Student Teaching (Teaching Practice Course)
Student Teaching

CUTM4500/ECED4170/CUTM5400

Student Teaching—the pre-service training program offered to the college’s candidates in the form of a one-semester intensive internship—is considered the first step into the profession. It is a 9-credit-hour course which comes in the final semester of the candidate’s degree plan. It realizes all the experiences that candidates undergo throughout the program into competencies—into practice! Hence, the course aims to provide candidates with an opportunity to apply, develop and polish their acquired skills and knowledge within an actual professional setting (school) through a comprehensive teaching experience. Candidates experience a whole range of school duties assigned to teachers such as instructional planning and development, assessment, professional development, managing extracurricular activities, exam invigilation, etc. This program is designed in accord with the Conceptual Framework of the College of Education aiming at graduating distinguished professionals. It also complies with international teacher preparation standards, particularly the standards of the Council for the Accreditation of Educator Preparation (CAEP) which adopts the Interstate New Teachers Assessment and Support Consortium (InTASC) teaching standards. The course is also designed, implemented and assessed in a collaborative manner through a partnership with the Ministry of Education and schools that constitute the training sites. This is promoted in practice mainly through the collaboration in supervision as each candidate is supervised by a college supervisor as well as a cooperating teacher from the school. Success of the program is further supported by partners’ reverence to the principles of partnership, collaboration, complementarity, commitment, accountability and sustainability.

Student Teaching Course Components

1. School-Based Training School-based teaching experience is the main component of the course as it targets the essence of being a teacher. It engages candidates with a vast range of professional tasks practiced in planning, implementing, and assessing instruction in addition to the professional development practices that support it. It also creates opportunities for candidates to participate in school activities and contribute to goal achievement and the development of their schools. For a detailed list of candidate tasks and responsibilities refer to the Student Teaching Handbook.

2. The Monthly Seminars Student Teaching monthly seminars are an integral part of the program aiming at supporting professional learning and development. It brings groups of candidates together with their supervisor(s) to discuss their experiences and reflect on them so as to attain deeper understanding and come up with ways to develop them and solve any practical problems they may face. Refer to the Student Teaching Handbook for more details.

3. The Student Teaching Preparatory Program The Student Teaching Preparatory program is a complementary part of the program. Its components change constantly in light of the developments in the field and updates in the Ministry of Education’s curricula and guidelines, in addition to the candidates’ needs as perceived by the faculty members of their degree programs and the college committees involved in reviewing and developing the program or aspects of it. Details about the program are found in the Professional Development page.

Student Registration Requirements

Candidates could register the Student Teaching course CUTM4500 or ECED4170 if they meet the following conditions:

 

Student Teaching Placement Procedure

1. Candidates fill an electronic form, applying for student teaching in the semester preceding the student teaching semester. Form is emailed to the targeted cohorts every semester.

2. FEST staff review applications in light of the degree audits and assess condition fulfillment.

3. FSET notify candidates who do no meet the conditions about their application rejection and prepare a tentative placement (assign a school for each candidate) for those who meet the conditions.

4. The tentative placement is sent to supervisors and candidates for feedback and changes are made accordingly.

5. The Field Experiences Advisory Committee (FEAC) meets to review, modify and approve the placement.

6. Degree audits are reviewed again after the grades of the current semester are released to confirm condition satisfaction and regard the placement final.

7. FEST release the final placement lists to candidates and college supervisors along with the Student Teaching Calendar of the semester.

8. FEST provides the placement lists to the partner schools through the official medium.

Assessment Tools

Student Teaching, being the major component of the teacher preparation programs and coming at its end, hosts a number of college key assessment tools, some of which are course grading tools while others are proficiency and disposition assessment but do not contribute to the grade. Of the graded assessment tools in the Student Teaching course, the most important is the Classroom Observation tool, which is used to assess and guide classroom performance and teaching professional competencies. For the B.Ed. candidates, the other essential assessment tools include the Action Research tool as well as a number of tools included within Comprehensive Portfolio and these are:

• The Comprehensive Portfolio assessment rubric

• The Unit Plan assessment rubric

• The teaching philosophy assessment rubric

• The CF reflective papers’ assessment rubric

• The Scenario-based disposition assessment For Diploma candidates the Comprehensive Portfolio is replaced by the Professional Teaching Portfolio which hosts a range of components similar to those of the their B.Ed counterparts. The Action Research for their program, however, has a separate course—the Graduation Project—taken as a co-requisite with student teaching.

Handbooks

1. Student Teaching Handbook: contains everything candidates need to know about student teaching including the standards and frameworks that govern the program development and the responsibilities of involved partners, including the candidates themselves.

2. The Comprehensive Portfolio Guide (for B.Ed. candidates) and the Professional Teaching Portfolio Guide (for Diploma candidates): are the reference for the professional assignments required in the course. Candidates receive an updated version at the beginning of the Student Teaching semester.

Note: handbooks are in Arabic

Field Training
Student Teaching Placement Procedure

Student Teaching Placement Procedure1

 

 

 

Cooperation Programme ( SQU and MOE )