TEIP6219 - TE202 School Administrative Log & Report

School Administrative Log and Report IPT (TE202) TEIP6219
The IIE Bachelor of Education in Intermediate Phase

Teaching (IPT)
2nd Year
School Administrative Log and Report (TE202)

2023
© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 29

Table of Contents
Introduction ............................................................................................................................................ 2
Section 1: School Administration............................................................................................................. 3
Summary of Teaching Experience Tasks for TEIP6219 ............................................................................ 5
Appendix A: The IIE Code of Ethics for Teaching Experience................................................................... 7
Appendix B: The IIE Mentor/Mentee Agreement .................................................................................. 11
Appendix C: Attendance Register .......................................................................................................... 13
Appendix D: Leave of Absence from Teaching Experience .................................................................... 15
Section 2: School Assessment & Report ................................................................................................ 18
Appendix E: Lesson Feedback Report (Independent Teaching)............................................................. 19
Appendix F: Lesson Feedback Report (Co-Teaching) ............................................................................. 23
Appendix G: Confidential School Report ............................................................................................... 26

Introduction
Thank you for accommodating The IIE’s 2nd Year Bachelor of Education in Intermediate Phase
Student Teacher at your school. Our students’ experiences in the classroom in school-based,
work-integrated learning are vital to producing sound educators. Thank you for sharing your
expertise with them in this critical role of mentorship. The IIE’s 2nd Year Bachelor of Education
students will complete five (5) weeks of school-based, Teaching Experience (TE) in a Grade 5
classroom.
The IIE Supervisor School Visits
The IIE Supervisor will visit students in schools to observe and assess one/more lesson per
student. The purpose of these visits will also include offering students additional support and
guidance, as well as liaising with the school’s Mentor Teacher around the student’s progress.
The date of the visit will be communicated through to the school via the Student Teacher.
The School Administrative Log & Report
In this School Administrative Log & Report, we provide the Host School and Mentor Teacher
with an overview for this Teaching Experience module – Teaching Experience 2. This document
is divided into two sections:
• Section 1: School Administration

• Section 2: School Assessment & Report
Please do not hesitate to contact The IIE Campus at any stage around any matter pertaining to
the Teaching Experience of the students in your school. We value your time and input in the
development of our future teachers.

Section 1: School Administration

Initial Teacher Education programmes are regulated by The DHET in accordance with the
Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015). To ensure
compliance, Teaching Experience at The IIE is managed by a number of supplementary
requirements and documents as indicated below.
Police Clearance Requirement
All IIE Student Teachers are required to have a valid police clearance certificate (PCC) or an
Afiswitch Criminal Check Certificate as accepted by SACE, on commencement of their Teaching
Experience component in a school. The student is required to keep a copy of the Police
Clearance Certificate in their Teaching Experience File at school.
The IIE Code of Ethics for Teaching Experience (A ppendix A)
All IIE Student Teachers are required to adhere to The IIE Code of Ethics for Teaching
Experience. Students are required to familiarize themselves with The IIE Code of Ethics for
Teaching Experience, prior to commencing Teaching Experience. Failure to adhere to The IIE
Code of Ethics for Teaching Experience may result in disciplinary action. This document has
been included as an Annexure, as a reference for the Host School and Mentor Teacher. Should
you have any concerns around the conduct of an IIE Student Teacher in your school, please do
not hesitate to contact the relevant campus.
The IIE Mentor/Mentee Agreement (Appendix B)
The Mentor Teacher is a teacher in the Host School who supports and guides the Student
Teacher and who acts as a point of contact between the Institution and the Host School. The
IIE Mentor/Mentee Agreement serves to acknowledge the partnership between The IIE, the
Host School and the Student Teacher in the mentorship and monitoring of the student’s
professional growth. The Mentor Teacher and Student Teacher are required to read and sign
the agreement in their initial meeting before the start of the Teaching Experience weeks or on
the first day of Teaching Experience.
Please note: “Student Teachers cannot be alone in class, they must always be in the presence
of a qualified SACE registered teacher” (SACE, 2022)1.
1
SACE (2022) ‘Teachers’ Professionalisation Matters’ [PowerPoint presentation].

Attendance Register (Appendix C)
IIE Student Teachers are required to sign the Attendance Register for each day of school-based,
Teaching Experience, for the duration of the student's TE placement. The school Mentor
Teacher must co-sign, the attendance registers at the end of each week. On completion of the
Teaching Experience Block, the Teaching Experience Attendance Register must be stamped
with the school stamp. The IIE Student Teacher is required to include the Teaching Experience
Attendance Register in the hard-copy PoE for final submission. No Teaching Experience PoE
will be marked without the inclusion of this signed and stamped document.
Leave of Absence from Teaching Experience (A ppendix D)
Students registered for teacher education qualifications with a specified school-based WIL
component are required to comply with all requirements stipulated by the relevant
qualifications authority, industry body or government ministry, as and where relevant. The
Rules and Regulations for Leave of Absence from Teaching Experience clarifies the
requirements of students in terms of Absenteeism from school-based WIL (i.e. Teaching
Experience).

