4th year wil guidelines fet 2014 edited march 2014

7/27/2019 4th Year Wil Guidelines Fet 2014 Edited March 2014

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Guidelines: School-Based Work-integrated

Learning 2014

B Ed FET 4th

Year

Updated March 2014


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GUIDELINES: Work-integrated Learning 2014

FOR:

B Ed FET 4thYear Students

School Principals

Class Teachers / Mentor Teachers

Work-integrated Learning Coordinators

NMMU Lecturers


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Table of Contents

CONTENTS PAGE

MESSAGE TO OUR PARTNER SCHOOLS 2

FACULTY VISION AND MISSION 3

CONTACT DETAILS 5

WORK-INTEGRATED LEARNING 6

SCHOOL TERMS AND EXPECTATIONS 8

EVALUATIONS AND DUE DATES 13

FORMS:

WiL CHECKLIST 14

DAILY ACTIVITIES FORMS 15

APPENDICES

A: LESSON EVALUATION FORM 24

B: WiL PORTFOLIO ASSESSMENT FORM 28

C: SAMPLE OF ABRIDGED LESSON PLAN 31

D: PEER LEARNING INTERACTION GUIDE 33

E: REFLECTIVE PRACTICE GUIDE 34

F: ATTENDANCE REGISTER 37

G: DISPENSATION FORM 38


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2014 Message to our Partner Schools

Dear Principal and Teachers

We would like to express our sincere thanks to you for so willingly assisting us with our school-based

programme for B.Ed. students.

This part of the programme is an integral aspect in the development of new teachers, as without the

experience and guidance provided by teachers in schools it would not be possible for the student teacher

to develop the knowledge, understanding, skills and values they will need to become truly professional

educators, competent classroom practitioners and life-long learners.

Students have always reported favourably on their school-based experiences and they have particularly

valued the support received from our partner schools.

We trust that the Work-integrated Learning experience will be an enriching and inspiring one for all

involved. Please do not hesitate to contact us should you need any clarification or additional information.

Yours sincerely,

Dr Lonnie King

2014 WiL coordinator, Port Elizabeth

[email protected]

Mr Phillip Williams

2014 WiL coordinator, George

[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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FACULTY VISION AND MISSION

Our Vision:

To be a dynamic community of teachers, leaders and scholars in education,

committed to creating a vibrant, socially just and democratic society.

Our Mission:

We are committed to cultivating

o Passionate, engaged, knowledgeable, effective, and compassionate teachers,researchers, and leaders who are

o Critical thinkers, ando

Agents of hope, change, and social justice

Through

o Practicing humanizing pedagogies,o Establishing collaborative partnerships with relevant stakeholders, particularly

students, schools, communities, alumni, and governments,

o Using future-oriented technologies creatively, ando Bringing the classroom into the world and the world into the classroom


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REFLECTIVE PRACTICE

What is reflection?

Bolton (2010:13) said that Reflective practice is learning through examining what we think happened on

any occasion, and how we think others perceived the event and us, opening our practice to scrutiny by

others.

Improvement cannot take place unless we learn from experience. Failure to do this is resigning ourselves

to being prisoners to our past. Reflection-on-practice is an intentioned action; the intention is to improve

the quality of educational experiences through a rigorous reflection of the learning that has accrued as a

consequence of engaging reflective practices of one kind or another (Ghaye, 2011: 134)

Why do we need to reflect?

One of the benefits of reflection is its impact on professionalism through reflecting on our practice we

become more aware, more in control, more able to see our strengths and development needs. Through

reflection, we can begin to move from novice to expert. This movement involves the following stages:

Novice advanced beginner competent performer proficient expert.

It is this process, the questioning or self-questioning to reconstruct what happenedor to construct what

might happenthat enables the teacher to move from novice to expert.


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Contact Persons in the Faculty

Should you require further information or wish, at any time, to communicate with the Faculty regarding

any aspect of the school-based programmes for B Ed, please contact:

PORT ELIZABETH:

Work-integrated Learning Coordinator: General Enquiries:

Dr Lonnie King (041 504 2389) Mrs Delene Botha: (041 504 4330)

[email protected] [email protected]

GEORGE:

Work-integrated Learning Co-ordinator General Enquiries

Mr Phillip Williams (044 801 5087); Ms Melony Oliphant (044 801 5087)

[email protected] [email protected]

B Ed FET Head of Programme (PE & George)

Ms Heloise Sathorar

[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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WORK-INTEGRATED LEARNING PROGRAMME

This section seeks to present an overview of Work-Integrated Learning (WiL) and pertinent information on

its conduct in schools.

