St John’s College Junior College School of Humanities and Education

Department

EDU 290 Teaching Practicum

Semester 2 Jan - May

COURSE OUTLINE
Instructor: Mrs. Lurleen Betson Gamboa MEd.Pre K- 12 MEd ECE
Credit Hours: 3
Prerequisites The only students who should take this course are those who
expect to take the Internship within the next twelve months.
Students who have not passed EDU115 may not take this course
under any circumstances.
Course Texts: Teaching Practicum Handbook (to be distributed electronically)
Burdon & Byrd Methods for Effective Teaching Allyn & Bacon
(available from bookstore)
The Primary School National Curriculum (to be distributed
electronically)

Office Hours: By appointment

Asynchonous Sessions: Work completed every week via Google Classroom, Padlet
and other relevant formats. Wednesdays and Fridays post

Synchronous Sessions: Every other Wednesday at 2:00 p.m.

Lecturer’s email: lurleen.betson@gmail.com

Course Description:
The Teaching Practicum course is designed using structured field-based
experiences that integrate the theory and practice of teaching in the Belizean
primary school system. During this first field experience, student-teachers will get
the opportunity to examine, through critical reflection, their emerging beliefs about
teaching and learning and to assimilate new knowledge, insights, and
understanding into their conceptual framework. Student-teachers will engage in a
minimum of fifteen hours of class/seminar. With a partner, student-teachers will
spend a minimum of thirty hours participating in classroom experience, interacting
and shadowing school teachers and students.

Instructor’s Note:
This document states the expectations and evaluations for EDU290. Your continued enrolment in this course implies your agreement to the
criteria listed in the course outline.
 Rationale:
If prospective teachers are to acquire the necessary dispositions and self-
monitoring skills that will enable them to learn from practice to become better
teachers throughout their teaching careers, then they should be afforded the
opportunities that will allow them to develop capabilities to exercise sound
judgment about educational matters in or outside of the classroom. In addition to
strengthening the link between the education courses and the field-based aspects
of learning to teach, this course is also expected to give student-teachers a chance
to reflect on their own professional knowledge and personal growth so that they
may be able to integrate these understandings into the total experience of being a
teacher.

Course Goals:
This Teaching Practicum course seeks to provide opportunities for student teachers
to develop a repertoire of teaching skills through classroom observation and reflective
practice. By the end of the course student-teachers will have:
⮚ observed and reflected upon effective patterns of teaching behaviour
⮚ planned and implemented effective instruction
⮚ developed and demonstrated positive attitudes about teaching
⮚ developed a professional portfolio
Specific Objectives
1. Associated the theory and practice of teaching.
2. Recognized the various roles of the teacher.
3. Formulated personal and professional goals.
4. Researched a classroom management plan in action.
5. Developed a personal philosophy of education.
6. Planned and implemented lessons and based on sound and acceptable
strategies and techniques.
7. Engaged in reflective thinking to improve planning and instruction.
8. Exhibited a positive and professional relationship with teachers, students,
administrators and other stakeholders.
9. Abided by the rules, policies and values of the host school.
10. Behaved in ways that are both professional and ethical.
11. Accepted positive criticism from teachers, colleagues, supervisors and
others involved in the Teaching Practicum experience.
12. Developed an awareness of classroom challenges and possible solutions.
 13. Discussed their professional development in a formal interview.

Mentors, Cooperating Teachers and Collaborating Schools.

Group A: Pre-Service Teachers
Students who are not currently working as primary school teachers will be allocated a
cooperating teacher in a collaborating school. They will work with this cooperating
teacher as they complete their assigned tasks. It is probable, but not certain, that
students will work with a partner.
Group B: In-Service Teachers
Students who are currently working as primary school teachers will conduct their
Teaching Practicum activities in the school where they are employed. However, as far
as possible, they should conduct these activities with a class that is not the one they
usually teach. In-Service teachers are advised to find a mentor teacher who can advise
and help them during the course.
 Methods of Instruction:
Each week there will be an on-line seminar during which the students will be
expected to share and reflect on their experiences.

School-based tasks should be performed at a time that is convenient to the partner

school and teacher at any time between Monday and Thursday of the relevant week. A
grade penalty will be levied for tasks completed late.