Summary of Teaching Experience Tasks for TEIP6219

Students are required to complete various tasks for Teaching Experience which collectively
form part of a final Portfolio of Evidence (PoE). These tasks are included in the various Teaching
Experience logs. All content (disciplinary knowledge), teaching (pedagogical knowledge) and
practical knowledge is covered in the didactic modules that support teaching in this phase and
this year of study.
Below is a summary of the PoE assessment weighting for Teaching Experience 2:

TEIP6219 LOGS WEIGHTING
School Administrative Log & Report (TE202) 5%
Service-learning Log (TE205) 10%
Observation Learning Log (TE206) 25%
Teaching Log (TE207) 50%
Reflective Log (TE208) 10%
During their five (5) weeks in school, Student Teachers will be expected to complete all tasks
in the Observation Learning Log and the Teaching Log, as outlined below. Further to this, they
are required to write-up a journal reflection on each week of school-based Teaching
Experience.
Observation Learning Log

Classroom observations are critical to the development of our Student Teachers. In each year
of the Bachelor of Education degree, students are expected to engage in guided observation
of classroom practices. The observation tasks required for Teaching Experience 2 are outlined
in the Observation Learning Log. These will be marked by the institution on final PoE
submission.
Below is a summary of the Observation Tasks for TEIP6219:

OBSERVATION LEARNING LOG (TE206) TASK SUMMARY MARKS WEIGHTING
Task 1: General Classroom Observations 50 marks 25%
1.1. Teaching and Learning Strategies (10 marks)
1.2. Learning and Teaching Support Materials (10 marks)
1.3. ICT Integration in the Classroom (10 marks)
1.4. Classroom Management Strategies (10 marks)
1.5. Learning Support (10 marks)
Task 2: Specific Subject Observations 40 marks
2.1. Observation of English Lesson (10 marks)
2.2. Observation of Mathematics Lesson (10 marks)
2.3. Observation of Natural Science and Technology Lesson
(10 marks)
2.4. Observation of First Additional Language Lesson
(Afrikaans/isiZulu) (10 marks)

Teaching Log
As per the Teaching Log, Student Teachers are required to teach the below lessons in Grade 5.
The Student Teacher must be assessed for each lesson taught. The IIE Lesson Feedback Reports
can be found in the annexures under Section B: School Assessment & Report. The IIE Supervisor
will assess one (1) independent lesson taught on their school visit.
INTERMEDIATE PHASE TEACHING LOG (TE207) TASK SUMMARY MARKS

Task 1: Co-Teaching (2 lessons in Grade 5) 2 x 50 marks
- 1 Mathematics Lesson
- 1 Natural Science and Technology Lesson
Task 2: Independent Teaching (4 Lessons in Grade 5) 4 x 80 marks
- 1 Mathematics Lesson
- 1 Social Science Lesson
- 2 First Additional Language
(isiZulu/Afrikaans/isiXhosa/Setswana/Northern Sotho)
Task 3: Assessment 20 marks
• Co-teaching
In Year 2, Student Teachers are required to co-teach two lessons (as specified in the Teaching Log).
Co-teaching in initial teacher education is defined as two teachers (a mentor teacher and a Student
Teacher) working together, sharing the planning, organization, delivery, and assessment of
instruction, as well as the physical space in the classroom. Co-teaching is a valuable opportunity for
a novice Student Teacher to learn under the mentorship of a qualified and experienced teacher.
• Independent Teaching
Independent teaching opportunities in the Grade 5 classroom are critical to the development of
Student Teachers. In Year 2, Student Teachers are required to teach four lessons (as specified in the
Teaching Log). Student Teachers are required to consult with the mentor teacher, prior to planning
lessons, to ensure they are aligned with the expectations.
• Assessment Task
Over and above the teaching of lessons, The IIE Student Teacher is required to design a formal
assessment task for Term 3, Grade 5, Mathematics, under the guidance of the Mentor Teacher.
Although they are not required to administer this assessment, this is an opportunity to plan an
assessment of learning task, for Term 3, Grade 5, Mathematics, under the guidance of a Grade 5
Mentor Teacher.
Teaching Experience File
All IIE Student Teachers are required to have a Teaching Experience File with them in school
every day. The Teaching Experience File contains all material pertaining to Teaching Experience
and develops throughout the year. It must be made available to the School/Mentor Teacher at
any point during Teaching Experience.

