BENEDICTO COLLEGE- PRACTICE TEACHING MANUAL

BENEDICTO COLLEGE
DEPARTMENT OF TEACHER EDUCATION

PRACTICE TEACHING MANUAL

TABLE OF CONTENTS
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Introduction………………………………………………………………………………………...3

Mission, vision, goals and objectives (dte)………………………………………4

Goals of teaching internship…………………………………………………………….5

Objectives of teaching internship…………………………………………………….5

Enrollment in teaching internship……………………………………………………6

Teacher candidate expectations……………………………………………………..6

Responsibilities of a student teacher……………………………………………..7

Role of cooperating teacher……………………………………………………………8-11

Role of teaching internship supervisor/mentor…………………………….12

Norms and best practices…………………………………………………………………..13

Orientation topics……………………………………………………………………………….14-15

Evaluation system………………………………………………………………………………16

Evaluation of teacher candidate…………………………………………………….17

INTRODUCTION
The culminating experience of any teacher education program is student teaching: a rigorous internship in a
school setting that allows prospective teachers, under the guidance of accomplished mentor, to transition into
the teaching profession. At Benedicto College, we typically refer to the internship semester not simply as

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“Student Teaching” but as the Education Semester because the actual student teaching internship is only one
part of your whole experience that semester.

This portion of the Teacher Education Handbook is intended to provide students, cooperating school personnel,
and college supervisors with an overview of the Education Semester and to answer any preliminary questions
that may arise as a result of participation in the student teaching experience offered at Benedicto College.
Teacher education is a complex collaboration between the college and the school, and the student teaching
internship itself represents an important step toward a successful career in education. We rely on local school
personnel—especially cooperating teachers—to provide crucial learning experiences for our prospective
teachers. As a faculty, we very much value the time and effort put into the internship and we always look
forward to the feedback cooperating teachers provide.

A third crucial component of each student’s Education Semester experience is the supervision and evaluation of
teaching. While department faculty are located on campus and provide additional support for teaching from
here, cooperating teachers are situated within the school and offer expertise in addressing challenges with
regard to students, curriculum, and the specific teaching context.

MISSION, VISION, GOALS AND OBJECTIVES

DTE Vision:
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Provide affordable, globally in demand, best fit, quality college and voctech education.

DTE Mission:
Produce highly competent, employable graduates that can be qualified wherever part of the world they may be
employed.

Goals and Objectives:

Provide quality graduates that meet the education sector expectations to be a competent teacher. Develop
students analytical, logical and critical thinking in business education; Provide students learning experience in
actual teaching for them to develop in setting good values education in terms of moral and spiritual.

Goals of Teaching Internship

There are very many views about the goals of Teaching Internship. However, the mostly accepted general view
is that it provides for testing educational theories and for putting educational principles into practice. In other
words, the purpose of Teaching Internship is to provide planned and carefully supervised learned activities
which allow the teacher-trainees not only to demonstrate but also to improve their resourcefulness as teachers to
be. The goals of Teaching Internship are to:

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(1) provide you the opportunity to learnt the art of teaching in actual classroom situations under the guidance of
an experienced cooperating teacher;
(2) provide you the opportunity to demonstrate in real classroom situation your mastery of teaching the subject
matter and the methodology of imparting it to learners;
(3) provide your professional development and foster a positive attitude to teaching in you;
(4) assess the extent to which you satisfy the requirement for the award of the certificate you are pursuing, and
(5) evaluate the adequacy or otherwise of the practical aspects of the teacher education programs.

Objectives of Teaching Internship

Teaching Internship is expected to enable you:

(i) develop skills and competencies of teaching;
(ii) apply the principles you learnt from the courses you studied to teach in addition to bringing about
meaningful changes in learners;
(iii) write scheme of work, lesson notes using appropriate concepts and generalizations that will facilitate
learning;
(iv) select and use a variety of teaching strategies and instructional resources that are appropriate to
achieve the objectives you stated in your lesson plan;
(v) study and diagnose learning difficulties of pupils and provide guidance and remedial instruction to
those who need them;
(vi) apply the principles of evaluation in assessing the effectiveness of your teaching as well as the
progress of your pupils, as a means of improving instruction;
(vii) acquire skill in democratic classroom management;
(viii) participate actively and effectively in the various instructional and non- instructional programs and
activities of the school where you are posted for teaching practice;
(ix) establish good human relations with the students, staff, parents and other members of the community
of the school where you are posted;
(x) have the opportunity to participate in community activities which will enhance your professional
growth as a teacher.

