI

Competences 1. Planning for learning and teaching 2. Teaching to facilitate learning 3. Assessing and reporting

learning outcomes and progress

Sub- Competences 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3

Focus

Sub

ject

co

nte

nt

Pal

esti

nia

n c

urr

icu

lum

Fact

ors

th

at p

rom

ote

lear

nin

g

Fact

ors

th

at h

ind

er

lear

nin

g

Lin

k b

etw

een

pla

nn

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n

Lear

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Teac

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Tech

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(TEL

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A asic Education (Grades 1 – 4) Degree Practicum Handbook...

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