Appendix A: The IIE Code of Ethics for Teaching Experience
The IIE Code of Ethics for Teaching Experience
PREAMBLE
This document serves as a set of guidelines for when you represent The IIE and yourself on the
Teaching Experience2 component of your programme. The Code of Ethics for Teaching
Experience does not replace ‘The IIE Safety, Conduct and Disciplinary Policy IIE015’, which all
students are subject to at any time during their studies.
Excerpt from the IIE Safety, Conduct and Disciplinary Policy IIE015 (IIE, 2022):
“… expects its students to conduct themselves in line with the Constitution of the
Republic of South Africa, the common law of the country, and the preservation of human
rights and dignity… This includes adherence to all rules and regulations of The IIE in
general and as may be specifically detailed from time to time” (IIE, 2022).
The IIE Code of Ethics for Teaching Experience (over and above The IIE Safety, Conduct and
Disciplinary Policy IIE015) is important as part of your professional conduct in schools and for
the integral support The IIE offers to you during your practical preparation and experience as
developing teachers.
GENERAL DUTY TO ACT WITH INTEGRITY

1. Student Teachers engaged in Teaching Experience acknowledge:
1.1 the moral imperative to honour the teaching profession in their conduct;
1.2 the need to educate the learners of South Africa with integrity;
1.3 that it is their duty to uphold and promote the human rights contained in the
Constitution of the Republic of South Africa;
1.4 their duty to strive at all times during the exercise of Teaching Experience to conduct
themselves in accordance with the rules and purport of this Code; and
1.5 their duty to not act in an improper or unbecoming manner during Teaching
Experience.
CONDUCT OF THE STUDENT TEACHER TOWARDS THE LEARNER
2
Teaching Experience is referred to as ECD Experience on The Higher Certificate in Early Childhood Care and Education programme and
with the main component taking place in ECD centres.

2. A Student Teacher shall at all times:

2.1 respect the dignity, beliefs and constitutional rights of learners;
2.2 respect the learner’s right to privacy and confidentiality;
2.3 refrain from subjecting learners to humiliation or any form of abuse;
2.4 avoid any improper contact with learners, which shall include as prohibited forms of
contact the following:
2.4.1 making inappropriate jokes;
2.4.2 exchanging contact information with learners;
2.4.3 offering learners cigarettes, alcohol or anything considered age inappropriate;
2.4.4 engaging learners on social media at any time whatsoever;
2.4.5 communicate socially with learners in any other manner whatsoever after
school hours;
2.4.6 entering into discourse with learners during or after school hours considered to
be inappropriate;
2.5 refrain from any form of sexual harassment towards learners;
2.6 refrain from any form of romantic or sexual relationship with learners;
2.7 avoid using the Student Teacher’s position of authority to influence learners in an
inappropriate manner;
2.8 be mindful that s/he is a role model to vulnerable minor learners and as such, ensure
that s/he uses appropriate language and behaviour in the presence of learners;
2.9 dress appropriately for the teaching profession;
2.10 avoid using the Student Teacher’s position of authority for financial, political or
personal gain;
2.11 show due respect for the customs, culture, religion and beliefs of leaners; and
2.12 generally ensures that her/his conduct is beyond reproach and honourable.
CONDUCT OF THE STUDENT TEACHER TOWARDS HOST SCHOOL/CENTRE

3. A Student Teachers engaged in Teaching Experience:
3.1 acknowledges that the exercising of Teaching Experience occurs as a result of
relationships between The IIE, the community and educators;
3.2 acknowledges that the exercising of his or her professional duties occurs within a
context requiring cooperation with and support of all parties;
3.3 protects the relationship of The IIE with Host School/Centres by displaying ethical and
suitable conduct at all times;
3.4 undertakes to conduct him or herself in a way that advances the integrity and
reputation of The IIE and the teaching profession in general;
3.5 undertakes to show respect to Host School/Centre staff and anyone placed in authority
over the Student Teacher at the Host School/Centre/Centre; and
3.6 complies with the Code of Conduct of the Host School/Centre/Centre, its rules and
regulations and all lawful instructions issued by the Host School/Centre/Centre.

CONDUCT OF THE STUDENT IN THE SCHOOL COMMUNITY

3. A Student Teacher engaged in Teaching Experience:
3.1 recognises that the Host School/Centre serves the community, and therefore
acknowledges that there will be differing customs, codes and beliefs in the community.
3.2 Conducts him/herself in a manner that does not show disrespect to the values, customs
and norms of the community.
PROFESSIONAL CONDUCT OF THE STUDENT TEACHER

4. A Student Teacher engaged in Teaching Experience:
4. 1 must present at the Host School/Centre for a minimum of the required 7 hours per day
and in line with the specific requirements of the school;
4. 2 available to help with extra murals (a minimum of two hours a week);
4. 3. ensures that cell phone is switched off so that there is no chance of interruptions during
teaching time;
4.4 dresses professionally and respectfully, in line with the school’s dress code policy and
befitting of a professional teacher;
4.5 commits to the timeous planning of all lessons and Teaching Experience tasks in
consultation with the mentor teacher;
4.6 commits to support the classroom teacher and assist the teacher at all times during
the school day, and where reasonably required;
4.7 assists with break duties;
4.8 check on the photocopying policy in the school and consider copyright law
4.9 refrains from indulging and/or being in possession of intoxicating, illegal, and/or
unauthorized substances including alcohol and drugs within the school premises and/or
whilst on duty;
4.10 refrains from carrying and/or keeping dangerous weapons in the school premises
without any prior written authorisation by the employer; and
4.11 refrains from engaging in illegal activities.
CONDUCT OF THE STUDENT TEACHER ON SOCIAL MEDIA

