FACULTY OF EDUCATION

1st Semester, 2022-24

EDUC460 - Professional Experience II (9cr.)

STUDENT TEACHING HANDBOOK
“Docendo Discimus”
By teaching, we learn

Designed & Compiled by Naltan Lampadan

Dean, Senior Lecturer & Internship Coordinator
Asia-Pacific International University
Faculty of Education
Date of Revision: May 24, 2023
 Table of Contents
PREFACE.....................................................................................................................................................................4
SECTION 1: COURSE SPECIFICATION.......................................................................................................................4
COURSE IDENTIFICATION AND GENERAL INFORMATION.................................................................................4
SECTION 2: AIMS AND OBJECTIVES.........................................................................................................................5
COURSE AIMS:.......................................................................................................................................................5
OBJECTIVES OF STUDENT TEACHING:.................................................................................................................5
SECTION 3: COURSE COMPOSITION.......................................................................................................................6
COURSE DESCRIPTION..........................................................................................................................................6
NUMBER OF HOURS..............................................................................................................................................6
NUMBER OF ADVISING HOUR PER WEEK: 1-2 HOURS A WEEK.........................................................................6
SECTION 4: STUDENT LEARNING OUTCOMES.......................................................................................................6
ETHICAL AND MORAL...........................................................................................................................................6
4.2 KNOWLEDGE....................................................................................................................................................7
4.3 COGNITIVE SKILLS...........................................................................................................................................7
4.4 INTERPERSONAL SKILLS AND RESPONSIBILITY..............................................................................................8
4.5 QUANTITATIVE ANALYTICAL, COMMUNICATION, AND INFORMATION TECHNOLOGY SKILLS.............9
SECTION 5: TEACHING PLAN AND EVALUATION...................................................................................................9
1. TEACHING PLAN............................................................................................................................................9
EVALUATION PLAN.............................................................................................................................................10
This course integrates faith and learning (IFL) by:...................................................................................................11
a. Having devotional moments to start each class session.................................................................................11
b. Praying for each other’s concern (prayer request box)...................................................................................11
c. Promoting academic honesty, dress code, collaboration, compliance to rules and regulations and ethical
conduct.....................................................................................................................................................................11
d. Reflecting on their teaching, learning and behavior.......................................................................................11
e. Pointing out the value that the Bible teach in the day-to-day interactions....................................................11
f. Promoting teacher-students positive relationship...........................................................................................11
SECTION 6 TEACHING AND LEARNING RESOURCES............................................................................................12
GUIDELINE/STUDENT-TEACHER’S AID...............................................................................................................12

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PARTICIPANTS’ RESPONSIBILITIES..........................................................................................................................13
THE ADMINISTRATOR OR PRINCIPAL................................................................................................................13
THE SUPERVISING TEACHER...............................................................................................................................14
THE UNIVERSITY SUPERVISOR............................................................................................................................15
THE STUDENT-TEACHER.....................................................................................................................................16
SECTION 7: COURSE EVALUATION AND IMPROVEMENT....................................................................................18
RESOURCES......................................................................................................................................................19
INTERNSHIP & FIELD PLACEMENT FORM..........................................................................................................19
TEACHING RECORD.............................................................................................................................................20
LESSON PLAN FORMAT......................................................................................................................................21
FEEDBACK AND EVALUATION............................................................................................................................22
FORM INTERNSHIP A.4........................................................................................................................................22
STUDENT-TEACHER’S SCHEDULE.......................................................................................................................22
Student-Teacher’s Name:....................................................................................................................................22
School/Class Time Table......................................................................................................................................23
Log In Sheet – Student Teacher...........................................................................................................................23
ASSESSMENTS..........................................................................................................................................................24
STUDENT-TEACHER’S SELF-ASSESSMENT..........................................................................................................24
LESSON PLAN AND DELIVERY EVALUATION FORM..........................................................................................25
MID-TERM PERFORMANCE ASSESSMENT (TO BE COMPLETED BY THE HOMEROOM TEACHER).................28
SUMMATIVE/FINAL STUDENT TEACHER EVALUATION (TO BE COMPLETED BY THE HOMEROOM
TEACHERS)...........................................................................................................................................................31
Post EVALUATION................................................................................................................................................35
WORSHIP ATTENDANCE AT AIMS (to be submitted to AIU Chaplain Department).........................................37
Student-Teacher’s Portfolio Check List for portfolio...........................................................................................38

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PREFACE

This Student Teaching Handbook is intended for student teachers, cooperating teachers, and university supervisors. It may
also serve as a useful reference for administrators of the cooperating schools and for other individuals directly or indirectly
involved with the Education and Psychology at Asia-Pacific International University student teaching experience. The
handbook expresses the beliefs of the faculty and suggests ways to facilitate the “success” of the student teaching
experience.

The purpose of the student teaching experience is to provide student-teachers with extended experiences in actual
classroom situations. In these settings, student teachers participate directly in teaching-learning situations under the
guidance of experienced teachers. While engaged in student teaching, student teachers have opportunities to test theories
and put into practice pedagogical methods and technical content they have learned. Most importantly, through student
teaching, they have opportunities to grow through experiences of working in “real” situations with expert mentors.

SECTION 1: COURSE SPECIFICATION

Name of the University Asia-Pacific International University

Faculty Education

COURSE IDENTIFICATION AND GENERAL INFORMATION

Course code and name: Internship
EDUC460 Professional Experience II
Number of Credit: 9 (1-16-10)
Curriculum and category of the course:
Bachelor of Arts in Teaching
Responsible teacher:
Lecturer: Naltan Lampadan
Contact number: 1164 Home Extension: 1168 Email: naltan@apiu.edu or dean.education@apiu.edu
Class Time: Internship (TBA)
Semester / Student classification: Senior
Pre-requisite: Senior Standing (have completed all methods and related content courses)

Date of course development or revision: May 24, 2023

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SECTION 2: AIMS AND OBJECTIVES

COURSE AIMS:
This program provides the student the opportunity to experience, in depth, the full role and meaning of teaching in a
school setting. Experiences include planning and organizing for instruction, developing classroom teaching competencies
and skills, evaluating pupil progress, participating in extra-class activities, working with special school personnel, and
utilizing school and community resources in the instructional program.

OBJECTIVES OF STUDENT TEACHING:

Course Expectations
Every student teacher must demonstrate what he/she knows and can do. The following expectations are built on good
educational practice. Demonstration of every component is required and will be documented on the Student Teaching
Portfolio.

Planning
 Daily (short range) Planning - Develop written daily plans for all lessons that include critical components and
characteristics of good instruction.
 Unit (long range) Planning - Develop at least one Unit Plan that includes all the components and characteristics of good
instruction.