ENROLLMENT IN TEACHING INTERNSHIP

Teacher candidates will be admitted to the Teaching Internship course upon fulfillment of the following
requirements:

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1. Meet with the Orientation Official to determine if all required courses that are pre-requisites to the
Teaching Internship course have been approved.
2. The semester class must have been successfully completed with a grade of 80% or higher. An
incomplete grade must be removed and replaced with an 80% or higher before the teacher candidate is
scheduled to report to the Practice Center.
3. The application form to enroll in the Teaching Internship course must be filled out by the teacher
candidate, signed by the Dean, and will be submitted to the Practice mentor.

TEACHER CANDIDATE EXPECTATIONS

Teacher candidates are expected to fully immerse themselves in their respective practice schools and
engage their students in meaningful learning experiences. The following should be noted:

1. Teacher candidates are expected to complete 300 hours of practice teaching in one semester.
2. Daily attendance is mandatory. You are expected to be at the Practice school a minimum of four
hours per day.
3. It is the responsibility of the teacher candidates to fill out all the required forms on a daily basis.
4. Teacher candidate is required to submit a portfolio.
5. Lesson planning is mandatory for your assigned class.
6. The cooperating teacher is your mentor. You are required to 1 hour per day orientation with your
mentor to discuss all aspects of practice teaching.

Responsibilities of the Student Teacher

Student teachers should be prepared to engage in the following duties over the course of the Education
Semester:

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 Observe and reflect on the classroom activities of the supervising teacher.

 Prepare seating charts and learn pupils’ names at the earliest possible date.
 Observe the reactions of students toward various learning situations.
 Prepare daily lesson plans in advance of teaching with the approval of the cooperating teacher.
 Prepare and review appropriate long-range plans and objectives.
 Prepare effective and varied assignments for students to complete.
 Perform routine tasks that will develop effective classroom management skills.
 Have access to available materials of instruction.
 Prepare appropriate and varied assessment practices.
 Design and supervise small group and individualized learning experiences.
 Assist with the school’s extracurricular activities program.
 Arrange for frequent conferencing with the cooperating teacher.
 Perform miscellaneous professional duties assigned by the cooperating teacher or school principal,
within reason.
 Seek every opportunity for experimentation, creativity, and originality in teaching assignments.
 Gradually assume responsibility for planning and teaching the entire class.

Student teachers should be assigned certain classroom responsibilities on the very first day of the student
teaching experience. The first responsibilities may be routine tasks activities that help learners on an individual
or small group basis. If, in the judgment of the cooperating teacher, the student teacher appears ready to assume
teaching responsibilities by the beginning of the second week, this is an appropriate time to give the student
teacher full responsibility for a class. The pre-teaching experiences that are necessary prior to assuming the
responsibilities for the entire classroom will vary with:

(1) the experience that the student teacher has previously had in directing the activities of students;

(2) the degree of competence the student teacher has exhibited in handling other matters; and

(3) the nature of the subject matter being taught.

ROLE OF COOPERATING TEACHER

Conferencing. The college dean and cooperating teacher must confer on a regular basis concerning the observation and evaluation of
the student teacher. Cooperating teachers are also encouraged to attend campus activities related to student teaching.
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Evaluation. The cooperating teacher is expected to evaluate the student teacher’s progress utilizing the “Student Teacher Weekly
Observation/Evaluation Form” weekly during the Education Semester.

 Major competency reviews should be completed by the cooperating teacher the final week of student teaching.

 A conference with the student teacher must be held after each evaluation. This is an opportunity to discuss

improvement, or lack of it, in the teaching skill of candidates and a chance for student teachers to clarify

expectations.

Suggestions for the Cooperating Teacher

The most successful cooperating teachers are those that challenge student teachers to do the best work they can do, but also provide help
and support for student teachers as well. Anyone who has ever completed student teaching knows that it can be an extraordinarily
stressful experience, and, like any stressful experience, a balance between expertise and nurturance is required to make it fruitful. The
Education Department expects cooperating teachers to provide student teachers with this balance of challenge and support. With that in
mind, we recommend the following practices to cooperating teachers.

 Encourage exploration and provide regular constructive feedback. Each student teacher should be encouraged

to develop his or her own style and personality as a teacher, to try new ideas and methods on a daily basis. The

cooperating teacher must allow the student teacher to work with students in his or her own unique way and not

simply expect the student teacher to imitate the cooperating teacher’s style. While we recognize and value the

expertise of cooperating teachers, research shows that attitudes and practices developed during student teaching

influence future performance, and that student teachers who are given an opportunity to develop their skills go on to

become more effective teachers.

 Schedule time regularly to explore concerns, questions, and procedures. Every student teacher begins the

experience with lots of questions, and many of the day-to-day habits and expectations of teaching simply cannot be

learned until full-time work in a school begins. Each school setting has its own culture and student teachers must

learn to adjust to it in a very short amount of time. Please take the time to talk about expectations and procedures

regularly—daily, even—to ensure that your student teacher feels welcome in your school and can contribute in the

fullest way to the school’s mission.