For the purposes of this code, electronic communication encompasses social media and other
messaging forms that enable users to interact, create, share, and communicate information
online. For example, electronic communication includes, but is not limited to, messaging or
video chat software, websites, apps, email, texting, and blogging. It also includes social media
networking platforms such as Facebook, Twitter, YouTube, Instagram and TikTok.
5. A Student Teacher, on any social media platform shall:

5.1 maintain professional boundaries in all forms of communication, technology-related or
not, which is vital to maintaining the public trust and appropriate for teaching
professionals;
5.2 honour the ethical standards – in which care, trust, respect and integrity are the

cornerstones – of their professional commitments;

5.3 refrain from using defamatory, abusive, slanderous, offensive, embarrassing, malicious,
obscene, profane, vulgar, intimidating, discriminatory, harassing, hateful, racist or
threatening comments;
5.4 refrain from posting content that includes advice, including educational advice, that
may be unsolicited and/or unverified;
5.5 not post content by fake or anonymous users;
5.6 not take or post any photographs, videos, or audio recordings of any learners for any
reason, educational or otherwise;
5.7 not disclose personal or confidential information about the school, learners, or
colleagues, thus breaching workplace privacy policies; and
5.8 not send personal emails or social networking contact information to learners to
communicate for personal reasons.
CONDUCT IN RELATION TO THE PROTECTION OF PERSONAL INFORMATION

The Protection of Personal Information Act (POPIA) gives effect to the constitutional right to
privacy by balancing the right to privacy against that of access to information. POPIA requires
that personal information pertaining to individuals be processed lawfully and in a reasonable
manner that does not infringe on the right to privacy.
6. A Student Teacher:
6.1 commits to familiarise themselves with the Policy on the Protection of Personal
Information of the Host School/Centre;
6.2 commits to act in accordance with the Policy on the Protection of Personal
Information of the Host School/Centre for the duration of the Teaching Experience
Weeks;
6.3 safeguards oneself by refraining from sharing any personal information (in the
submission of the Portfolio of Evidence (online and hard-copy);
6.4 safeguards others by refraining from sharing any personal information related to the
Host School/Centre, Mentor Teacher, Colleagues or Learners (in the submission of the
Portfolio of Evidence (online and hard-copy).

Appendix B: The IIE Mentor/Mentee Agreement
Mentor/Mentee Agreement
NOTE: Compulsory submission of the completed Annexure B: Mentor/Mentee Agreement on PoE

Final submission. No PoE will be marked without this document’s inclusion.
The Mentor agrees to:

1. Provide adequate and suitable opportunity for the Student Teacher to observe and practice
teaching (and its related facets, including administration and assessment) during the
teaching practice period.
2. Provide ongoing support and guidance to the student. Share best practice in a
developmental role.
3. Monitor, evaluate and document all learning experiences of the student.
4. Act with integrity and model professional behaviour for the Student Teacher in accordance
with the SACE Code of Conduct.
5. Acquaint the Student Teacher with the rules and regulations of the school, the Code of
Conduct of the school and any relevant policies, such as the school’s policy on discipline.
6. Address any complaints about the behavior and practice of the Student Teacher to the
Student Teacher in the first place, and thereafter to the IIE Supervisor or campus.
7. Facilitate any reasonable requests by the Student Teacher concerning supervision
requirements of The IIE and the timing of The IIE Supervisor visits.
The Mentee agrees to:

a) Conduct oneself with integrity and professionalism, in line with The IIE’s Code of Ethics for
Teaching Experience.
b) Conduct oneself within the requirements of the school policies and Code of Conduct.
c) Perform all tasks, both in and outside of the classroom, with enthusiasm.
d) Prepare all lessons timeously exhibiting clear thought and creativity, ensuring that they are
aligned to the school context and the expectations of the qualification.

e) Follow due protocol with regards to any leave of absence from Teaching Experience, as per
the Rules and Regulations for Leave of Absence from Teaching Experience.
Name & Surname of Mentee
Signature of Mentee
Date
Name & Surname of Mentor
Signature of Mentor
Date
SCHOOL
STAMP

Appendix C: Attendance Register
Attendance Register
Note: Compulsory submission of the completed Attendance Register on PoE final submission.
No PoE will be marked without this document’s inclusion. This needs to be signed by both the
student and the mentor teacher, along with the school stamp. Please also take note of “The
Rules and Regulations for Leave of Absence from Teaching Experience”.
Student Name Student Number
School Programme & Module Code
SCHOOL
STAMP