Instruction
 Demonstrate competence using at least 5 different instructional strategies: Concept, Cooperative, Inquiry, Lecture,
Questioning/Discussion and other
 Demonstrate competence with teaching aids and technology
 Demonstrate ability to analyze and correct instruction using video tape and written analysis

Assessment
 Demonstrate competence in developing a variety of assessments
 Monitor and assess student progress throughout instruction
 Utilize pretests and posttests to assess student growth and improvement and provide remediation strategies
 Demonstrate ability to interpret student assessments to critique effects of teaching

Management of Learning Environment

 Develop positive, task-oriented classroom environment
 Develop positive relationships with students
 Deal appropriately with discipline problems

Communication
 Demonstrate respectful and effective communication skills
 Maintain clear communication with parents
 Create and maintain positive school and professional contacts
 Demonstrate a stewardship approach to teaching

Professionalism
 Understand and follow the Professional Code of Ethics
 Understand and follow laws pertaining to schools, teaching, and the care of children
 Demonstrate understanding of federal, state, and local governance systems relating to education and teaching.
 Demonstrate competence with and understanding of state and content standards
 Demonstrate competence in developing a variety of assessments
 Monitor and assess student progress throughout instruction

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SECTION 3: COURSE COMPOSITION

COURSE DESCRIPTION

EDUC 460 – Professional Experience II 9(1-16-10)

This professional experience practicum is designed to give students classroom practice after Professional I has been
completed. Students are required to teach sixteen (16) hours per week for fifteen (15) weeks (240 hours). An additional
minimum of twenty (20) hours per week for fifteen weeks (300 hours) is used for preparation, planning, evaluating and
reflecting on classroom practice. The practicum comprises a variety of teaching strategies, methodologies and
instructional models that are to be applied to practice in a primary classroom. Students handle instructional planning,
design, sequence and organizing tasks, as well as manage the classroom environment and plan and implement
assessment activities. The students’ effectiveness as classroom practitioners are evaluated by both a university lecturer and
a supervisor from the school in which the professional experience practicum is based.

NUMBER OF HOURS
COMPONENT OF HOURS
Item Hours
Field work, practicum & laboratory
17 Weeks, 7:50am-5:00pm (school hours)
Lecture/Forum by the supervisor 15 hours (weekly meeting)
Observation & assisting One Semester
Teaching hours/periods 140-240 periods (Primary Education)
Self-study/Preparation One Semester
Extra-Curricular Participation (Worship, Meeting, TBA
Workshop, Students after school activities, PT, etc.)

Important:
Student-teacher must teach at least three core subjects and other non-core subjects.

NUMBER OF ADVISING HOUR PER WEEK: 1-2 HOURS A WEEK

FORUM/LECTURER
Field Work-TEACHING Self-Study
(1x15=15 hours)
(16x15) 240 hours (10x15=150 hours)
ONCE A WEEK (FACE TO FACE)

SECTION 4: STUDENT LEARNING OUTCOMES

ETHICAL AND MORAL

4.1.1 Moral and Ethical Aspect Outcomes
(1) Demonstrate virtue and ethics personally, academically, and professionally by understanding others,
understanding the world, being aware of public issues and having public consciousness, understanding
service and sacrifice, and serve as a role model to others.
(2) Demonstrate the ability to manage and solve problems in an ethical and virtuous manner by adhering
to professional ethics of teachers and considering professional and community values, attitudes and
acting for the benefit of the public.
4.1.2 Teaching Strategy
(1) Using dialectical analysis (questioning, discussing, analyzing, evaluating, synthesizing) regarding morality
and ethics in society and academically, including critical thinking about professional morality and ethics.
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 (2) Interactive learning by doing.
(3) Using case study analysis
(4) Student participation in professional activities annually and throughout the curriculum
4.1.3 Evaluation Methods
(1) Assess and evaluate by using dialectical methods (questioning, dialogue and discussion to analyze and
synthesize ideas and concepts).
(2) Peer evaluation
(3) Assess students’ responses to case studies
(4) Assess and evaluate students participating in professional teaching activities annually and throughout
the curriculum (professional experience, methods classes, professional development activities like
colloquia, mentoring)

4.2 KNOWLEDGE
4.2.1 Knowledge Learning Outcomes
(1) Acquire knowledge and understanding of principles and theories in education and educational
psychology and develop expertise in the subjects that will be taught
(2) Demonstrate awareness of principles and theories regarding knowledge which involves interdisciplinary
and real-world integration and application of this knowledge
(3) Demonstrate the understanding that knowledge advancement and research is necessary to be an
effective professional
(4) Demonstrate the ability to analyze, synthesize and evaluate knowledge and apply it effectively to
teaching
4.2.2 Teaching Strategies
(1) Emphasize theory and application in actual situations
(2) Emphasize participative learning by using collaborative and cooperative methodology
(3) Use problems and case studies in a dialectical manner (questioning, discussing, analyzing, evaluating,
synthesizing)
(4) Learn from actual situations, fieldtrips (as relevant), demonstrations, and micro-teaching (as relevant)
(5) Participation in professional teaching activities annually and throughout the curriculum
4.2.3 Evaluation Methods
(1) Asses and evaluate knowledge by means of student reports and assignments
(2) Case study analysis reports and literature reviews Assess and evaluate students’ knowledge by using
dialectical methods (questioning, discussing, analyzing, evaluating, synthesizing)
(3) Assess and evaluate students’ knowledge based on their participation in professional activities annually
and throughout the curriculum

4.3 COGNITIVE SKILLS

4.3.1 Cognitive Skills/Intellectual Aspect Learning Outcomes
(1) Demonstrate the ability to find facts and information, understand and evaluate information resources,
by using many resources in order to work, find solutions to problems and do research in order to
develop professionally and organize knowledge for themselves
(2) Demonstrate abilities to solve complicated problems creatively and present the solution by considering
theoretical knowledge, experience from the professional experience practicum and the
consequences/effects of the decisions made

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 (3) Demonstrate intellectual leadership by developing creative work and being innovative in the science of
applying knowledge appropriately in the course of professional duties
4.3.2 Teaching Strategies
(1) Dialectical analysis of academic, professional and social problems by using problem-based methods
(2) Research-based learning in order to develop new knowledge with a broader vision
(3) Research and development and vision-based learning (goal-oriented learning)
(4) Participation in professional activities annually and throughout the curriculum
4.3.3 Evaluation Method
(1) Use dialectical methods (questioning, discussing, analyzing, evaluating, synthesizing) to assess and
evaluate critical issues in academia, professionally and in society
(2) Assess and evaluate new knowledge gained from research
(3) Assess and evaluated innovation and research relating to profession
(4) Assess and evaluate students’ based on their participation in professional activities annually and
throughout the curriculum

4.4 INTERPERSONAL SKILLS AND RESPONSIBILITY

4.4.1 Interpersonal Skills and Shouldering Responsibility Learning Outcomes
(1) Demonstrate sensitivity and empathy with regards to other people’s feelings, think positively, mental
and social maturity
(2) Demonstrate ability to help people and solve problems creatively within a group and between groups
(3) Demonstrate leadership skills and also to be a good follower by establishing good relationships with the
learners and being economically and socially responsible in the community and caring for the
environment
4.4.2 Teaching Strategies
(1) Emphasize interaction between student and student, student and teacher, and student and service
recipient
(2) Organize group activities to foster the roles of leader and follower
(3) Shared leadership in presenting academic work
(4) Reflective thinking and listening
(5) Participation in professional activities annually and throughout the curriculum
4.4.3 Evaluation Methods
(1) Assess and evaluate students’ interpersonal skills and sense of responsibility by using cooperative
learning methods
(2) Assess and evaluate how students study or solve problems together
(3) Assess and evaluate students’ presentations after group work and taking leadership roles in group
discussions
(4) Assess and evaluate students’ participation in professional activities annually and throughout the
curriculum

