UNIVERSITY OF KABIANGA

ISO 9001:2015 CERTIFIED

SCHOOL OF EDUCATION, ARTS AND SOCIAL SCIENCES

DEPARTMENT OF CURRICULUM, INSTRUCTION AND EDUCATIONAL MEDIA

PRACTICUM GUIDELINES

Introduction
It is a requirement by the Commission for University Education (CUE) and Teachers Service
Commission (TSC) that all teacher trainees carry out two teaching practice sessions. At the same
time, the current Competence Based Curriculum (CBC) requires teacher trainees to be honed in
the CBC pedagogical skills. Owing to the above requirement, University of Kabianga has
designed the teacher training to have Practicum and Teaching Practice at the end of second year
and third year respectively. These guidelines therefore address the tasks to be fulfilled during
these sessions.
Expected Learning Outcomes
By the end of the Practicum session, the Student Teacher should be able to:
1. Describe the organizational structure of the school and duties of the stakeholders
2. Demonstrate understanding of the written and unwritten rules and regulations of the
school
3. Identify teaching approaches and class management techniques
4. Demonstrate understanding of the school’s disciplinary process
5. Develop positive mutual relationship among learners and staff
6. Apply acquired knowledge and skills to solve problems in the school and the community
7. Familiarize with the Competency Based Curriculum (CBC)
Role of the Head Teacher
1. Receiving the Student Teacher and introduce him/her to the school staff and students
2. Induct the Student Teacher on the school culture and expectations from him/her
3. Facilitate provision of materials and any support that the Student Teacher may require in
order to undertake the tasks assigned to him/her
 4. Assign a suitable Mentor Teacher to the Student Teacher
5. Allocate any other relevant duties to the Student Teacher including extracurricular
activities.
6. Despite the fact that the Student Teacher will be assigned to Mentor Teacher(s) to guide
him/her, the Head Teacher will be the overall mentor.
7. The Head Teacher is requested to allow the Student Teacher to physically attend lessons
taught by regular teachers to observe classroom management and teaching skills. This
will provide opportunity of learning through observation.
8. The Head Teacher is expected to fill both Clearance Form and Confidential Report
provided at the end of practicum period as objectively as possible. The Head Teacher
isthe link between the school and the university as far as the student teacher is concerned.
9. The Mentor Teacher should report to you anything suspicious about the Student Teacher
to the Head Teacher
Role of the Mentor Teacher
1. The Mentor Teacher will be required to closely work with the Student Teacher to guide
him/her in every step. This will include assisting the Student Teacher in carrying out
tasks assigned by the University as per the Student Portfolio attached.
2. The Mentor Teacher will be required to facilitate the Student Teacher to physically attend
lessons taught by regular teachers to observe classroom management and teaching skill.
Allow him/her to ask any relevant questions after the lesson.
3. The Mentor Teacher will check the weekly entries in the logbook and endorse
accordingly.
4. The Mentor Teacher should report anything suspicious about the Student Teacher to the
Head Teacher.
5. To assist in achieving populating the Student Portfolio, the Mentor Teacher will
undertake the following:
a. Guide in understanding organizational structure and stakeholder duties.
b. Modeler of teaching approaches and classroom management techniques.
c. Educator on disciplinary processes.
d. Cultivator of positive relationships.
e. Coach in problem-solving in community service learning.
f. Resource on competency based curriculum.
Role of the Student Teacher
The student teacher shall undertake the following roles:
1. Describe the organizational structure in the school system and interpret the roles, duties
and responsibilities of various stakeholders.
2. Demonstrate understanding of the written and unwritten rules and regulations applicable
to school community.
3. Identify the teaching approaches and classroom management techniques
4. Demonstrate understanding of the disciplinary process in the school.
5. Develop positive collaborative relationships in the school.
6. Apply acquired knowledge and skills in Community Service Learning (CSL).
 7. Familiarize with the Competency Based Curriculum.
8. Fulfil assigned range of activities while interacting with both the school staff and
students.