COMPLETE THE ATTENDANCE REGISTER BELOW AS PER THE DATES CONFIRMED BY YOUR CAMPUS .
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___
Student’s signature Student’s signature Student’s signature Student’s signature Student’s signature Mentor’s signature

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___

___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___ ___/___/___
SCHOOL
STAMP

Appendix D: Leave of Absence from Teaching Experience
Rules and Regulations Leave of Absence from Teaching Experience
Preamble
Students registered for teacher education qualifications with a specified school-based WIL component
are required to comply with all requirements stipulated by the relevant qualifications authority,
industry body or government ministry, as and where relevant. The Rules and Regulations for Leave of
Absence from Teaching Experience clarifies the requirements of students in terms of Absenteeism from
school-based WIL (i.e. Teaching Experience3). This document is in line with the Assessment Strategy
and Policy (IIE009). It is structured in order to meet the minimum requirements of the Department of
Higher Education and Training (DHET) in terms of attendance of these work-based placements.
The programmes offered at The IIE meet the required number of weeks of supervised WIL for the
programme in line with the DHET requirements:
a) BEd in Foundation Phase Teaching and BEd in Intermediate Phase Teaching4:

Year 2 – 4 weeks
Year 2 – 5 weeks
Year 3 – 6 weeks
Year 4 – 8 weeks
b) Postgraduate Certificate in Education (Senior Phase and Further Education and Training Teaching)5:
8 weeks
c) c) The Higher Certificate in Early Childhood Care and Education6:

6 weeks
3 Teaching Experience is referred to as ECD Experience on The Higher Certificate in Early Childhood Care and Education programme and
with the main component taking place in ECD centres.
4
Bachelor of Education degrees (DHET, 2015: 23): “In a full-time contact programme, students should spend a minimum of 20 weeks and
a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the degree. In any
given year … at least three of these should be consecutive.”
5 Postgraduate Certificate in Education (DHET, 2015: 29): “Students should spend a minimum of eight weeks and a maximum of 12 weeks
in formally supervised and assessed school-based. At least four of these weeks should be consecutive.”
6
The Higher Certificate in Early Childhood Care and Education programme (DHET, 2017: 25) the duration of: “A minimum of six weeks … of
supervised and assessed WIL is required”.

Absence in general for any number of days from Teaching Experience

▪ Any absence from Teaching Experience requires proof thereof [see relevant section in the
Assessment Strategy and Policy (IIE: 009)], in terms of reason for absence. This must be
included in the PoE attached to the Teaching Experience Attendance Register.
IIE: 009: Assessment Strategy and Policy
Types of Concessions or exceptions applicable include:
▪ Permitted General
The following seven life events applicable here are:
i. Death of an immediate family member.
ii. Own serious illness or injury.
iii. Serious illness or injury of an immediate family member.
iv. Official representation in recognised provincial/ national/ international
competitions.
v. Court appearances and study or resident visa renewal appointments.
vi. Serious crime and motor vehicle accidents.
vii. National or Regional Unrests, Protests, Strikes or Vandalism.
▪ Religious: There are religious occasions that would allow concessions
▪ Special Concessions: Concessions for Chronic Psychological, Psychiatric and
Physical Conditions.
▪ Students are required to inform The IIE’s Brand School of Education campus Programme
Manager/Teaching Experience Coordinator immediately on the first day of their absence
from Teaching Experience. This communication must be done in writing.
▪ Students must contact the host School Principal/Head Mentor Teacher on the morning of
absence, state the reason for absence and inform him/her of the expected date of return to
the host school. This communication must be done in writing and a copy of this
communication to be sent to The IIE’s Brand School of Education campus Programme
Manager/Teaching Experience Coordinator.
Absence from Teaching Experience (TE) for three (3) or more days
▪ Absence from TE for three (3) or more days will require a student to complete the three (3)
or more days missed at the end of the current Teaching Experience Period in agreement
with the school and the Institution.
▪ The completion of the three (3) or more days missed will need to be completed before the
hand-in date of the final Portfolio of Evidence (PoE) for the current academic year.
▪ Students are required to complete the required number of days of Teaching Experience (as
indicated for the relevant Teaching Experience module). Failure to do so means the student
will not have fulfilled the requirements of the module in terms of duration in schools,
therefore rendering the Teaching Experience module incomplete.