4.5 QUANTITATIVE ANALYTICAL, COMMUNICATION, AND INFORMATION TECHNOLOGY SKILLS

4.5.1 Quantitative, Qualitative, Analytical, Communication, and IT Skill Learning Outcomes
(1) Demonstrate ability to analyze information in mathematics or statistics, spoken and written language
quickly and effectively and with understanding

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 (2) Demonstrate ability to use discretion in evaluating, interpreting and selecting information by using
information technology regularly and consistently
(3) Demonstrate the ability to communicate effectively in both spoken and written language and in an
appropriate form to different groups of people
4.5.2 Teaching Strategies
(1) Analyzing and presenting information about important educational and psychological issues from the
news media, including printed media
(2) Searching for and presenting important issues regarding education and psychology by using
information technology
(3) Participation in professional activities annually and throughout the curriculum
4.5.3 Evaluation Methods
(1) Assess and evaluate students’ ability to analyze, communicate and present information about important
issues in education and psychology
(2) Assess and evaluate students’ ability to search for, analyze and present important information about education
and psychology using information technology
(3) Assess and evaluate students’ participation in professional activities annually and throughout the curriculum

SECTION 5: TEACHING PLAN AND EVALUATION

1. TEACHING PLAN
Number of Assessment and observation &
Date Week Activity
Periods/week Submission Dates
Orientation, Observation, Start writing daily your journal:
Preparation, Planning, Celebration & Improvement related
Aug 15 1st week -
Evaluating and Reflecting on to the content, delivery,
Classroom Practice management, students, teacher, etc.
Observation, Preparation,
2nd Planning, Evaluating and Submission of your Field Placement
Aug 21 -
week Reflecting on Classroom Confirmation Form, Pg. 19
Practice
3rd
Aug 28 Teaching & assisting 3-4 periods/w
week
Sept 4 4 week
th
Teaching & assisting 3-4 Periods/w
Teaching & assisting
Sept 11 5th week (Drop an old subject and add a 3-4 Periods/w
new subject)
Teaching & assisting
Sept 18 6th week 6-8 Periods/w
(Add a new subject)
Teaching & assisting
Sept 25 7 week
th
(Drop an old subject and add a 6-8 Periods/w
new subject)
Teaching & assisting
University Supervisor’s
Oct 2 8th week (Drop an old subject and Add a 6-8 Periods/w
observation # 1
new subject)
Submission of your “Self- Assessment”
Oct 9 9th week Teaching & assisting 8-12 Periods/w
pg. 24
Oct 16 10th Teaching & assisting 8-12 Periods/w Submission of your “Midterm
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 Performance Evaluation (evaluation
week
from your homeroom teacher) pg. 28
11th
Oct 23 Teaching & assisting 8-12 Periods/w
week University Supervisor’s observation #
12th 2
Oct 30 Teaching & assisting 1216 periods/w
week

13th Supervisor’s observation # 3 (if it is

Nov 6 Teaching & assisting 12-16 periods/w
week needed)

14th Submission of your Video Recording

Nov 13 Teaching & assisting 12-16 periods/w
week & Reflection
15th
Nov 20 Subject you would like to teach 12-16 Periods/w
week
Final/Summative Evaluation
16th
Nov 27 Subject you would like to teach 12-16 Periods/w (one from student and one from your
week
teacher) pg. 31
17th PORTFOLIO WEEK, pg. 38 & Post Evaluation, pg. 35
Dec 4-8
week You are not required to attend AIMS

EVALUATION PLAN
STUDENT EVALUATION EVALUATION
No. LEARNING EVALUATION METHOD SCHEDULE PERCENT
OUTCOMES

4.1.3, 4.4.3, 4.53, Professional Attributes and Responsibilities

1 20%
4.6.3 (By the university Supervisor)

4.6.3, 4.5.3, 4.4.3, Teaching Observations (2-3)

2 25%
4.3.3, 4.2.3, 4.1.3 (Lesson Plan & Delivery)

4.1.3, 4.2.3, 4.3.3, Portfolio (*required for the completion of the

3 15%
4.4.3, 4.5.3, 4.6.3 course)

4.1.3, 4.2.3, 4.3.3, Midterm Evaluation (from your homeroom

4 15%
4.4.3, 4.5.3, 4.6.3 teacher)

Final/Summative Evaluation (from homeroom

Teacher)
4.1.3, 4.2.3, 4.3.3,
5 * Final/Summative Evaluation 25%
4.4.3, 4.5.3, 4.6.3
(one from the student and one from your
teacher)

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Grading Scale

Grade Percentage GPA Definition

A 90 – 100 4.00 Excellent

B+ 84 – 89 3.50 Very Good

B 78 – 83 3.00 Good

C+ 72 – 77 2.50 Fairly Good

C 66 – 71 2.00 Fair

D+ 60 – 65 1.50 Poor

D 54 – 59 1.00 Very Poor

F 0 – 53 0.00 Fail

* Minimum Passing Grades for Major required and Major Emphasis subjects is C

3. Integration of Faith and Learning (IFL)

This course integrates faith and learning (IFL) by:
a. Having devotional moments to start each class session.
b. Praying for each other’s concern (prayer request box).
c. Promoting academic honesty, dress code, collaboration, compliance to rules and regulations and ethical conduct.
d. Reflecting on their teaching, learning and behavior.
e. Pointing out the value that the Bible teach in the day-to-day interactions.
f. Promoting teacher-students positive relationship.
g.

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SECTION 6 TEACHING AND LEARNING RESOURCES

GUIDELINE/STUDENT-TEACHER’S AID
These tips can aid student-teachers as they begin their first teaching assignments. Please note that these are not
suggestions for how to approach the students but instead for how to succeed in your new teaching environment most
effectively.

Be On Time

Punctuality is essential in the 'real world'. If you are late, you will NOT start out on the right foot with your cooperating
teacher. Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that
teacher and yourself in an awkward situation.

Dress Appropriately

As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over
dressing during your student teaching assignments. The clothes do help lend you an air of authority, especially if you look
awfully young. Further, your dress lets the coordinating teacher know of your professionalism and dedication to your
assignment.

Be Flexible

Remember that the supervising teachers have pressures placed upon them just as you have your own pressures to deal
with. If you normally teach only 3 classes and the supervising teacher asks that you take on extra classes one day because
he has an important meeting to attend, look at this as your chance to get even further experience while impressing your
dedication to your supervising teacher.

Follow the School Rules

This might seem obvious to some, but it is important that you do not break school rules. For example, if it is against the
rules to chew gum in class, then do not chew it yourself. This is not professional and would be a mark against you when it
comes time for your coordinating teacher and school to report on your abilities and actions. In addition, follow your own
classroom rules and routine.

Plan Ahead

If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many
schools have procedures that MUST be followed for copying to occur. If you fail to follow these procedures, you will be
stuck without copies and will probably look unprofessional at the same time.

Befriend the Office Staff

This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school
where you are teaching. These people's opinions of you will have an impact on whether you are hired. They can also make
your time during student teaching much easier to handle. Don't underestimate their worth.