Course Expectations:
Professionalism
At all times that they are carrying out activities related to this course, whether on-campus
or at another site, students must, in so far as their training allows, act in the
manner usually expected of a professional teacher. Failure to do so may result in
the student being reported to the Dean and may result in the student being asked
to withdraw from the course. The following are intended as guidelines to the
expected standard of behaviour when visiting a primary school
- The student should be punctual for all scheduled activities
● The student-teacher should regard being present and on time for scheduled tasks
as very important and must always inform the cooperating teacher when he or she
will be unable to keep appointments or is likely to be late.
● The student should always be polite when interacting with members of the
school community, including pupils, parents, support staff, teachers and
administrators
● The student should follow all reasonable requests made by the
cooperating teacher, and other teachers, support staff and administrators
in the school
● . In addition to adhering to the SJC dress code, the student should dress in a
way that is similar to that of the school’s teaching staff; however, this does not
imply that it is necessary to wear a uniform.
● The student should adequately prepare, ahead of time, for the assigned task.
● The student should exhibit a positive attitude in words and deeds.
● The student should refrain from using any words or committing any actions
that could reasonably be described as being confrontational, disrespectful,
discriminatory, or contrary to the rules and policies of the school.

Attendance:
Regular attendance at each class session is expected. Please be honest when
discussing absence and lateness with the lecturer. Students who miss more than
three classes may receive an F grade.
 Attendance at all in-primary-school activities is essential. If a task cannot be
completed at a scheduled time, an alternative arrangement must be made. Failure
to complete such an activity may result in an F grade.
Academic Honesty and Plagiarism:
Cheating degrades both the student and the lecturer. Don’t do it. If you are unsure
what is allowed, read the St. John’s College Junior College policies on academic
honesty, plagiarism and cheating and/or ask the lecturer. The lecturer may
temporarily withhold a grade from an assignment is order to investigate possible
plagiarism. If plagiarism is proven, an assignment will receive a reduced grade. In
the plagiarism is substantial, the grade will be zero.
Submission of Written and Practical Assignments
Written assignments must be submitted on the given date for grading and again in
the portfolio near the end of the semester. Assignments should be typed or neatly
hand-written. For this course, assignments may not be submitted electronically.
A grade penalty of 10% of the final grade will be applied to work submitted later than
6:00 pm on the due date. No assignments may be missed. Students who fail to
submit required work without the permission of the lecturer cannot expect to pass
the course.

Methods of Evaluation and Grading Procedures:

This course uses some evaluative methods that focus on the application of knowledge
and skills. Evaluation will be based on, but
Grades are computed on a percentage scale as
not limited to the following: follows:
Lesson Implementation 25% A 90-100; B+ 85-89; B 80-84; C+ 75-79;
C 70-74; D 60-69; F 0-59
Observations/Presentations 25%
Teaching Portfolio 30%
Interview 20%
Total 100%

ASSIGNMENTS
Important Note: “Pre-Service” refers to those who are not currently working as a
primary school teacher. “In-Service” refers to all other students,
including those on study leave.

Lesson Implementation (6x5%=30%)

Pre-Service:
Teach six lessons, Lessons One and Two will be micro lessons of approximately twenty
minutes in length. Lesson 3 will be a full lesson if there is any). Lessons 4-6 will be
taught individually. It is your responsibility to arrange the lessons. You must get the unit
theme and the lesson topic from the regular class teacher before you plan the lesson. It
is highly recommended that you share your plan and discuss your ideas with the
classroom teacher before delivering the lesson.

At least one lesson will be observed by a member of the teacher education department.
Lessons may also be observed by your school administrators.

Note that students MUST teach six lessons and cannot pass the course if
they fail to do so.
Portfolio (60%)
You are required to develop a portfolio during this course (details below) This portfolio is
very important because it will serve as the foundation for your teaching portfolio for the
Internship. You will be expected to discuss the contents of this journal at an interview
with your instructor during the final week.

Final Interview (10%)

During exam week, you will be interviewed by your course instructor or a person
nominated by her. You are expected to attend this interview dressed professionally and
be present ten minutes before your allocated interview time. You will be asked a series
of questions about your experiences, growth and development during the course. You
may also be asked about your portfolio.

Portfolio Sections
Section I: About Me
Autobiographical Sketch
Curriculum Vitae (Résumé)
Philosophy of Education
Section II: My Professional Development
Anticipation Survey
Professional Development Plan
Section III: My Practicum Experience
School and Class Profile
Classroom Observation Instruments and Reports
Classroom Management Plan
Lesson Plans
Appendix
Miscellaneous other items, for example: Teaching Practicum Data Form and
Agreement; Permission Letters; Attendance Record; Lecturer / Cooperating
Teacher Observation Reports

Description of Portfolio Elements

Note that the accurate, stylish use of Standard English is expected:

Biographical Sketch
Using 300-500 words of continuous prose, write about yourself in such a way that the
reader will gain insights into the path that led you to being a student-teacher at SJCJC.
You may also include photographs and other artefacts, but these will not be graded.
Curriculum Vitae/Résumé
Present personal, educational and professional details about yourself in the format of a
curriculum vitae. Include the following: Name, contact information, educational
experience and achievements, employment record (if any), relevant skills (e.g. computer
skills, languages spoken), community service & voluntary work, hobbies and interests.
The curriculum vitae should take no more than 2 sides of letter sized paper.