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 Be patient with your student teacher, and always focus on his or her growth. As every good teacher knows, not

all learners learn at the same pace or in the same way. Some student teachers are prepared to undertake the

responsibilities of classroom teaching long before the Education Semester begins, while others struggle throughout

the entire internship only to rapidly pull things together at the end. We encourage all student teachers and

cooperating teachers to think of student teaching as a learning experience—one in which certain assumptions about

teaching will be called into question, where ideas and activities that seemed to work with one group of students fail

miserably with another, and where success may not be measured as easily as we would like for it to be. Most of all,

try to remember that student teaching is the beginning of a process, as well as the end of one—it serves as the end of

the induction experience but as only the start of a student teacher’s journey into effective professional practice.

 Model the dispositions you want your student teacher to display. Remember, as a cooperating teacher, that you

are the embodiment of the teaching profession to the student teacher you work with. In a certain sense, student

teaching pulls back the curtain on schooling to reveal the inner workings of the school. Student teachers are deeply

affected by this. It is not uncommon for cooperating teachers to undermine the goals of a teacher education program

by speaking negatively about students, colleagues, or administrators, or about the teacher education program itself; it

is also not uncommon for cooperating teachers to send a message, intended or not, that certain things are simply “not

possible” in teaching. While some of these insights may be warranted, we want to encourage cooperating teachers to

promote positive approaches to teaching and learning that further creative and powerful visions of teaching. This is

not to suggest that teaching should be sugarcoated or that challenges should not be discussed. It is simply to suggest

that student teaching serves as a critical induction into the profession, one that can, and often does, have a lasting

impact on the student teacher’s commitment to, and understanding of, teaching. We believe that effective teachers

are empathetic, authentically interested in student learning, are respectful of their colleagues and of students, and

believe in their own ability to teach effectively. When these dispositions are shared by student teacher and coop

alike, wonderful things can occur.

 Be flexible, respectful, and understanding of the student teacher’s time and effort. Pursuant to the previous

point, it can be useful to remember that student teachers are not employed by the school district; indeed, they are

paying tuition to the College as they complete the process of learning to teach. Additionally, while many teacher

education programs require a seminar to be taken on campus during the student teaching experience, ours is
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somewhat more rigorous than most. While we want to be sure that student teachers are held to the highest possible

standards, we also hope to encourage cooperating teachers to be understanding of the great many demands placed

on these students. The explosion of calls for accountability in education over the past several years is only now

beginning to be felt in teacher education, and it promises to radically alter the way student teaching internships work.

One likely outcome is that student teachers will be expected to do even more to prove their commitment to teaching.

 Be mindful of relationships. The student teaching experience involves multiple people with varied roles to play in

the education of the student teacher. At a minimum, at least four individuals are involved in the student teaching

experience, leading to a web of different relationships: the cooperating teacher, the college supervisor, the faculty

member teaching the student teaching seminar, and the student teacher himself or herself. Ideally the relationship

between each individual is one of honesty and trust, but one that challenges each person as well. We encourage

cooperating teachers to view their relationships with student teachers and representatives of the College as true

partnerships marked by give-and-take and by mutual respect. At the same time, only the cooperating teacher has the

opportunity to work one-on-one with a single teacher.

 Communicate! Finally, the importance of effective communication cannot be overstated. Be sure to ask your

student teacher frequently if s/he has any questions about accepted rules, procedures, and practices, and never

assume that a student teacher knows something about the workings of a school unless you have imparted that

information personally. It is easy to forget, after working in a school for a number of years, that not all schools

operate in the same way. Likewise, we strongly encourage cooperating teachers to maintain close contact with the

college supervisor and/or with other members of the faculty of the Education Department.

ROLE OF TEACHING INTERNSHIP SUPERVISOR/MENTOR

Supervision and evaluation of student teachers is shared by the cooperating teacher and the college supervisor. The college supervisor
will visit each student teacher assigned to him/her to develop direct knowledge of the student’s teaching and to aid in determining
eligibility for the teaching certificate and awarding an grade for the student teaching semester.

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Observation visits to a student teacher’s classroom ordinarily will cover one complete class period. Following each observation visit a
conference will be held with the student teacher. During the visit, as convenient, the supervisor will also confer with the cooperating
teacher. An written observation/evaluation form, will be completed by the college supervisor at the conclusion of each visit, with one
copy provided to the student teacher, another copy to the cooperating teacher, and a third copy held by the college supervisor and filed
with the Education Department.

The quality of supervision received in student teaching is vital to the student teacher’s success. Communication with supervisors on a
regular basis will help to ensure that success.

Evaluation of Student Teacher Effectiveness

Student teachers are expected to meet several expectations during the Education Semester.