Maintain Confidentiality

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Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either
not use their names or change them to protect their identities. You never know who you are teaching or what their
relationship might be to your instructors and coordinators.

Don't Gossip

It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a
student teacher this would be a very risky choice. You might find out information that is untrue and clouds your judgment.
You might even offend someone without realizing it.

Be Professional with Fellow Teachers

Do not interrupt other teachers' classes without a good reason. When you are speaking with your supervising teacher or
other teachers on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more
likely to share with you if they feel that you are genuinely interested in them and their experiences.

Don't Wait to the Last Minute to Call in Sick

You will probably get sick at some point during your student teaching and will need stay home for the day. You must
remember that the regular teacher will have to take over the class during your absence. If you wait until the last minute to
call in, this could leave them in an awkward bind making them look bad to the students. Call as soon as you believe you
will not be able to make it to class.

PARTICIPANTS’ RESPONSIBILITIES

The student teaching experience requires a high level of collaboration between the K-12 community and the college. The
quality of the relationship that exists among the participants will greatly influence success in student teachings. An
understanding of the various roles is essential. The following statements briefly summarize the primary responsibilities of
the school principal, supervising teacher, college supervisor, and the student teachers.

THE ADMINISTRATOR OR PRINCIPAL

The Administrator or Principal in the cooperating school carries out many important responsibilities in the student
teaching program. As Principal, your professional contributions include the following:

1. Encourage a favorable attitude in the school and community toward the student teaching program.

2. Identify and encourage potential Supervising Teachers (particularly those with experience) to participate in the
student teaching program and recognize the contribution of Supervising Teachers.

3. Help orient Student Teacher to the philosophy, policies, and regulations of your school; and to the building, staff,
and community.

4. Observe and offer assistance to Student Teachers in the same manner as you do to the regular faculty.

5. Use Student Teachers as substitute teacher only in emergency situations.

6. Advise the Supervising Teacher and the College Supervisor of any difficulties experienced in relation to the
student teaching program and assisting resolving any problems.

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THE SUPERVISING TEACHER

Effective Supervising Teachers successfully combine the knowledge and understanding of classroom teaching
with the skilled guidance and direction of a prospective teacher. As a key person in assuring a successful student teaching
program, you are responsible for:

A. Orientation

1. Get acquainted with your Student Teacher through a personal meeting.

2. Prepare your students for a Student Teacher coming to them for a period of time.

3. Create a physical of belonging by providing for your Student Teacher a workplace and supplies:
textbooks, teacher’s manuals, schedule, seating charts, and keys.

4. Alert your Student Teacher to school and room policies and routines: location of restroom, teacher’s
lounge, and cafeteria.

5. Work with your Student Teacher to develop her/his goals for observation and involvement in the
classroom.

6. Arrange introductions to other teachers, to staff members, and to students.

B. Supervision and Guidance

1. Facilitate your Student Teacher’s gradual induction into teaching.
a) By providing opportunities to observe a variety of appropriate teaching methods.
b) By discussing with your Student Teacher, the subject areas in which she/he feels most confident
and allowing her/him to teach in these areas first.
c) By working out a subject timeline and tentative schedule which enables her/him to move
gradually into a full teaching schedule and providing for a gradual but rather rapid tapering off
towards the end of the experience so that you are again in full charge by the last day.
d) By clarifying her/his responsibilities for making lesson plans, securing, and organizing
appropriate materials and other activities.

2. Early in the experience, allow your Student Teacher to introduce a lesson, collect papers, and make
transitions.

3. Provide the opportunity for your Student Teacher to have experience using duplicating and audio/visual
equipment, learning kits, computers, and other available materials and equipment.

4. Help you Student Teacher plan thoroughly the first lessons; examine and improve plans with your
student, pointing out and discussing possible problem areas.

5. Avoid interrupting your Student Teacher’s lesson to enforce discipline; expect the Student Teacher to
handle it.

6. Keep communication open. Discuss often; encourage questions from your Student Teacher; talk with
her/him as a co-teacher.
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 7. Share ideas, observations, and responsibilities; respect your Student Teacher’s opinion. Encourage
her/him to be creative; allow reasonable freedom to carry out ideas.

8. Acquaint your Student Teacher with the school’s testing program (e.g. Iowa Test of Basic Skills), parent-
teacher conferences, and other aspects of the evaluation process.

9. Arrange for playground, lunchroom, or hall duty experience under the supervision of the regular
supervisor.

10. Invite your Student Teacher to participate in all activities: Parents Teacher association, class planning, staff
meeting and projects.

C. Evaluation
1. Take notes during early teaching observations; schedule regular conferences to discuss both strong and
weak points of the lesson; give oral and written feedback.

2. Provide regular feedback about daily lessons and lesson plans.

3. Provide your Student Teaching with a mid-term evaluation using the form provided by the university.
a) Discuss ratings with your Student Teacher.
b) Discuss your ratings with the university Supervisor.

4. Complete the final evaluation form.

a) Discuss ratings.
b) Return the form to the university Supervisor.
c) Attend evaluation conference if necessary.

THE UNIVERSITY SUPERVISOR

The University Supervisor acts as a liaison between the university and the cooperating school and serves as a part
of the student teaching team. As a University Supervisor, you are responsible for.

A. Preparation
1. Gather information about the interests, needs, and aspirations of each of your Student Teachers.
2. Gather data concerning the main characteristics of each school in which your student are placed.
3. Interpret the university program to appropriate personnel in the schools in which you supervise.

B. Supervision and Consultation

1. Plan supervisory visits to include:
a) Consultation with the Principal or her/his designated assistant.
b) Observation of the Student Teacher
c) Post-observation conference with the Student Teacher and Supervising Teacher.

2. Structure post-observation conferences to reflect on:

a) What was done in the lesson?
b) Effect of the lesson on class as a whole and on individual students.
c) Effect of the lesson on the Student Teacher.
d) Strongest features of the lesson.
Weakest features of the lesson.

15
 e) Alternatives for improving the lesson.
f) Suggestions for subsequent lessons.

3. Assist Student Teacher by devising ways to continue growth in ability to:

a) Plan to meet the needs of the student Teacher.
b) Relate with students.
c) Relate with teachers
d) Relate with Principle and other personnel in the school

4. Structure conference with Supervising Teacher to discuss:

a) The ongoing development of the Student Teacher
b) The way lessons are prepared.
c) The way in which lessons are evaluated by the Supervising Teacher
d) The attitude of the students toward the Student Teacher
e) The degree of growth seen in the students.

C. Evaluation

1. Communicate with Student Teachers and Supervising Teachers concerning evaluation procedures used
for the experience.
a) Discuss mid-term and final evaluation forms with Student Teacher and Supervising Teacher at
the beginning of the experience.
b) Discuss the mid-term rating of the Student Teacher by the Supervising Teacher.
c) Share your completed final evaluation with the Student Teacher.
d) Make sure that the Supervising Teacher’s final evaluation is returned to you within two weeks of
the completion of the student teaching experience.

