WORKPLACE INTEGRATED LEARNING GUIDELINES FOR …

WORKPLACE INTEGRATED LEARNING

GUIDELINES FOR MENTOR TEACHERS DIPLOMA IN GRADE R TEACHING

Year 1 R-WIL 101

Copyright SANTS Private Higher Education Institution. Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040

2020

All rights reserved. Apart from any fair dealing for the purpose of research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without permission in writing, from SANTS.

WORKPLACE INTEGRATED LEARNING GUIDELINES FOR MENTOR TEACHERS

DIPLOMA IN GRADE R TEACHING i

CONTENT 1. INTRODUCTION .......................................................................................................... 1 2. THE RATIONALE FOR WORKPLACE INTEGRATED LEARNING (WIL) ................... 1 3. WIL ROLE PLAYERS .................................................................................................. 1

3.1 The student teacher ......................................................................................... 2 3.2 The mentor teacher ......................................................................................... 2 3.3 The SANTS WIL assessor ............................................................................... 2

4. OVERVIEW OF THE STUDENT TEACHER’S PROGRAMME DURING THE WIL PERIOD ....................................................................................................................... 2

5. THE ROLE OF THE MENTOR TEACHER................................................................... 5 6. GUIDELINES AND EXPECTATIONS FOR MENTOR TEACHERS ............................. 6 7. REFLECTION WITH THE STUDENT TEACHER ........................................................ 7 8. EXPECTATIONS FROM STUDENT TEACHERS ........................................................ 8 9. HEALTH AND SAFETY ............................................................................................... 8 10. ILLNESS OR ACCIDENT ............................................................................................. 9 11. ADDITIONAL RESPONSIBILITIES .............................................................................. 9 12. STUDENT DELIVERABLES - THE STUDENT TEACHER’S PORTFOLIO OF

EVIDENCE ................................................................................................................... 9 13. CONCLUSION ............................................................................................................10 14. LIST OF ADDENDA ....................................................................................................10

ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE ..................................11 ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENT ......................12 ADDENDUM C – STUDENT DECLARATION .............................................................13 ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION .....................................14 ADDENDUM E – ATTENDANCE REGISTER .............................................................15 ADDENDUM F – SCHOOL PROFILE .........................................................................16 ADDENDUM G – SCHOOL COMMUNITY PROFILE .................................................18 ADDENDUM H – CLASSROOM PROFILE .................................................................19 ADDENDUM I – PROFILE OF LEARNERS IN THE CLASSROOM ...........................21 ADDENDUM J – LESSON PLANNING TEMPLATE – GRADE R ...............................22 ADDENDUM K – GRADE R WEEKLY PLANNING TEMPLATE .................................28 ADDENDUM L – LEARNER OBSERVATION PROTOCOL: WEEK 1 ........................29 ADDENDUM M – LEARNER OBSERVATION PROTOCOL: WEEK 2 .......................30 ADDENDUM N – REFLECTION TEMPLATE: WEEK 1 ..............................................32 ADDENDUM O – REFLECTION TEMPLATE: WEEK 2 ..............................................34 ADDENDUM P – REFLECTION TEMPLATE: WEEK 3 ..............................................37 ADDENDUM Q – GRADE R WIL ASSESSMENT RUBRIC ........................................39 ADDENDUM R – MENTOR TEACHER: OBSERVATION PROTOCOL .....................43 ADDENDUM S – MENTOR TEACHER: SUMMATIVE REPORT ...............................50

REFERENCE ......................................................................................................................52


DIPLOMA IN GRADE R TEACHING 1

GUIDELINES FOR MENTOR TEACHERS 1. INTRODUCTION SANTS is committed to the provision of purposeful Workplace Integrated Learning (WIL) for its student teachers. It values community engagement through Workplace Integrated Learning based on partnerships with schools and the community and recognises the important role of schools, school principals and mentor teachers in this endeavour. Thank you for your willingness to mentor our Diploma in Grade R Teaching student teacher. Your teaching experience in this Phase is of utmost importance to support and guide our student teacher. Our student teacher needs many opportunities to observe an experienced teacher in his/her daily classroom practice. This allows him/her to compare what he/she observes in the classroom with the theory in his/her diploma programme. The purpose of this document is to:

Explain the role of mentor teachers at schools selected by SANTS. Provide guidelines for mentor teachers to effectively fulfil their role.

2. THE RATIONALE FOR WORKPLACE INTEGRATED LEARNING (WIL) The Workplace Integrated Learning (WIL) module is central to teacher education as it enables student teachers to integrate theoretical and conceptual knowledge gained through their studies with practice-based knowledge in a professional context. WIL offers student teachers the opportunity to familiarise themselves with the demands of the teaching profession by allowing them to assume responsibility for the many and varied tasks performed by teachers in the classroom, the school and the wider community. Student teachers assume these responsibilities with the support of a mentor teacher such as yourself, as well as with the support of the school and SANTS via the interaction with SANTS tutors and SANTS WIL Assessors. The overall aim of the 3 years of WIL is to afford the student teacher a smooth transition from the role of student teacher to the role of beginner teacher, thus minimising the so-called ‘reality shock‘ and maximising the effectiveness and efficiency of beginner teachers from their first day in their own classrooms. 3. WIL ROLE PLAYERS The actual participants in the process of WIL, and the manner in which they carry out their individual roles and responsibilities, is a major determining factor in the success of each student teacher’s WIL experience. The individual role players in the WIL process and their particular roles are explained in detail in the sections that follow.