Satisfactory Completion of Teacher Competencies

Prior to the issuance of a teaching certificate at the conclusion of the Education Semester, the student teacher shall display satisfactory
performance on all appropriate approved teacher competencies. The procedure for evaluating competencies during student teaching is
as follows:

 The Student Teacher self-evaluates his or her performance using competency list.

 The Cooperating Teacher evaluates student teacher using another copy of the competency list.

 The Cooperating Teacher and Student Teacher compare evaluations and discuss performance rating.

 Results of the collaborative evaluation are recorded and shared with the College Supervisor.

 Final evaluations are conducted in the same manner and copies are submitted to the cooperating teacher, student

teacher, and the supervisor.

NORMS AND BEST PRACTICES

The following norms should serve as guidelines to help you during your Teaching Internship.

Refer to these norms whenever you need to clear up questions or doubts.

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1. Teacher candidate should adopt and reflect a positive and receptive attitude toward your Practice Teaching

experience.

2. Plan on arriving to the classroom at least 15 minutes prior to your schedule.

3. Sign your attendance card when arriving and leaving the school.

4. You are expected to maintain perfect attendance. You must justify any absence and notify the Cooperating Teacher

in advance. You are required to complete 300 hrs.

5. Students should not be involved in any sales, raffles or money collection.

6. Students are not required to run errands for you at any time.

7. All communication should be completed through the official channels.

8. The cooperating Teacher must proofread and authorize any written communication you send home with your

students.

9. You will establish in agreement with the Cooperating Teacher, a set of guidelines for classroom management and

group control.

10. You are responsible for the proper use and care of school property and facilities.

11. You are required to keep your Portfolio and school records up-to-date. All due dates for the reports must be met.

ORIENTATION TOPICS

The Cooperating Teacher should discuss these topics, and any other that may be of interest, in order to give Teacher

Candidates, the best possible professional practice experience.

1. Responsibilities of Teacher Candidate and Cooperating Teacher.

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2. Practice Center Organization and Personnel.

3. Classroom Management and Discipline.

4. Homeroom Schedule and Activities.

5. Support Services at the Practice Center.

6. Planning and Conducting Meetings/Interviews.

7. Basic Classroom Rules and Guidelines.

8. Students’ Permanent Records

9. Lesson Planning

10. Time Distribution

11. Communication with Parents

12. Use of Curriculum Materials (Teacher’s Guide, Textbook, etc.)

13. Classroom Procedures and Techniques

14. Development of Four Language Arts Skills

15. Use of Technology in the Classroom

16. Evaluation and Assessment Strategies

17. Use of Teaching Devices and Audio/Visual Materials

18. Planning Extra-Curricular Activities

19. Handling Individual Differences

20. Evaluation and Assessment

21. Standardized Testing

22. Final Grade Distribution

23. End-of-Semester Reports

24. Teacher Organizations

25. Other Topics of Interests

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EVALUATION SYSTEM
The Teaching Internship course is evaluated using assessment rubrics that are included in this manual. You will
be evaluated in the following areas:
1. Handling Teaching/Learning Situations in the Classroom
 Teaching methods and techniques.
 Use of curriculum materials.
 Handling of individual differences.
 Time utilization.
 Classroom routines and discipline.

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Teacher candidates must obtain a grade of 80% (minimum) in order to pass the Teaching Internship course.
Students who obtain a grade of 80% below must repeat the course in order to fullfill the requirements for
graduation.

EVALUATION OF TEACHER CANDIDATE

LESSON OBSERVATION REPORT
To be filled out by Cooperating Teachers and Practice Supervisors

Teacher Candidate ____________________________ Practice Center __________________________________

Date ___________________ Time _______________ Evaluation # _______________

Comments
____________________________________________________________________________________________________________

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____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Rating Key: 5- Exceeds Expectations/Exemplary

4- Meets Expectations/Satisfactory

3-2 Developing/Needs Improvement

1- Emerging/Unsatisfactory

Criteria Rating Observations/Recommendations

1. Teaching Methods and 5 4 3 2 1
Procedures
2. Evidence of Planning 5 4 3 2 1
3. Use of Curriculum Materials 5 4 3 2 1
4. Teaching Devices/Use of 5 4 3 2 1
Technology
5. Handling of Individual 5 4 3 2 1
Differences
6. Motivational Techniques 5 4 3 2 1
7. Evaluation of Students’ Work 5 4 3 2 1
8. Time Utilization and 5 4 3 2 1
Distribution
9. Physical Classroom 5 4 3 2 1
Atmosphere
10. Class Routine and Discipline 5 4 3 2 1
11. Teacher Candidate’s Poise 5 4 3 2 1
12. Mastery of Subject Matter 5 4 3 2 1
13. English Proficiency 5 4 3 2 1
14. Guides Students Toward 5 4 3 2 1
Diversity, Creativity, and
Social Transformation

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