THE STUDENT-TEACHER
The student teaching experience is intended to help you make the transition from being a college student to
assuming your role as a professional teacher. It necessitates applying the arts and sciences you have learned to the actual
task of educating others.
As a Student Teacher, interpret the comment and recommendations of everyone who assists you as suggestions
for growth not as personal criticism. You will make mistakes, but you can learn from them as well as from your successes
as you grow in personal and professional competence.
Plan for a manageable class load with minimal outside activities and responsibilities.

A. Your Obligations as a Student Teacher

1. Acquaint yourself with a Professional code of ethics for teachers and uphold it.
2. Familiarize yourself with the professional teacher organizations in your country as well as the region (such as
the Association for Supervision & Curriculum Development) and make arrangement when possible, to attend
their conferences/seminars and/or workshops.
3. Make arrangement of a pre-student teaching contact with your Principal and Supervising Teacher. Establish a
professional working relationship with your University Supervisor and Supervising Teacher.
4. Familiarize yourself with you student teaching site, the school community, and the social services, programs,
and personnel of the school.
5. Become acquainted with and support the philosophy, policies, and channels of authority, classroom
procedures, and co-curricular activities of your school.
6. Work closely and openly with your Supervising Teacher, Recognizing and respecting the position and
authority of the teacher. Assume only the authority delegated to you.
16
 7. Exhibit organization, initiative, enthusiasm, responsibility, and adaptability in the role of teacher.
8. Maintain high standards of courtesy, cooperation, and grooming.
9. Notify the school, Supervising Teacher, and University Supervisor of absences.
10. Arrange time for regular observation and conferences with your Supervising Teacher and University
Supervisor.

B. Suggested Tasks During Observation Week

1. Attend the faculty worship and/or other opening-of-school activities, such as flag raising ceremony.
2. Become acquainted with students; learn their names and interests.
3. Become acquainted with all phases of your Supervising Teacher’s resources and preparations: curriculum
guides; teacher manuals; lesson plans; instructional media; school facilities; and, where appropriate, the
cumulative records of individual students.
4. Become acquainted with daily and weekly schedules; with all printed forms such as requisition slips, tardy
slips, health excuses, report forms with rules, policies, protocols, and procedures.
5. Assist with classroom routines: attendance; record keeping; typing and duplicating; preparation of charts,
posters, bulletin boards, and displays; and testing programs.
6. Become familiar with the ability and performance level of your students by evaluating student work.
7. Learn about the course of instruction for your grade; establish with areas your teacher has covered; begin to
prepare for teaching other areas.
8. Have a clearly defined purpose for each day’s observations.
9. In addition to the above. Consider the following:
a) Recognize introductions to class periods and ways of making transitions from one class or one activity to
another.
b) Note responses your Supervising Teacher makes to specific students and situations.
c) Identify the kinds of questions your Supervising Teacher asks of students in different circumstances.
d) Develop awareness of students’ interactions with and responses to the teacher and to each other in a
variety of situations.

C. Suggestions for Student Teaching

1. Plan daily and weekly lessons; submit plans regularly to your Supervising Teacher and to your University
Supervisor when being observed.
2. Participate in ALL extracurricular and professional activities such as worship, campouts, staff meetings, in-
service sessions, and meetings with parents, lunchroom, and hall duties.

17
SECTION 7: COURSE EVALUATION AND IMPROVEMENT
1 Student Evaluation

- Forum between teacher and students

- Written Reflection from the students’ teaching performance and behavior

- Course and Teacher Evaluation Survey

2 Teaching Evaluation

- Cooperative General Assessment/Evaluation

- The result from the verification of the Evaluation (to test the validity and reliability of the Assessment)

- Evaluation from the examination committee

3.Teaching Improvement
- To set Moodle for resources and submission of assignments and other forms

- To prepare and submit portfolio online (softcopy)

- To integrate online assessment and evaluation in Moodle

- To change the midterm and final assessments from 4 to 5 scales

4 Course examination verification process

- Marking verification from other teachers and other sources

- Departmental committee: check the learning result from the examination, answer, report, and behavior evaluation
result

5 Course Effectiveness revision and improvement plan

- Semester course improvement from the recommendation and the re-examination as a result from no. 3.

- To set Moodle for resources and submission of assignments and form

- To prepare and submit portfolio online (softcopy)

- To integrate online assessment and evaluation in Moodle

- To change the assessment from 4 to 5 scales.

18
RESOURCES

FORM INTERNSHIP A.1

INTERNSHIP & FIELD PLACEMENT FORM

Information obtained from this form will help keep our database up to date. Please PRINT CLEARLY and submit to
Mr. Naltan Lampadan, Faculty of Education & Psychology Internship Supervisor a week before the internship begins.

SECTION A: STUDENT

Student’s Name: _________________________________ Student ID: ____________________________

Faculty & Major: _________________________________ Semester & Year: _______________________
Email Address: ___________________________________ Phone No: _________________________
Course Codes: ___________________________________
Date of internship (duration) ________________________
Student’s signature: ________________________

SECTION B: COLLABORATING TEACHER

Collaborating Teacher’s Name: _________________________________ Email: _______________________

Phone: _____________________ Qualification: ______________________________________
Teaching Experiences: __________________________
Name of school: ___________________________________________________ ______________________
Address of school: ________________________________________________________________________
Collaborating Teacher’s signature: ______________________________

SECTION C: SCHOOL ADMINISTRATOR

Administrator’s Name: _____________________________________ Email: ___________________

Phone Number: _________________________
School Administrator’s Signature: _________________________________

This information given is considered confidential and will not be used in any way other than to reach you regarding
information for the internship program or concern about our students. Thank you for your understanding and
cooperation.

If you have questions or reservation about this placement, contact the university supervisor.

Naltan Lampadan MB 096132657, Office Ext. 1168

PLEASE NOTE: If any changes are made to your field placement, you are required to inform your internship program
supervisor immediately via-email and must re-submit this confirmation. Thank you!

19
 FORM INTERNSHIP A.2

TEACHING RECORD
FACULTY OF EDUCATION & PSYCHOLOGY 2012-2013
NO. Week/Day Date Period/Time Subject/s Collaborating Teacher’s Signature

20
 FORM INTERNSHIP A.3

LESSON PLAN FORMAT

Name of Student-Teacher________________________ Grade_________ Date________________________
Subject: ___________________________ Topic: ______________________Time Allotment: _________________

1. Unit/Chapter Goal/s:
2. Learning Objectives:
IFL: Integration of Faith and Learning
Cognitive: Refer to Bloom’s taxonomy
Affective: Refer to Bloom’s taxonomy
Psychomotor: Refer to Bloom’s taxonomy

3. Materials: (Audio visuals, aids, books, white board, computers, charts and pictures.)
4. Intro/Anticipatory Set: (Review, Motivation, Gaining Attention, Capturing your student’s interest/attention, Element of
Surprise)
5. Procedure: (The sequential steps in your lesson structure)
6. Instructional Methodology: (direct or indirect instruction, self-directed learning, cooperative learning)
7. Assessment: (How will you assess the objective taught? Assignment, test, quiz, project etc. assessment must be aligned
with the curriculum (unit of work) and you only assess the objective(s) you have taught. (Never assess objectives you have
not taught.)
8. Assignment/Follow Up: What follow up work will you give the students to reinforce the concepts/objectives? Take this
problem home and explain to their parents how to get the answer by using different strategies.
9. Closure: (You conclude your lesson or wind up your lesson, normally revisiting/reinforcing your objectives)
10. ESLG: Expected Learning Outcome (self-manager, critical thinker, caring citizen, exemplary worker and

11. Advisor/Supervisor’s comments: Daily/lesson feedback (oral and written form) from the supervising teacher is very
important for student-teacher to progress.