3.1 The student teacher The student teacher is obviously at the centre of the WIL experience. Student teachers are either in their first, second or third year of study (in this case, Year 1), and have met the minimum requirements for registration for the WIL period and activities relevant to their particular year of study. Some of the student teachers may already be ‘in practice’ as teachers, while others are not yet practicing. 3.2 The mentor teacher The role of the mentor teacher in the success of WIL cannot be overemphasised. He or she is ideally an experienced teacher who is the student teacher’s main mentor and with whom the student teacher works in close partnership during the WIL experience. 3.3 The SANTS WIL assessor The SANTS WIL assessor is a qualified and experienced retired teacher who has been appointed to support, supervise and assess each student during their WIL experience. Your student teacher will be assessed by you as the mentor teacher in their first year of study, and by both you and a WIL Assessor from their SECOND year of study onwards.

4. OVERVIEW OF THE STUDENT TEACHER’S PROGRAMME DURING

THE WIL PERIOD During the THREE weeks that the Year-1 student teacher will be in your care, he or she will be required to fulfil a number of important and compulsory Workplace Integrated Learning requirements. The requirements that the student teachers in Year 1 must fulfil are listed in the table below. All the addenda mentioned in this table are included in your student teacher’s Guidelines and Requirements booklet as well as in this Mentor Teacher Guide.

WEEK 1 Activity

Hand your Mentor Teacher his/her Mentor Teacher Guide. SMS your Mentor Teacher’s cell number to 076 564 8850 Together with your Mentor Teacher, identify the extra-curricular activities you will focus on for the duration of your WIL period. Make yourself available to assist your Mentor Teacher wherever possible (throughout the daily programme). Prepare a file in which to keep the documents for your PoE safe. Look at the Table of Contents (Addendum B) and the guidelines for developing your PoE (see section 6.2 of this GR) for guidance with the compilation of your PoE, and then print and complete the PoE Cover Page (Addendum A), the PoE Table of Content (Addendum B), the Student



Declaration (Addendum C), the School Placement Confirmation (Addendum D) and place them all in your PoE file. Print and insert an ATTENDANCE REGISTER (Addendum E) into your file. Make sure that this register is signed by your Mentor Teacher every day, and that it is stamped, signed and dated by the principal before you leave the school at the end of your WIL period. Complete a Profile of the School (see Addendum F) and place it in your PoE file. Complete a Profile of the Classroom (Addendum H) and place it in your PoE file. Complete a Profile of the Learners in the Classroom (Addendum I) and place it in your PoE file. Identify one learner and complete the Learner Observation Protocol for that learner, using the Learner Observation Protocol template for Week 1 (Addendum L). Your observations for the rest of the WIL period will be of that same learner. Place a copy of the completed Learner Observation Protocol for Week 1 in your PoE. Complete a School Community Profile (Addendum G) and place it in your PoE file. Observe your Mentor Teacher and record your observations using the Mentor Teacher Observation Protocol (Addendum R). You will use this same template for your observations throughout the three weeks of your WIL period. Place the completed Mentor Teacher Observation Protocol in your PoE file for use again in weeks 2 and 3. Develop at least three questions about teaching to ask your Mentor Teacher after your daily observations. Complete the first week’s reflection task on the Reflection Template Week 1 (Addendum N). Place the completed Reflection Template for Week 1 in your PoE. By mid-week, discuss with your Mentor Teacher a possible Weekly Plan for the following week (Week 2) and ask him or her about TWO lessons you can teach for Week 2. After this discussion, prepare a draft Weekly Planning Template (addendum K) and TWO Lesson Planning Templates (Addendum J). See the templates for advice on how to plan for a lesson and complete the templates for Week 2. Give these lesson plans to your Mentor Teacher for approval BEFORE your teach them next week – ask him or her to SIGN and DATE each lesson plan. Please also remember to ask your Mentor Teacher to sit in on the lessons you teach, and also to provide you with advice and suggestions on what you can do to improve your lessons in the weeks that follow.

WEEK 2 Activity

Teach the TWO lessons from the lesson plans you developed in Week 1. Make sure that the completed Lesson Planning Templates PLUS copies or photos of the LTSM are also placed in your PoE. Continue to observe and reflect on your Mentor Teacher’s planning and teaching. Record your observations and reflections in the Mentor Teacher Observation Protocol that you started using in Week 1 (Addendum R). Place the completed observation protocol in your PoE for use again in Week 3. Develop at least three different questions about teaching and learning to ask your Mentor Teacher after your daily observations. Complete the second week’s reflection task on the Reflection Template Week 2 (Addendum O). Place the completed Reflection Template in your PoE file.