Application Process for Additional Teaching Experience Sitting
In specific situations where the student is not able to complete the missed days (in the given
academic year) prior to the final PoE submission, an application may be lodged by the student for
access to an Additional Teaching Experience Sitting. The application process is laid out in the section
below.
▪ Students will lodge an application on the Student Hub for consideration for access to the
Additional Teaching Experience Sitting which takes place in the Special Teaching Experience
Period of the following year.
▪ All assessment exceptions and concession applications must be lodged by the student on the
Student Hub. All relevant documentation pertaining to the request must be included as only
the documentation submitted with the application can be taken into consideration for
processing the application or subsequent appeal.
▪ The application with supporting documentation in terms of reason for absence needs to be
lodged on The Student Hub within five days from the end of the Teaching Experience period.
▪ This application will be assessed by the IIE’s Brand School of Education in consultation with
The IIE Central Academic Team (where necessary).
▪ Should the student’s application be successful, then the student is expected to complete the
required number of days, along with the stipulated sections of the Teaching Experience Portfolio
of Evidence as determined by The IIE.
▪ The host school for the Additional Teaching Experience Sitting will be determined by the campus
under the management of The IIE’s Brand School of Education.
▪ All outstanding requirements of the PoE will need to be completed in the Additional
Teaching Experience Sitting. The PoE will be submitted on the date communicated by the
Brand.
▪ Where necessary, an IIE Supervisor may need to visit the Student Teacher in the school
in the Additional Teaching Experience Sitting.

Section 2: School Assessment & Report

The Host School plays an important role in ensuring that The IIE Student Teachers are carefully
mentored and engaged in meaningful practical learning opportunities. In this module, the Host
School/ Mentor Teacher is responsible to complete the following assessments/reports.
Lesson Feedback Report – Independent Teaching (Appendix E)
This lesson feedback report is used to assess the required lessons taught independently by the
Student Teacher. The student is awarded a mark (80 marks) and constructive feedback is
required.
Lesson Feedback Report - Co-teaching (Appendix F)
This lesson feedback report is completed by the mentor teacher after each of the co-teaching
lessons. The student is awarded a mark (50 marks) and constructive feedback is required.
Confidential School Report (Appendix G)
Kindly complete the Confidential School Report on the Student Teacher (see Appendix G) at
the end of the Student Teacher’s teaching experience weeks in school. This report reflects on
your overall impression of the student and counts towards the final mark for Teaching
Experience. Please return this report to campus with the student in a sealed envelope with the
school stamp placed over the envelope seal.
Please note: The IIE Supervisor will visit the student to assess the independent teaching of one of
the following lessons:
- Social Sciences Lesson; or
- Mathematics Lesson; or
- First Additional Language Lesson.

School Administrative Log and Report (TE102) TEIP6219
Appendix E: Lesson Feedback Report (Independent Teaching)

Module Code: ………………
Total Marks: ……………/80
Subject
Please complete all fields in this Topic Grade

document in pen.
SECTION A: LESSON PLANNING

Not yet coping Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful
MARK
competence competence competence teaching competence
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
Vaguely written or generic Some consideration given to Adequate reference made A skilled entry of all factors Artful writing up of all
write up of factors to supporting factors for lesson to elements to consider to consider in lesson elements with precise
Sections A to G
consider when planning a design but missing certain prior to lesson design but planning with good reference to CAPS.
lesson. elements to ensure a lacks depth of reference to CAPS and other Meaningful lesson
meaningful lesson plan. understanding and considerations. objectives and a sincere
somewhat generic. understanding of the
requirements of lesson
planning. /10
Teaching approach does not The plan attempts to A well thought out lesson A well-designed lesson that An exciting lesson plan that
consider the criteria listed address the criteria for an plan with evidence of evidences an understanding evidences creative use of
Section H
above. The planning lacks effective lesson, with some insightful thinking of the criteria for optimal methodologies suited to
depth, creativity and body. consideration given to the considering all the elements learner engagement. Lesson content and context. Lesson
different phases. of lesson design. Lesson shows progression and shows progression from one
steps discussed in detail. smooth transition from one phase to the next and gives
phase to the next. detail in every phase. /10
Commentary