What is Work-integrated Learning?

WiL is a school-based learning in practiceexperience undertaken by prospective teachers, and forms an

essential component of the practical learning integral to all the teacher education programmes offered by

Nelson Mandela Metropolitan Universitys Faculty of Education.

Aims of WiL

The general aim of WiL is to introduce prospective teachers to teaching and its routines under the guidance

of qualified professionals to develop skills, attitudes and competencies in the profession. Some of the key

focus areas in the exercise include:

Fostering links between educational theory and practice of teaching; Developing student teachers ability to set relevant expectations for learners through a range of

teaching strategies appropriate to their age and ability;

Developing the ability to select and use appropriate teaching resources; Making student teachers aware of the complex nature of teaching and learning processes in the school

and its environments; and

Mentoring and assessing student teachers according to the requirements of their respective teachereducation programs.

Assessment of Work-integrated Learning

WIL shall be assessed mainly through classroom observation and document analysis; these activities are the

core elements of the WIL process. The importance of assessment is not only to ascertain if a student

teacher meets the required standards of the profession, but also to assist the student teacher to realise the

standards through supportive, informative and constructive input. Consequently, observation shall not be

undertaken for grading purposes only, however, post-observation conferencing shall be undertaken at all

times to explore the student teachers strengths and lapsesin teaching.


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Classroom Observation

Given a wide range of areas of observation, a student teacher in action in class gives one first-hand

information and experience on the extent of development of various competencies expected of a teacher.The general thrust in observing a taught lesson is guided among others by the following considerations:

What relationships exist between the teacher and learners? Are learners learning anything worthwhile? Are the best pedagogic practices adopted and practised in teaching? How does the teacher continuously position her/himself in the teaching situation? Is the student teachers conduct consistent with the philosophy and purpose of Work-integrated

Learning?

The meaning of student teachers

As the designation student teachersuggests, these are unqualified prospective teachers undergoing pre-

service education. They work in schools under the guidance and supervision of qualified and experienced

teachers. While on WIL, student teachers are nonetheless registered and bona fidestudents of the NMMU.

The host schools play a complex custodial, supervisory and mentoring role, with students themselves

accountable to the university and their respective host schools in particular, and the teaching profession in

general.


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IMPORTANT: PLEASE SEE TIMETABLES AS FOLLOWS

1. School terms for 2014

TERMS Start dates End datesStudents first day at

school for the term

Students last day at

school for the term

1st

Term 15 Jan 28 Mar 11 Feb 28 Mar

2nd

Term 07 April 27 June 07 April 28 June

3rd

Term 21 July 03 Oct 21 July 03 Oct

4thTerm 13 Oct 12 Dec 13 Oct 31 Oct

2014 STUDENT RECESS PERIODS

29 MARCH06 APRIL

21 JUNE20 JULY

06 SEPTEMBER14 SEPTEMBER

26 NOVEMBER31 DECEMBER

NB:

Work-integrated learning will start on 11 February and end on 31 October 2014. Students will be at schools for four days a week according to the 2014 school calendar during Term

1, and will be at schools for fourdays a week according the 2014 school calendar for Terms 2 to 4.

2. Expectations

School-based experience is an opportunity for students to explore and learn from the experience of being

in a school as a teacher (always remembering that they are at the beginning of their teaching careers and

are still learning what it means to become a teacher). It is their entry point into the teaching fraternity and

the community of practice of FET.

We suggest that as far as possible students should be exposed to a whole range of experiences, and be

given opportunities to develop the knowledge, skills, attitudes and values required of a passionate and

critically engaged teacher. This is an apprenticeship experience for them. We hope that our students will

also be able to contribute something towards your school and, as such, schools can expect certainbehaviours and actions from our students.


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To assist schools in providing a rich and safe environment in which students can gain these competencies

we have compiled a few guidelines to assist you in meeting the students expectations a s well as gaining as

much as you can from our students.