Anticipation Survey
I. List at least 3 things you are looking forward to experiencing during
Teaching Practicum I
2. List at least 3 things you are hoping to learn during Teaching Practicum I
3. List at least 3 things about Teaching Practicum I that make you feel anxious
Select one item from each of the sections above and explain it further using 150-200.
(i.e. 450-600 words in total)
Professional Development Plan
Using the format in the TP Handbook, complete a Professional Development Plan. The
purpose of this is for you to identify professional goals and the means of accomplishing
them.
Philosophy of Education
Using approximately 300-400 words of continuous prose, write a personal philosophy
of education. In producing your philosophy, you might consider the following questions:
What is the purpose of education?
What knowledge is it most important for students to learn?
What is the nature of learning?
What are your favoured instructional strategies?
What is the desired relationship between the teacher and the students?
School and Class Profile
Using the checklist in the TP Handbook as a guide, write a profile of the school where
you are conducting your Teaching Practicum activities and the class with which you
are
carrying out your TP lessons. Note that for in-service teachers, this will not be the class
you teach every day.
Classroom Observation Instruments and Reports

During the course, you are required to observe four lessons taught by another teacher.
Each observation has a specific focus. Complete the relevant observation instrument
from the TP Handbook and then write a reflection of approximately 200 words on your
experience. This reflection should not be a description of what you saw but a
commentary on what you learnt from the experience.
The weekly focuses are as follows:
1. Learning Environment (Classroom Map + Teacher-Student
Interaction / Student Involvement
2. Questioning Technique
3. Presentation of Ideas
4. Instructional Variety

Lesson Plans with Reflection/Evaluation

Using the lesson plan template provided create a plan for each of the lessons you
implement during the course. There will be a total of six plans. You should show your
plan to the class teacher before implementing the lesson. After you have taught the
lesson, you should write a reflection on your experience using approximately 150 words.
The completed plan should be submitted to your lecturer at the first weekly seminar after
you have delivered the lesson.
Classroom Management Plan
Investigate and report on the classroom management plan that exists in the
classroom where you will conduct your teaching. You may use bulleted or
numbered lists where appropriate.
Your report should answer the following questions:
1. What explicit rules, rewards and consequences are written and displayed in
the classroom?
2. What routines exist for (a) students entering and leaving the room (b)
students getting ready for the lesson (c) care and distribution of equipment &
books
(d) students using the bathroom, drinking water and disposing of garbage during
lesson time
 3. Are there any other unwritten rules that seem to be widely understood by
the students and the teacher?
4. Is there a system of recording rewards and consequences (for example,
a behaviour chart, stars and stickers, etc).
Appendix
Insert in the appendix any other relevant documents including your Teaching Practicum
Data Form and Agreement, permission letters you have written or had signed, your
attendance record and any observation forms you have been given.
 COURSE CONTENT AND SCHEDULE
Week/Dat Class Topics
e
1 Introduction to Course
Expectations
Intro to Teaching Portfolio
School Assignments
Anticipation Survey
2 Professional Development Plan
3 Why Observe? Challenges
to Observing
Preparing to
Observe/Making
Classroom Visits
Methods for
Observing Learning
Environments
Classroom Maps
4 Classroom Management Basics
– Routines, rules and
consequences.
5 Essential Teaching Skills
Analyzing the Teaching
Learning Process
Philosophy of Education
6 Lesson Planning
7 Lesson Planning, Reflection &
Evaluation
School-Based Tasks
Complete TP1 Agreement
Submitted
Anticipation Survey Submitted
Student-teachers make an
introductory visit to their schools to
meet with the principal and
cooperating teacher.
Student-teachers arrange a time
and date for their first
observation.
Professional Development
Plan submitted
Observation 1 – Focus: Learning
Environment
Biographical Sketch submitted
Observation 2 – Focus: Questioning
Technique
Classroom Management Plan
submitted.
Observation 3 – Presentation
of Ideas
Observation 4 – Instructional
Variety.
Student-teachers arrange a time
and date for Lesson 1. The class
teacher should provide them with
the topic and guidance concerning
the objective and students’
previous knowledge.
Philosophy of Education First Draft
 Submitted
8 Lesson Review Seminar Lesson 1 (microteaching)
Implemented
Student-teachers arrange a time
and date for Lesson 2