SECTION B: EXECUTION OF LESSON AS PER THE LESSON PLAN

MARK
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
Introduction lacks thought Introduction is limited to There is some attempt to get An interesting activity that A creative and meaningful
Introducti
on Phase
and fails to engage and asking questions to learners enthusiastic about captures the attention of introductory ‘hook’ that
enthuse learners. determine prior the lesson. learners. excites and engages learners.
knowledge. /10
This phase fails to meet the The selected strategy is The lesson unfolds with The lesson is structured with An innovative and exciting
lesson objectives. It lacks limited in promoting some structure and largely careful consideration given lesson that meets all the
Teaching and Learning
structure and the student learner engagement to adheres to the plan. The to teaching methodologies requirements of an
appears to struggle to meet the objectives. chosen strategies meet the that are creative and interactive and engaging
Phase
execute the lesson as per Obvious lack of disciplinary lesson objectives although relevant to the topic. There lesson. Original, resourceful
the lesson plan. There is an knowledge. there are some is evidence of strong and maps to the lesson
obvious lack of disciplinary Some resources used to impracticalities in execution.
disciplinary knowledge. objectives and content.
knowledge and associated support learning. The use of suitable Good use of resources Excellent use of resources.
teaching strategy/s. resources support the enhance the learning
lesson. experience. /10
Lesson comes to an abrupt Closure is limited to tidying An activity that attempts An interesting activity to An exciting end to the lesson
end or just fizzles out. up and/or preparing for draw the lesson to a allow learners to collate that re-energizes learners.
Closure
Phase
the next lesson. There may meaningful close. their thoughts about the
be an attempt to draw the lesson and prepare for the
lesson to a close. next lesson. /10
Assessment may be at the end of the lesson or continuous throughout the lesson and considers assessment ‘as’, ‘for’ and ‘of’ learning.
Assessment
No assessment conducted or A simple assessment Assessment is conducted but The assessment strategy Carefully crafted and
unsuitable assessment. strategy used that bears may not necessarily meets the LO’s. engaging assessment/s that
little value to determine determine if LOs are being meet the LO’s. Also informs
learning. met. the teacher on the degree of
learning and further planning. /10
Commentary

SECTION C: OVERALL SENSE OF THE LESSON

MARK
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
Lacks presence and Awkward and Sombre atmosphere Present, engaged and Teacher is well respected and
connection with learners. uncomfortable with prevailed which allowed for interactive. Learners commands a strong presence
Classroom
Presence
Softly spoken and glimpses of an attempt to the lesson to proceed as acknowledge the teacher in the classroom. There is a
introverted. Uncomfortable engage with learners. planned. The teacher and enjoy his/her presence. deliberate focus on
and distant. struggled to create a establishing a conducive
relationship with learners. learning environment. /10
Failure to execute lesson Inadequate class Attempt to manage class Good classroom Teacher owns the class and
timeously due to lack of management strategies behaviour with some management strategies has complete control over
environment
class control and poor timing that influenced the success that allowed the evident. Lesson completed learner behaviour and
Learning
of tasks. Struggles with successful completion of lesson to proceed as on time to task. engagement so that all tasks
discipline. the lesson. Not ideal planned, with some are completed, and the
conditions for learning but disruption. lesson is paced to optimise
Los met. learning in a mutually
respectful space. /10
Commentary
TOTAL ___ / 80
Mentor Teacher or Supervisor Signature Date
Student Teacher Signature Date

ADDITIONAL COMMENTARY (if required)

Appendix F: Lesson Feedback Report (Co-Teaching)

Module Code: ………………
Total Marks: ……………/50
Subject
Topic Grade
Please complete all fields in this
document in pen.
SECTION A: LESSON C0-PLANNING

Not yet coping Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful teaching
MARK
competence competence competence competence
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
The student is passive in the Limited suggestions are The student requires The student is a actively The student is an asset to the
Co-Planning
planning process. made by the student. encouragement to voice involved in the planning teacher in the planning phase.
the Lesson
their thoughts and opinions/ phase. Suggestions are Innovative suggestions are
the student is learning to made while remaining made while remaining
voice their views in a respectful of the teacher’s respectful of the teacher’s
respectful manner ideas. ideas. /10
Vaguely written or generic Some consideration given to Adequate reference made A skilled entry of all factors Artful writing up of all
Write-up of the
write up of factors to supporting factors for lesson to elements to consider to consider in lesson elements with precise
Lesson Plan
consider when planning a design but missing certain prior to lesson design but planning with good reference to CAPS. Meaningful
lesson. elements to ensure a lacks depth of reference to CAPS and other lesson objectives and a sincere
meaningful lesson plan. understanding and considerations. understanding of the
somewhat generic. requirements of lesson
planning. /10
Commentary

SECTION B: EXECUTION OF CO-TEACHING

MARK
(0 - 4) (6 - 8) (10 - 12) (14 - 16) (18 - 20)
Execution of co-teaching
The student appears to The student attempts to The lesson unfolds with The student makes a good The students demonstrates
struggle to execute the execute the lesson as per some structure and largely attempt to execute the thoughtful, insightful teaching
lesson as per the lesson the lesson plan however, adheres to the plan, lesson as per the lesson competence and the lesson is
plan. There is an obvious there is an obvious lack of evidencing developing plan. There is evidence of well-executed. Excellent use of
lack of disciplinary disciplinary knowledge. teaching competence. strong disciplinary resources to support the
knowledge and associated Some resources used to There are some knowledge. The student teaching of this lesson.
teaching strategy/s. support learning. impracticalities in execution. evidences capably skilled .
The use of suitable teaching confidence in co-
resources supports the teaching this lesson. Good
lesson. use of resources enhance
the learning experience. /20
MARK
Classroom Presence
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
Lacks presence and Awkward and Sombre atmosphere Present, engaged and Teacher is well respected and
connection with learners. uncomfortable with prevailed which allowed for interactive. Learners commands a strong presence in
Softly spoken and glimpses of an attempt to the lesson to proceed as acknowledge the teacher the classroom. There is a
introverted. Uncomfortable engage with learners. planned. The teacher and enjoy his/her presence. deliberate focus on establishing
and distant. struggled to create a a conducive learning
relationship with learners. environment. /10
Commentary
TOTAL ___ / 50
Mentor Teacher or Supervisor Signature Date