_________________________________ _________________________
Signature of advisor Date

FEEDBACK AND EVALUATION

1. Supervising teacher evaluates student-teacher’s overall performance using midterm performance assessment
form by the 7th week of their teaching.
2. Supervising teacher/Homeroom teacher evaluates student-teacher’s overall performance using summative
student-teacher evaluation form by the 12 weeks of their practice.
3. University Supervisor observes and evaluate three to five times.

21
FORM INTERNSHIP A.4

STUDENT-TEACHER’S SCHEDULE
Student-Teacher’s Name:

Period Monday Tuesday Wednesday Thursday Friday

1st 8:00-8:50

2nd 9:00-9:50

3rd 10:00-10:50

4th 11:00-11:50

12:00-1:00 L U N C H

5th 1:00-1:50

6th 2:00-2:50

7th 3:00-3:50

8th 4:00-4:50

Write down all you classes in the appropriate boxes you are currently taking at AIU. Give a copy of this schedule to your
supervising teacher and your university supervisor
FORM INTERNSHIP A.5

22
School/Class Time Table
Time/Day Monday Tuesday Wednesday Thursday Friday

Log In Sheet – Student Teacher

Internship (Observation and Teaching)
School: __________________________________
Date Name of Grad Name of Log In Log Student Collaborating
__/__/__ S-Teacher e collaborating Time Out Signature Teacher Signature
Or Teacher Time
Level

23
 ASSESSMENTS

FORM INTERNSHIP B

STUDENT-TEACHER’S SELF-ASSESSMENT
Performance Assessment—Student Initiated

GRADE LEVEL(S) Teaching___________________

Student teacher: School:

Mentor teacher(s): University Supervisor:

Instructions: A common student-teaching concern is that the student is often not fully informed of his/her strengths and
weakness during the student-teaching experience. It is suggested that the student teacher ask these questions of the
mentor teacher and/or the supervisor in a conference session. Specific instances and observations will assist in making this
evaluation more helpful.

1. What strong points characterize my teaching?

2. Have I been making the best possible use of school materials, the available facilities, and professional
opportunities? Illustrate.

3. Have I shown evidence of ability to learn from experience?

4. Do I appear to relate well with and be accepted by students?

5. Is discipline too strong, too weak, or about right? How could I improve in this area?

6. What specific improvements or suggestions, if any, need to be made concerning my mannerisms, speech traits,
idiosyncrasies of personality, or appearance?

7. What additional things do I need to learn or do to become a better teacher?

24
FORM INTERNSHIP B.1

LESSON PLAN AND DELIVERY EVALUATION FORM

Name………………………… Subject……………………………. Date……………………………..

Instructions:
Read through the evaluation criteria and circle the most appropriate score for each criterion. Provide comments for each
section as relevant/appropriate.

CRITERIA MARKING KEY:

5 = Excellent
4 = Very Good
3 = Good
2 = Average
1 = Needs Improvement

Criteria for Grading

1. Lesson Plan 5
 The lesson plan was organized correctly, with appropriate goals and objectives. 4
3
2
1
2. Clear Behavioral Expectations 5
 The students were given very clear behavioral expectations. 4
 Classroom rules were reinforced. 3
2
1
3. Anticipatory Set/Introduction to the Lesson 5
 The teacher gained the children’s attention. 4
 The class was quiet, seated and waiting in anticipation.
 The teacher used aids, IT, pictures to stimulate student’s curiosity. 3
 The teacher used an element of surprise to create curiosity and interest with his/her students. 2

25
 1

4. Procedural steps in the lesson were followed. 5

 The lesson had a logical flow. 4
 Remember, however, that you teach children not the plan. Therefore, procedural steps can 3
change or be altered when appropriate. 2
 Be flexible to capture a teachable moment.
1

5. Content 5
 The teacher has a good working knowledge and understanding of the topic and objectives. 4
 Content was delivered accurately and confidently. 3
2
1
6. Teaching manner 5
 Good eye contact 4
 Confident; encouraged students to participate 3
 Positive facial expressions 2
 Student-centered methodology 1
7. Voice Projection 5
 Clear diction and enunciation 4
 Voice pitched at an audible level 3
 Voice projection was appropriate and not above the noise of the class. 2
1
8. Pace of the Lesson 5
 Appropriate time for each step in the lesson (be flexible) 4
 The lesson moved along at an appropriate pace. 3
2
1
9. Rapport with students 5
 Teacher demonstrates professional distance. 4
 Teacher was firm, assertive, fair, and friendly.
3
 Teacher showed that good rapport is built on good teaching.
 Teacher encouraged positive communication. 2
1
10. Questions 5
 A good selection of HLQ (higher level questions) and LLQ (lower level questions) were asked. 4
 Wait time was appropriate.
3
 Teacher responded/accepted answers positively.
 Additional questions extended the student’s thinking. 2
1
11. Effectiveness of the Lesson’s Resources/Aids/Materials 5
 IT-PPT/overheads/DVD 4
 Charts/books/pictures/Objects/artifacts
 Drama 3
 Games 2
1
12. Student Involvement 5
4

26
  Students were actively participating and engaged in learning. 3
 Collaborative learning process. 2
 Students remained on task. 1
13. Classroom management Whole class/ paired/ group teaching 5
 Students were given clear expectations. 4
 Students were well organized and on task. 3
 Behavioral expectations were reinforced. 2
1
14. Guided Practice 5
 The teacher circulated amongst the students, answering questions, explaining tasks and 4
assisting when needed. 3
2
1
15. The teacher gave praise when students remained focused. 5
 Positive praise was given for appropriate: Behavior; thoughtful answers; being on task, etc. 4
3
2
1
16. Closure 5
 The teacher returned to the initial objectives to revise and appropriately sum up the lesson at 4
the conclusion. 3
2
1
17. OVERALL SCORE

General Comments:
a. Strengths

b. Areas of Improvements

27
 Supervising Teacher Date

FORM INTERNSHIP B.2

MID-TERM PERFORMANCE ASSESSMENT (TO BE COMPLETED BY THE HOMEROOM TEACHER)

Student Teacher Grade/Subject Date_______________

Assessor’s Name Assessor’s Title _____________________

Please rate the student teacher’s performance for each of the benchmark indicators using the following rating scale.
5 = Excellent
4 = Very Good
3 = Good
2 = Average
1 = Needs Improvement

PERSONAL CHARACTERISTICS
1. Is motivated: Is the student teacher internally motivated and a self-starter?
2. Portrays enthusiasm: Does the student teacher relate with students and colleagues in a professional
and ethical manner?
3. Shows genuine interest in students: Does the student teacher project genuine warmth, concern, and
interest toward his/her students?
4. Is punctual and dependable: Is the student teacher at school on time every day?
5. Works cooperatively: Does the student teacher work cooperatively with students, parents, colleagues,
supervisors, and community members?
6. Identifies areas where growth is needed: Does the student teacher see his/her own weaknesses and
strengths?
7. Maintains professional appearance and grooming: Does the student teacher come to school dressed
and groomed in a professional manner?
Total ( /35)
COMMUNICATION
1. Uses voice effectively: Does the student teacher use his/her voice effectively?
2. Communicates well non-verbally: Does the student teacher use facial expression, gestures, and body
language effectively?
3. Seeks help when necessary: Has the student teacher learned to ask to for, and accept, support?