Lesson Plan with Evaluation

Submitted
9 Lesson Review Seminar Lesson 2 (microteaching)
Implemented
Student-teachers arrange a time
and date for Lesson 3

School and Class Profile

Submitted Lesson Plan with
Evaluation Submitted
10 Lesson Review Seminar Lesson 3 Implemented
Student-teachers arrange a
time and date for Lesson 4
Lessons 4, 5 & 6 must be full
lessons taught individually.
Students may choose any subject
area that they have completed or
are currently studying the
relevant methods course for.
Lesson Plan with Evaluation
Submitted
11 Lesson Review Seminar Lesson 4 Implemented
Student-teachers arrange a time
and date for Lesson 5
Lesson Plan with Evaluation
Submitted
12 Lesson Review Seminar Lesson 5 Implemented

Student-teachers arrange a time

and date for Lesson 6

Lesson Plan with

Evaluation Submitted
13 Lesson Review Seminar Lesson 6 Implemented

Lesson Plan with Evaluation

Submitted
14 Final Philosophy of
Education Submitted

15 Review of Course/ Individual Portfolio Submitted

Interviews
 Teaching Practicum Data Form and Agreement

Please attach a recent

This form will be used to help the Teacher passport style photograph
Education Department identify an appropriate
collaborating school and cooperating teacher.

1. Name

2. Home Address

3. Phone Numbers

4. Email Address

5. If you are on study leave, please state from which management and from which school.

6. If you are currently working in a school, please state which management and
which school.

7. Please list all primary schools:

(a) That you have previously worked in.

(b) That a family member works in. Please state the position held by the family
member and the relationship to you.

(c) That a child of whom you are the parent or guardian currently attends.

(d) That you attended as a child.

I hereby confirm that all the information above is accurate and that I have provided all
relevant information. I also confirm that I have read and understood the course outline for
Teaching Practicum I and that I agree to abide by all elements of it.

Signed Date

St John’s College Junior College School of Teacher Education and TheologyDepartment

TEACHING PRACTICUM TASK COMPLETION

Name of Student:
………………………………………………………………………………………………
…………
Name of School
………………………………………………………………………………………………
…………
Nature of the Task Date and Time Signature of Signature of
Task Completed Student Verifying Teacher
Introductory Visit

Observation 1 –
Learning
Environment
Observation 2 –
Questioning
Technique
Observation 3 –
Presentation of
Ideas
Observation 4 –
Instructional Variety
Lesson 1

Lesson 2
 Lesson 3

Lesson 4

Lesson 5

Lesson 6

Final Interview

I hereby verify that, to the best of my knowledge, the above information is correct.
Signed

Student Teacher Date School Principal Date

RUBRIC FOR GRADING PORTFOLIO

Componen 1 2 3 4 5
ts
1 Portfolio Requirements (complete and adequately supported with
pertinent documentation as required).
2 Quality of Content (the clarity, relevance/appropriateness,
comprehensiveness, and alignment of the content of each portfolio
entry to be established requirements is evident).
3 Reflections (as evidenced in the weekly reflections and rationale for
various portfolio entries, clearly describe growth, challenges, and/or
successes; the ability to effectively critique work and provide
suggestions for constructive practical alternatives, if appropriate, is
evident).
4 Artifacts (the selection of the various portfolio entries is clearly and
directly related to the intended purpose and functions; sufficient and
varied artifacts are included and each is adequately captioned to
illustrate
the relevance of the item.
5 Documentation and Copyright (all content throughout the portfolio
displays the appropriate citations and/or copyright permissions;
authorization for use of students’ picture is evident, if applicable).
6 Organization and Structure (the layout of the portfolio is arranged in
well-defined sections with visual cues for organization; ease of
navigation is evident; spelling, punctuation and other grammatical
errors
 are non-existent).
TOTAL SCORE / 30 PTS
 RUBRIC FOR GRADING LESSON PLANS

Planning Criteria 1 2 3 4 5
1 Headings, References and Previous Knowledge
clearly outlined and there is evidence of alignment.
2 Lesson Content (knowledge, skills and attitudes well
developed) and Suggested Activities are appropriate
to
deliver the content. Evaluation is clear and reflective.
3 Lesson Objectives are measurable and practical.
Culminating Activity/Closure is aligned to objectives.
4 Materials are suitable.
TOTAL / 20 PTS