Student Teacher Signature Date

ADDITIONAL COMMENTARY (if required)

Appendix G: Confidential School Report
Confidential School Report
Qualification Year
Kindly complete the following report on the Student Teacher. This report reflects on your
overall impression of the student and counts towards the final mark for Teaching Experience.
Please return this report to campus with the student in a sealed envelope with the school
stamp placed over the envelope seal.
Please use the following rating scale to award the student a mark out of 10.
Score Descriptor
9 – 10 Distinguished
7–8 Proficient
5–6 Competent
3–4
0–2
Developing
Unsatisfactory
10

A. Professionalism
Dress, punctuality, work ethic
B. Relationship building
Actively builds positive relationships with staff, learners and other stakeholders.
C. Effort and initiative

Use of time in school to grow professionally. Goes beyond prescribed tasks.
D. The reflective practitioner

Student reflects at the end of each lesson and this informs their future lesson plans and
continuing development of their practice.

E. Suitability for the profession

Interest, passion and the makings of a teacher.
F. Your final thoughts
Name & Surname of Mentor

Teacher
Signature
Date
Contact Details
School
stamp

TEIP6219 - TE202 School Administrative Log & Report

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School Administrative Log and Report IPT (TE202) TEIP6219

The IIE Bachelor of Education in Intermediate Phase

School Administrative Log and Report (TE202)

© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 29

© The Independent Institute of Education (Pty) Ltd 2023 Page 1 of 29

The IIE Supervisor School Visits

The School Administrative Log & Report

• Section 1: School Administration

© The Independent Institute of Education (Pty) Ltd 2023 Page 2 of 29

Section 1: School Administration

Police Clearance Requirement

The IIE Code of Ethics for Teaching Experience (A ppendix A)

The IIE Mentor/Mentee Agreement (Appendix B)

© The Independent Institute of Education (Pty) Ltd 2023 Page 3 of 29

Attendance Register (Appendix C)

Leave of Absence from Teaching Experience (A ppendix D)

© The Independent Institute of Education (Pty) Ltd 2023 Page 4 of 29

Summary of Teaching Experience Tasks for TEIP6219

Below is a summary of the PoE assessment weighting for Teaching Experience 2:

Observation Learning Log

Below is a summary of the Observation Tasks for TEIP6219:

© The Independent Institute of Education (Pty) Ltd 2023 Page 5 of 29

INTERMEDIATE PHASE TEACHING LOG (TE207) TASK SUMMARY MARKS

Teaching Experience File

© The Independent Institute of Education (Pty) Ltd 2023 Page 6 of 29

Appendix A: The IIE Code of Ethics for Teaching Experience

The IIE Code of Ethics for Teaching Experience

GENERAL DUTY TO ACT WITH INTEGRITY

CONDUCT OF THE STUDENT TEACHER TOWARDS THE LEARNER

© The Independent Institute of Education (Pty) Ltd 2023 Page 7 of 29

2. A Student Teacher shall at all times:

CONDUCT OF THE STUDENT TEACHER TOWARDS HOST SCHOOL/CENTRE

© The Independent Institute of Education (Pty) Ltd 2023 Page 8 of 29

CONDUCT OF THE STUDENT IN THE SCHOOL COMMUNITY

PROFESSIONAL CONDUCT OF THE STUDENT TEACHER

CONDUCT OF THE STUDENT TEACHER ON SOCIAL MEDIA

5. A Student Teacher, on any social media platform shall:

© The Independent Institute of Education (Pty) Ltd 2023 Page 9 of 29

cornerstones – of their professional commitments;

CONDUCT IN RELATION TO THE PROTECTION OF PERSONAL INFORMATION

© The Independent Institute of Education (Pty) Ltd 2023 Page 10 of 29

Appendix B: The IIE Mentor/Mentee Agreement

NOTE: Compulsory submission of the completed Annexure B: Mentor/Mentee Agreement on PoE

The Mentor agrees to:

The Mentee agrees to:

© The Independent Institute of Education (Pty) Ltd 2023 Page 11 of 29

Name & Surname of Mentee

Name & Surname of Mentor

© The Independent Institute of Education (Pty) Ltd 2023 Page 12 of 29

Appendix C: Attendance Register

Student Name Student Number

School Programme & Module Code

© The Independent Institute of Education (Pty) Ltd 2023 Page 13 of 29

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY

© The Independent Institute of Education (Pty) Ltd 2023 Page 14 of 29

Appendix D: Leave of Absence from Teaching Experience