3. Reporting Lines

As in any school, the principal (or his/her designated deputies and HoDs) are the ultimate authority. In this

regard students are responsible to the school principal. This means that they must observe all aspects of

school policy and conduct themselves in a professional manner at all times. They fall within the policies

and rules governing any teacher at the schools, and the SACE Code of Conduct. So what does this mean?

Students must be punctual for school and class and extra-mural activities, they must dress according to the norms for staff at the school, and they must be thoroughly prepared for all activities in which they are expected to take part.

4. B. Ed. Course Requirements

4.1 Attendance

Students must attend their school on the designated days. As far as possible, students should be fully

involved in the functioning of the school for 15 hours a week. We see this as including, but not limited to:

attending assemblies, teaching classes, observing lessons, supervising classes and extra mural activities.The 15 hours of work per week should be regarded as part of the B Ed programme and students must not

be remunerated for this. Whilst at school, students should have time to do some university work.

It does sometimes happen that schools might want (need) the student to perform additional duties and

when negotiating this with students please ensure that the students do not compromise their academic

responsibilities and the attendance requirements of the B. Ed. programme. We suggest that you consider

remunerating the students for any long term additional responsibilities that you negotiate with them.

4.2 Students and school activities

Students should be available to assist with the schools extra-mural (e.g. after care, sport, music, etc.)

programme during the school-based teaching periods. Students are expected to do at least one summer

sport and one winter sport and or cultural activities. It should be borne in mind that many students have to

work in order to pay for their university course, and several of them are involved in sports coaching

arrangements with various schools, as well as other activities.

4.3 Students and School Policy

Students could sometimes be called upon to give teaching or administrative assistance to teachers on an ad

hocbasis, but not to take over the work of teachers who are away from school for several days at a time.

Please guard against the student becoming the full-time teacher, in other words taking the place of absentstaff or filling vacant posts on a long term (more than two days) basis. This is both unfair to the student and

to the learners.


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Students must observe all aspects of school policy and conduct themselves in a professional manner at all

times. Dress code is in accordance with the schools requirements and the appearance of students should

be neat and professional at all times. Students are responsible to the principal of the school and as such

must follow all school policies and rules as if they were a staff member.

In order to pass his/her WiL module, the student must meet the attendance as well as academic

requirementsfailure to meet either may lead to the student repeating WIL the following year.

Students ought not to take for granted the availability of duplicating and photocopying facilities or the use

of other equipment, and should remember that they are guestsof the school. They should therefore take

care not to abuse any privileges offered by the school.

Should students be required, or opt, to accompany a class on an excursion of one or more days, they must

include a record of the relevant activities and reflect on the value of the excursion. If students do notparticipate in an excursion involving their class group, they should be accommodated in another class for

the duration of the excursion.

5. WiL Assessment

5.1 Lecturer Assessment

Lecturers from NMMU will visit students at their schools for the purposes of both formative and summative

assessment. During such visits, it is the responsibility of the student to provide the lecturer with the

necessary Assessment Form. This form is available from Ms Delene Botha on South Campus, Ms MelonyOliphant in George, as well as in this guide. The WIL coordinator may visit the school from time to time to

strengthen the partnership with the school.

5.2 Mentor Teacher Assessment

Mentor Teachers are required to give a percentage mark for the lessons they evaluate, as this mark is

needed for assessment purposes. Mentor Teachers assessments and comments will be taken into

consideration when the students final mark is determined. It is the individual students responsibility to

place the original lesson report of each mentor teacher assessment in their WIL file. Should a student

neglect to do this, it could negatively influence the students progress. The student will provide the teacher

with the Assessment Form. This form is available from Ms Delene Botha on South Campus, Ms Melony

Oliphant in George, as well as in this guide.

6. WiL Portfolio

Students must keep a portfolio (preferably an A4 lever-arch file) for WIL. Alternatively, students are

encouraged to maintain an e-Portfolio, should their circumstances permit and in consultation with the

method lecturer. This will serve as a record of activities and observations both inside and outside the

classroom. It is of the utmost importance to keep this portfolio up to date from the very beginning of each

block session. The completed portfolio is to be handed in / submitted on line on a pre-determined date setby the WIL coordinator.