28
4. Accepts counsel: Is the student teacher willing to listen and then apply counsel?
5. Learns by observing the cooperating teacher: Is the student teacher able to perceive and apply the
skills demonstrated by the cooperating teacher?
Total ( /25)
WORKING WITH STUDENTS FROM DIVERSE BACKGROUNDS
1. Alternative Examples & Explanations: Does the student teacher utilize a variety of examples and
explanations that reflect the varied backgrounds and readiness levels of the students?
2. Calling on Students: Does the student teacher call on students of different genders, ethnicities, and
abilities with similar frequency and similar kinds of questions?
3. Providing Assistance and Attention: Does the assistance and attention enable the student teacher to
accommodate students varied physical and learning needs?
4. High Expectations: Does the student teacher hold the same high expectations for all students?
5. Learning Styles: Does the student teacher’s planning and teaching reflect skillful application of Multiple
Intelligences Theory and the research regarding learning modalities and styles?
Total ( /25)
PLANNING & PRESENTATION
1. Long-range planning: Does the student teacher consult with the cooperating teacher to make lesson
plans at least a week in advance?
2. Prepares adequate lesson plans: Did plans meet minimum standards of format and thoroughness as
determined by the cooperating teacher and college supervisor? (All plans need to be kept in a
notebook.)
3. Designs alternative instructional activates: Does the student teacher design alternative instructional
activities to meet individual student’s needs?
4. Promotes higher level thinking: Does the student teacher employ instructional strategies for
developing critical thinking, problem solving, and performance skills?
5. Teaches towards objectives: Does the student teacher specify the learning to take place, key the
objectives to the Bloom’s Taxonomy, and maintain instructional momentum toward that goal?
6. Motivates students: Does the student teacher motivate the students and provide sufficient background
knowledge upon which to build?
7. Provides clear, step-by-step development: Does the student teacher present material in a clear,
sequential manner so that students are able to grasp the skills and concepts?
8. Uses instructional materials and technology: Does the student teacher make effective use of the
whiteboard, learning centers, overhead projector, computer, and/or other audio-visual and
technological tools for instruction?
9. Demonstrates questioning skills: Are higher-and lower-order questions used effectively? Does the
student teacher use wait time and redirection to encourage involvement and thought by all students?
10. Make and monitors assignments: Does the student teacher assign appropriate and relevant seatwork
and homework to students? Is the quality and quantity of seatwork and homework effectively
monitored?
11. Evaluates students: Does the student teacher make accurate assessments of student progress in the
academic disciplines?
Total ( /55)
CLASSROOM MANAGEMENT & SUPERVISION
1. Positive classroom atmosphere: Does the student teacher practice effective verbal, nonverbal, and

29
 media communication that fosters active inquiry, collaboration, and supportive?
2. Implements a systematic approach: Does the student teacher employ a system of classroom
organization and monitoring, making effective use of rules and routines?

3. Effectively handles disciplinary problems: Does the student teacher facilitate individual and group
motivation that encourages positive social interaction, active engagement in learning, and self-
motivation?
4. Handles transitions: Does the student teacher effectively handle the transitions that take place, such as
changing classes, preparing students for recess or fire drills, going to the library, and starting class?
5. Cares for room and equipment: Does the student teacher show the proper concern for materials and
equipment? Does he/she follow correct procedures for use of instructional aids and equipment?
6. Provides out-of-class supervision: Does the student teacher meet his/her obligations in various
supervisory roles outside the classroom?
7. Uses community resources: Does the student teacher design activities that utilize home and
community resources to enhance the school program when appropriate?
8. Applies knowledge of school law: Does the student teacher properly apply principles of school law, as
they relate to school, home, and community, in management and supervisory decisions?
Total ( /40)
Overall Total and Percentage ( /180)

General Comments:
a. Strengths

b. Areas of Improvements

____________________________________ _________________________

30
 Student Teacher’s signature Supervising Teacher’s signature

_________________________________________________
University Supervisor’s signature

FORM INTERNSHIP B.3

SUMMATIVE/FINAL STUDENT-TEACHER EVALUATION

Student Teacher School Grades/Subject Taught _______________

Teacher Supervisor University Supervisor___________ Date of Evaluation ____________

Please rate the student teacher’s performance for each of the benchmark indicators using the following rating scale. At the
end of each section, please provide comments.

5 = Excellent
4 = Very Good
3 = Good
2 = Average
1 = Needs Improvement

PLANNING AND PREPARATION

Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of lessons.
2. Demonstrates adequate knowledge and skill in his/her subject major.
3. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson
plans.
4. Translates learning outcome into relevant and appropriate learning objectives for the lessons being
taught.
5. Takes into account students’ prior learning, learning needs, interests, and student variables such as age,
gender, socio-economic status and cultural/linguistic background.
6. Organizes content into appropriate components and sequences for instruction.
7. Plans appropriate content and activities for the time allotted.
8. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning
objectives(s), an introduction and closure, detailed procedures and instructions, key questions, teaching
strategies, learning activities, and assessment of lesson objectives.
9. Integrates information and communications technology into instruction.
10. Obtains and organizes equipment and materials for instruction.
Comments:

31
 Total ( /50)
INSTRUCTION
Communication
1. Uses clear, fluent, and grammatically correct spoken and written language.
2. Uses vocabulary appropriate to students’ age, background and interests.
3. Modulates his/her voice for audibility and expression.
4. Demonstrates cultural sensitivity in communication and instruction.
Lesson Introduction
5. Establishes set reviews prior to learning, identifies lesson objective(s) and expectation(s), uses
motivating attention getters, provides overview, and relates the lesson to previous learning as
appropriate.
General Lesson Development
6. Incorporate strategies for motivating students using relevant and interesting subject matter and
activities.
7. Presents content in appropriately organized sequences for instruction.
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response.
9. Demonstrates subject matter competence during instruction.
10. Organizes and directs learning for individuals, small groups, and whole classes.
11. Provides clear directions, instructions, and explanations.
12. Directs efficient transitions between lessons and from one activity to the next.
13. Uses a variety of instructional strategies to address desired outcomes, subject matter varied learning
styles and individual needs.
14. Uses a broad range of instructional strategies specific to subject major.
15. Uses appropriate materials and resources.
16. Demonstrates flexibility and adaptability.
Questioning and Discussion
17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.
18. Provides appropriate “wait-time” after posing questions.
19. Seeks clarifications and elaboration of student responses, where appropriate.
20. Leads and directs student participation in class discussion effectively and distributes questions
appropriately.
Focus on Student Learning
21. Circulates in the classroom, intervening when necessary, checking on individual and group
understanding of activity/content.
22. Recognizes and responds appropriately to individual differences and group learning needs.
23. Reinforces students learning, building on previous learning, reviewing, and re-teaching.
Closure
24. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions
and applications.
25. Provides homework when appropriate and explains assignments fully.
Comments:

32
 Total ( /125)
CLASSROOM LEADERSHIP AND MANAGEMENT
Classroom Leadership
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence,
poise, composure, and presence.
2. Creates and maintains an effective learning environment, setting high expectations and standards for
student learning, attending to student variables such as age, gender, socio-economic status and
cultural/linguistic background.
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models
appropriate behaviors.
4. Establishes positive relationships and a classroom climate based on mutual trust and respect.
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines.
6. Clearly communicates and reinforces expectations for appropriate student behavior.
7. Monitors student behavior and is aware of student behavior at all times.
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and
higher-level responses; follows school discipline policies and procedures.
9. Assesses student learning using a variety of appropriate assessment techniques and instrument (e.g.
observations, conferences, questioning, checking daily work performance-based and written
assessments, quizzes, tests).
10. Checks frequently for understanding.
11. Provides timely and effective feedback on learning to students.
12. Modifies and adapts teaching based on assessment date (e.g. employs alternative-teaching strategies
to re-teach where required).
13. Analyzes and evaluates measurement data to assess student learning.
14. Explains to students how learning will be measured.
Comments:

Total ( /70)
PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES
Professionalism
1. Presents a professional appearance and manner.
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties).
3. Demonstrates maturity and professional judgment.
4. Uses discretion and confidentiality as required.
5. Is knowledgeable about professional issues and demonstrates a commitment to the teaching
professions.
Interpersonal Relationships
6. Knows and treats each student as an individual.
7. Holds a positive image of his/her own efficacy as a teacher.
8. Believes that all students can learn.
9. Helps students develop self-esteem and a positive self-concept.
10. Establishes professional relationships with other teachers and staff.
33
 Professional Growth
11. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses
and makes appropriate suggestions for improvements.
12. Uses the results of student assessment and feedback to improve teaching practices and guide
professional growth.
13. Responds appropriately to feedback from others by listening, interpreting, and implementing
suggestions.
14. Develops and communicates a personal vision of teaching.
15. Carries out the roles and responsibilities of a teacher according to relevant legislation and the policies
of AIU and the relevant participating schools.
Ethical Conduct
16. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, color,
gender, sexual orientation, gender identity, physical characteristics, disability, marital status, age,
ancestry, place of origin, place of residence, socioeconomic background, or linguistic background.
17. Treats students with dignity and respect and is considerate of their circumstances.
18. Does not divulge information received in confidence or in the course of professional duties about a
student except as required by law or where to do so is in the best interest of the student.
19. Does not undermine the confidence of students in teachers or other student teachers.
20. Does not criticize the professional competence or professional reputation of teachers of other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
21. Acts in a manner that maintains the honor and dignity of the profession.
Comments:

Total: ( /105)
SUMMARY:
Areas for further growth:

Overall comments (strongest aspects of student’s performance):

Total ( /350) Percentage ( %)

34
 Homeroom/Supervising Teacher Date

University Supervisor Date

Please note that this final/summative evaluation form will be given directly to the University Supervisor.

FORM INTERNSHIP C
Post EVALUATION

Instruction:
Please complete this evaluation form. Send this evaluation form directly to the secretary of the faculty of Education at
edusec@apiu.edu. Complete the following marking the appropriate box with a checkmark (√). Thank you so much for
your help.

Student ID: ___________________ Place of Internship/School: _______________________ Date of Completion: __________

Evaluation Item 5-Strongly 4-Agree 3-Not 2- 1-Strongly

Agree Sure Disagree Disagree

A ADVISORY (COLLABORATIVE TEACHER)

1 Provided an adequate level of support and

encouragement
2 Treated me as a professional
3 Provided me useful feedback to improve my
instructional effectiveness
4 Provided me feedback that improved my
classroom management

A.1 ADVISORY (UNIVERSITY/ASSIGNED SUPERVISOR)

5 Provided an adequate level of support and

encouragement
6 Treated me as a professional
7 Provided me useful feedback to improve my
instructional effectiveness
8 Provided me feedback that improved my
classroom management

B PROGRAM

9 Articulated a clear vision of teaching and

learning.
10 Enabled me to evaluate and reflect on my
practice to improve instruction.
11 Gave me the experience in teaching at the

35
 school level.
12 Learned to develop a classroom
environment that promotes social
development and responsibility.
13 Practiced using a variety of assessment (e.g.,
observation, portfolios, tests, performance
tasks,) to determine students’ progress.
14 Assumed leadership responsibility in my
classroom.

C FACILITY

15 The facilities at my school are conducive to

effective teaching and learning.
16 My school is a safe place to teach and learn.

Open ended Questions

17. What did you like about the internship/student-teaching program?

18. What do you think needs to improve?

36
 WORSHIP ATTENDANCE for those stays in the Dorm (to be submitted to AIU Chaplaincy Department/Hall Dean)

Name of Student: _________________________ ID Number: ______________________

Day-Date Worship Teacher’s Signature

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41

37
Student-Teacher’s Portfolio Check List for Online portfolio (hardcopy or E-portfolio such as Weebly, etc.)
*Please make a table of content and number each section

a. Teaching Handbook
b. Placement Form
c. Teaching Plan/Teaching Record
d. Log in and Log out Record
e. Worship Attendance (only for dormitory student). Send it to the Dean Hall.
f. School Calendar & AIU Calendar
g. A one-page bio describing the school you will be working at.
h. Internship/class schedule
i. Daily Lesson Plans – by subject-Instruction-Learning activity
j. Assessments:
i. Formative (True and false, Multiple choice, Matching, Labeling, Drawing etc.)
ii. Summative-Rubric (Presentation, Observation, Role-play, Arts and Craft etc.)
k. Teaching materials (Handouts, Internet sources, Power-point (printed/burned DVD), project-photo etc.)
l. Daily Reflection-Journal (1-2 paragraphs/day)
m. 20 minutes Recorded Teaching & a-page written reflection
n. Assessment and Evaluation forms
i. Student-teacher Self-evaluation (pg. 24)
ii. Supervisors’ evaluation (pg. 25-27)
iii. Daily lesson evaluation & comments by homeroom teacher (pg. 25-27)
iv. Midterm-Term Performance Assessment. To be completed by the homeroom teacher/s (pgs. 28-30)
v. Summative Student Teacher Evaluation. To be completed by the homeroom teacher/s (pgs.3 1-34 )
vi. Summative-Student Teacher Evaluation. To be completed by the student-teacher (pgs. 31-34)
vii. Post Course Evaluation. (pgs. 35-36) – send it to the secretary at edusec@apiu.edu.
viii. 1-2 page of post teaching reflection (A final one-page reflective paper of overall experiences).

o. Pictures/photos
i. Students, homeroom teacher and student-teacher
ii. Picture of the school
iii. Picture of classroom
iv. Picture of teaching-Activities/programs
v. Any related teaching-classroom-activities

p. And any materials related to your teaching

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