A Guide to Tools, Documents and Activities for Student Teacher Success in Practicum.
1. Logbook
Plan the weekly activities for 14 weeks based on the learning outcomes and document these
activities in the Logbook based on the given format. The logbook will be submitted to TP
Coordinator upon completion of Practicum.

2. Student Portfolio
The Student Portfolio for Practicum is designed to provide student teachers with a structured
framework to guide their learning process during their placement in a Junior School. Throughout
the term, student teacher will engage in a series of learning tasks aimed at enhancing their
understanding of educational practices, school management, and community engagement. This
portfolio serves as a roadmap for student teachers, outlining the learning outcomes, activities,
and assessment criteria for each task.
The portfolio will be assessed based on the completion of each learning task and the quality of
the documentation provided. Assessment criteria include the extent to which student teachers
demonstrate critical thinking, communication, collaboration, professionalism, orderliness,
obedience, duty consciousness, industriousness, dependability, punctuality, and adherence to
ethical standards. The assessment rubric provides clear guidelines for evaluating portfolio
entries, ensuring consistency and fairness in the assessment process.
(i) Assessment Guidelines for Mentor Teacher

The Assessment Guidelines for Mentor Teachers serve as a structured framework for evaluating
the performance of student teachers during their Practicum. This form aims to provide
comprehensive feedback on various aspects of the student teacher's engagement and conduct
throughout their tenure at the assigned school.

Practicum Guidelines and Declaration for Student Teachers

(ii)

Practicum guidelines and acceptable standards include punctuality, obedience, duty

consciousness, orderliness, dependability, industriousness, and adherence to the code of conduct.
Moreover, professionalism in interactions with students and school staff, understanding of school
organization and discipline procedures, participation in community service learning (CSL), and
teamwork are essential. Creativity, professional attire, and respectful demeanor further contribute
to meeting acceptable standards.
3. Practicum Confidential Report and Clearance Form
After the completion of Practicum, the Head Teacher will fill both Confidential and Clearance
forms. The confidential form serves as a comprehensive assessment tool used by the Head
Teacher to evaluate the performance and conduct of student teachers during their Practicum. The
student teacher has to be cleared by the Head Teacher before his/her Practicum grades are
processed. The student teacher has to submit both confidential and clearance forms to the TP
Coordinator.
4. Practicum Report Writing
Upon completing the Practicum, student teachers will be required to submit a comprehensive
report to the TP Coordinator. The report should contain the following:
a) Font size – 12
b) Font type – Times New Roman
c) Line spacing – 1.5
d) Pages – 10-15
e) Type of binding - Spiral
f) Cover page– Title of the report, Name and Reg No. of the Student Teacher, Institutional
citation(Practicum report submitted to the Department of Curriculum, Instruction and
Educational Media in Partial Fulfilment for the Award of the………of University of
Kabianga), Date of submission(Month and year)
g) Declaration
h) Dedication
i) Acknowledgement
j) Abstract
k) Table of Contents
l) List of Tables
m) List of Figures
n) Abbreviations and Acronyms
o) Definition of Terms
p) Chapter One - Introduction
Background – Contextual information leading to the Practicum
Purpose and Specific Objectives
q) Chapter Two – Description of the School
Location and background of the School
Vision, Mission, Core values of the School
Objectives of the School – Goals and targets set by the School
School administrative structure including their functions
r) Chapter Three – Reporting on Actual Work Done
Description of tasks performed during Practicum
Contribution of the student teacher to the school
 s) Chapter Four – Skills and Competencies Acquired
Reflection on personal growth and development

Acquisition of new skills, knowledge and competencies

Analysis of challenges faced by both the student teacher and the school
t) Chapter Five – Conclusions and Recommendations
Conclusions – Key takeaways from the practical training experience
- Summary of findings and their implications
Recommendations – Suggestions for improvements or enhancements based on the
experience gained during the Practicum
u) References – List of sources cited in the report
v) Appendices – Supplementary materials (additional information) e.g data, charts etc