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The following information should be included in the journal and must be sequenced as below:

Situational analysis. This includes the schools locality, the kind of community it serves, l earnerenrolment, division into class grades, the structure of the teaching staff, the physical infrastructure

of the school and the facilities it offers. Any other relevant or interesting features about the school,

its history, its projects and activities should also be included. This must be completed before the

first lecturer assessment.

Attendance register A neat copy of all lessons taught for both assessment and non-assessment purposes. This

comprises:

o A detailed lesson plan for each formally assessed lesson, including worksheets or otherresources used in the lesson, and

o A less detailed plan for all non-assessed lessons. Self-reflectionson assessed as well as non-assessed lessons. Points of focus could be, inter alia,

o the extent to which planned outcomes were achieved,o whether appropriate strategies were employed,o what factors facilitated or impeded learning activities, ando whether anything new or unexpected arose in the course of the lesson.

The above plays an important role in expressing the developmental process that should occur in school-

based teaching experience. In other words, the journal should not merely record the number and variety of

lessons given, but also create a picture of the students experience as a whole.

It should be borne in mind that appraising ones own efforts is an important professional developmental

activity, and that reflecting upon the various aspects of ones performance can enhance ones

understanding of the teaching and learning processes and interactions in the classroom.

Once the journals have been handed in, the students must attend school until 31 October 2014. If this is

not adhered to, the student will be allocated an FC (studies not yet completed) as a mark.

The Faculty of Education wishes all B.Ed. students and their respective schools a

worthwhile and enjoyable association, and trusts that the students will avail themselves of every

opportunity to grow professionally and realise their individual potential.


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Education practice: POHO440 (30123)

Evaluations and due dates

Total mark:

NMMU lecturers evaluations only (x4) 60%

School educator/mentor (x8) 40%

Non-evaluated lessons:

Minimum additional lessons (non-evaluated) to be taught:

1 lesson per day (44 per semester22 per method specialisation) A register should be signed (see Appendix F) Abridged lesson plansof these lessons should be provided in your portfolio (sample outline given

APPENDIX C)

Evaluations and due dates:

Each student has to arrange for four (4) Lecturer (NMMU Mentor) lesson evaluations (one per term) during

the year. A minimum of one assessed lesson per major per semester should be assessed. No lecturer will

visit a student more than once during the term for summative assessment purposes, but may visit the

student more regularly for formative assessment purposes. Lesson evaluations should be done in the

required terms and will be checked for the date of evaluation. It is important to plan ahead and make

arrangements with the individual mentors in good time. If the student fails to meet this criterion without

prior arrangement, he/she will receive zero for the lesson and he/she may then have to repeat the module.

These evaluations will be spread throughout the year, as shown below:

NMMU Mentor

Evaluations

School Mentor

Evaluations

Term 1 1 2

Term 2 1 2

Term 3 1 2

Term 4 1 2

TOTAL: 4 8


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WORK-INTEGRATED LEARNING STUDENT CHECKLIST

4th

year 2014 FET studentsPlease place this in front of your General Portfolio. Please fill in ALL the details.

NAME: ...

STUDENT NO:

LECTURER ASSESSMENT

NAME OF SCHOOL DATE SUBJECT +

Gr

TOPIC MARK NAME OF

LECTURER

1.

2.

3,

4.

TOTAL

AVERAGE %

TEACHER ASSESSMENT

NAME OF SCHOOL DATE SUBJECT +

Gr

TOPIC MARK NAME OF

TEACHER

1.

2.

3.

4.

5.

6.

7.

8.

TOTAL

AVERAGE %


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STUDENTS DAILY ACTIVITIES AT SCHOOL (Term 1, FET)

Wk Date Lesson Topic/Activity Gr Time Spent

1 11/2

12/2

13/2

14/2

2 17/2

18/2

19/2

20/2

21/2

3 24/2

25/2

26/2

27/2

28/2

4 3/3

4/3

5/3

6/3

7/3

5 10/3

11/3

12/3

13/3

14/3

6 17/3

18/3

19/3

20/3


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7 24/3

25/3

26/3

27/3

28/3

AVERAGE TIME SPENT TEACHING:

Students Experiences:

General comments by the mentor:


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1 7/4

8/4

9/4

10/4

11/4

2 14/4

15/4

16/4

17/4

3 22/4

23/4

24/4

25/4

4 29/4

30/4

5 5/5

6/5

7/5

8/5

9/5

6 12/5

13/5

14/5

15/5

16/5

7 19/5

20/5

21/5


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17


22/5

23/5

8 26/5

27/5

28/5

29/5

30/5

9 2/6

3/6

4/6

5/6

6/6

10 9/6

10/6

11/6

12/6

13/6

11 17/6

18/6

19/6

20/6

12 23/6

24/6

25/6

26/6

27/6




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1 21/7

22/7

23/7

24/7

25/7

2 28/7

29/7

30/7

31/7

1/8

3 4/8

5/8

6/8

7/8

8/8

4 11/8

12/8

13/8

14/8

15/8

5 18/8

19/8

20/8

21/8

22/8

6 25/8

26/8

27/8


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28/8

29/8

7 1/9

2/9

3/9

4/9

5/9

8 8/9

9/9

10/9

11/9

12/9

9 15/9

16/9

17/9

18/9

19/9

10 22/9

23/9

24/9

25/9

26/9

11 29/9

30/9

1/10

2/10

3/10



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1 13/10

14/10

15/10

16/10

17/10

2 20/10

21/10

22/10

23/10

24/10

3 14/10

15/10

16/10

17/10

18/10

4 27/10

28/10

29/10

30/10

31/10





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APPENDIX A LESSON EVALUATION REPORT FORM

SCHOOL: Overall %obtained:

STUDENT: DATE:

SUBJECT: GRADE:

NO. OF

LEARNERS:

LECTURER/

MENTOR:

CAPS Ref:

TOPIC

LESSON

AIMS: CLEARLY STATED? AIMS ACHIEVED?

A: Planning

Features

B. Structure of lesson

1. Introduction

of lesson.

2. Main Teaching

Activities.


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3. Conclusion of

lesson.

C. Positive Aspects of

the lesson.

D. Areas for

Development:

E. Assessment

Activities.

F. ClassroomDiscipline /

Management.

G. Utilization of

Teaching Resources:

Overall Impression:

Outstanding 80-100

Very Good 75-79

Good 70-75

Satisfactory 60-69

Achieved 50-59

Not Achieved


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CRITERIA TO BE APPLIED TO EACH EVALUATION CATEGORY

Planning features

Is there evidence that the lesson has been thoroughly and thoughtfully prepared? Can any teacher of the subject

teach this lesson using the planning done?

Introduction of Lesson

The lesson is properly introducedlearners are focussed and interested and their attention is on the lesson.

Creativity is displayed.

Main teaching activities

The student teacher develops the lesson in a logical manner, using a variety of techniques so as to involve learners,

sustain their interest and engage them in meaningful, purposeful activities. There is a flow to the lesson and

learning takes place.

Conclusion of lesson

The lesson is brought to a successful conclusion within the allotted timeframe and learning is consolidated in a

meaningful way.

Positive aspects of the lesson

What the student teacher has done well.

Areas of development

Areas in which the student teacher needs to devote more time and attention and on which mentors should provide

further guidance and development.

Assessment activities

Has the student teacher used appropriate forms of assessment for the lesson and the class? Is the assessment

linked to the aims/outcomes of the lesson? Have they included all learners in this assessment? Have the principles


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of Universal Design for Learning (and assessment) been applied, i.e. Have students catered for learners with

different learning styles in their assessment activities?

Classroom Discipline/Management

Has the student teacher created an environment conducive to learning in the lesson? Did the student teacher

remain in control throughout the lesson? Were disruptive elements dealt with? Was the discipline exercised fair,

appropriate and consistent?

Utilization of Teaching Resources

Did the student teacher make use of a variety of teaching resources appropriate to the lesson? Were the resources

properly used to enhance learning?


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Appendix B

ASSESSMENT OF B Ed FET WiL PORTFOLIO: 2014.

(N.B. This incorporates Method Portfolios)

Date: WIL Block

(month):

Checked by

Lecturer:

Name and Surname

(Student):

Year group

(e.g. FET 4th

Year):

Checklist:

Item Yes: No: Comments ( if necessary)

Student name/

number

Situational

analysis

Attendance

register

Summary of

lessons taught

Neat copies of

all lessons

Copies of all relevant

Curriculum Documents

Copies of Notes / handouts

Lessons No. Comments ( if necessary)

Number of teacher

evaluated lessons

Number of other

lessons

Number of whole teaching

experiences

(if applicable)

Mark: /100


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Resources /Teaching

Aids

No. Comments ( if necessary)

Has additional TeachingResources

Resources are appropriate

and accessible

Lesson Reflection Yes: No: Comments ( if necessary)

Reflections on:

Aims/Outcomesachieved

Positive factors Negative factors Unexpected

outcomes/events, etc.

Reflections completed for

all evaluated lessons

Reflections completed

briefly for all non-evaluated

lessons

General Comments on Portfolio: e.g:

Overall

appearance:

Organisation

of contents

Depth, details and

interest value of

material included

and of reflections

Care taken and

commitment shown

in overall presentation


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PEER-ASSESSOR/LECTURER: ..

Sign:

Date: ..

DUE DATE FOR COMPLETED PORTFOLIOS:

03 NOVEMBER 2014

NB!!!

No portfolio will be accepted after the due date.

Failure to meet the deadline may lead to a repeat

of the module in the following year.

Outstanding 80-100

Very Good 75-79

Good 70-75

Satisfactory 60-69

Achieved 50-59

Not Achieved


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Appendix C

SAMPLE OF ABRIDGED LESSON PLAN

(Please note that Method lecturers will distribute the full lesson plan formats that they require directly to

students)

Educator/Teacher: Grade:

Subject:

School:

Week: Date:

Content Area

Topic

Context

Lesson Aims / Outcomes

Suggested resources

Prior knowledge

Educator activities Learner activities Resources Assessment Forms /

Strategies

Time

Expanded opportunities Enrichment and extension

Special needs / Barriers to learning Homework


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Task/Assignment/Practical/

REFLECTION


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Appendix D

PEER LEARNING INTERACTION GUIDE

Peer Learning Interactions

Introductory questions Talk me through what happened Were there any surprises? What pleased you most? What was disappointing?

Context

Content

What was the purpose of the lesson? What did the children learn today that they did not already know? What did you want the children to remember from this lesson? What do you think they will remember?

Evaluation

Evidence

Do you think the class learned what you wanted them to? How do you know?

Prediction

Next steps

What will you do to support and develop this next time? How will you provide support for all learners? How will you know if this is successful?

Analysis What kind of thinking did you encourage today? How do you know? How might a similar lesson be presented differently? Can you say the extent to which thinking about children as

learners influenced the approach that you adopted?

How did your lesson encourage the development of their conceptualunderstanding?

Can you tell me some links between your lesson and yourprofessional reading?

Tell me about the impact of your lesson on the childs learning. How has your input enriched the childrens progress?

Research Can you describe another lesson where content and purposeinfluenced you to use a different approach?

Summary What kind of feed-back would you give yourself for this lesson?


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Appendix E

REFLECTIVE PRACTICE RECORD

(To be completed after every lesson formally assessed by Mentor Teachers / Lecturers)

Focus Comment

Details of the

context used for

this reflection.

Why was this

context chosen

for reflection?

What did you

want the pupils

to learn?

What do you

think they will

remember?

What kind of

thinking did you

wish to promote?


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How did you

organise the

lesson to be

inclusive for all

learners?

Were there any

particular

challenges or

issues during the

lesson?

Was there

something you

were particularlypleased with?

Was there any

sense of

frustration during

the course of the

lesson?

How might you

do things

differently next

time?

How will you

assess the impact

of these

changes?

What might your

evidence be?

What will

success/progress

look like?


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What did you

learn about

yourself/your

practice from this

reflection?

Action/plan for

next step?


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Appendix F

ATTENDANCE REGISTER

Date Mentor/Principal Date Mentor/Principal


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Appendix G

DISPENSATION FORM (for examination purposes)

IMPORTANT:

To be completed in duplicate Attach copy of the examination time-table

Name of School:

Name of Student:

Student Number:

Phase:

Date of Examination:

Number of days required:

Module Code:

Module Name:

Students Signature:

Date:

RECOMMENDATION Recommended Not Recommended

_____________________ _____________________________ ___________

Mentors Name Mentors Signature Date

APPROVAL Approved Not Approved

________________________________ _________________________

Principals Signature Date