Continue your observation of the one learner you identified in week 1 and record your observations of the learner using the Learner Observation Protocol for Week 2 (addendum M). Place the completed Observation Protocol in your PoE file. By mid-week, discuss with your Mentor Teacher a possible Weekly Plan for the following week (Week 3) and ask him or her about FIVE lessons you can teach (two a day for Week 3). After this discussion, prepare a draft Weekly Planning Template (Addendum K) and FIVE Lesson Planning Templates (Addendum J). See the templates for advice on how to plan for a lesson and complete the templates for Week 3. Give these lesson plans to your Mentor Teacher for approval BEFORE your teach them next week – ask him or her to SIGN and DATE each lesson plan. Please also remember to ask your Mentor Teacher to sit in on the lessons you teach, and also to provide you with advice and suggestions on what you can do to improve your lessons in the weeks that follow.

WEEK 3 Activity

Teach one lesson a day from the lesson plans you prepared. Your lessons should be a combination of Mathematics, Life Skills, and an aspect of language, and should also include a combination of teacher-guided and child-initiated (free-play) activities. Invite your Mentor Teacher to assess you for one of the lessons you teach. Remember to make him or her a copy of the WIL Assessment Rubric (Addendum Q) to use when assessing your lesson. Place the completed, signed and stamped WIL Assessment Rubric in your PoE. Ask your Mentor Teacher to write a Summative Report about your progress and performance during your WIL period. Remember to make him or her a copy of the WIL Summative Report Template (Addendum S) to use when writing this report. Place the completed, signed and stamped Summative Report in your PoE. Your observation of your Mentor Teacher this week is targeted - observe and record all the mathematics lessons taught for the week using the Mentor Teacher Observation Protocol (Addendum R). Use the same template for your observations that you used in Weeks 1 and 2. Place the completed Mentor Teacher Observation Protocol in your PoE file. Complete the third week’s reflection task using the Reflection Template - Week 3 (Addendum P). Place a copy of the completed Reflection Template in your PoE. Complete your FULL Portfolio of Evidence (PoE) – make sure it contains all the sections and documents as prescribed by the Guidelines for PoE files (see section 6.2). Once it is complete, extract the required documents (see Table of Content for ABRIDGED PoE in section 6.2) to make up your ABRIDGED or shortened PoE. This ABRIDGED or shortened PoE is what you will submit via e-mail – read again the instructions in section 6.2 carefully.



5. THE ROLE OF THE MENTOR TEACHER SANTS recognises Workplace Integrated Learning (WIL) as a purposeful, organised, supervised, and assessed educational activity that integrates theoretical learning with its applications during practice teaching in an authentic school environment. Workplace Integrated Learning is underpinned by concepts of Teacher Education that draw on praxis as an important competency that student teachers need to develop. The authentic school context where student teachers conduct Workplace Integrated Learning provides opportunities for student teachers’ professional development as future teachers. The mentor teacher is a qualified and experienced teacher or HOD, nominated by the school principal, who is the student teacher's main go-to person (mentor) at the school and with whom the student teacher works collaboratively. But what is ‘mentoring’? According to Okeke et al. (Eds.) (2016, p 197): “Mentoring is a process through which an opportunity is created for a

student teacher to learn by regular engagement and support from and with an experienced teacher who has theoretical and practical understanding of the teaching profession.”

Mentoring is critical in developing student teachers professionally. Through effective mentoring during their WIL, student teachers (aspiring teachers) will grow in knowledge and gain teaching and other valuable skills and values which are so very much needed in the teaching profession. Because the role of the mentor teacher is to provide support for student teachers in attaining professional development as future teachers, a mentor teacher should be a more experienced teacher or a Head of Department at the school. The mentor teacher should provide opportunities for student teachers to learn in and from practice and in so doing develop student teachers’ competencies to teach effectively in diverse classroom contexts. Under supervision and constructive guidance, student teachers must be provided with opportunities to teach and reflect on their developing teaching practice so as to enhance both teaching and learning. They must be offered opportunities to apply their developing teaching practices under the supervision, guidance and leadership of the more experienced mentor teacher.

Mentor teachers to support student teacher during WIL in terms of: Understanding the context of schools, including:

o Profiling the school itself; and o Identifying contextual challenges of the school and surrounding communities.

Understanding the diverse classroom context, including: o Profiling the classroom; o Identifying diverse learner needs in the classroom; and o Profiling individual and/or select groups of learners for enhancing teaching and

learning.



Understanding the role of teachers, including: o Linking theory with practice; o Professionalism and professional behaviour; o Planning and assessment; and o Classroom management in diverse contexts.

Gaining experience in practice, including: o Lesson planning; o Teaching and managing learning; o Assessment; o Managing diverse learners; and o Classroom management e.g. discipline, group work.

Gaining experience in reflecting in and through practice, during action research, including: o Identifying a concern or problem; o Analysing the problem; o Creating innovative ideas relating to the problem; o Implementing a solution; o Reflecting on what has happened; and o Re-planning to improve teaching.

6. GUIDELINES AND EXPECTATIONS FOR MENTOR TEACHERS The mentor teacher can develop student teachers’ professionalism by supporting them to:

Gain practical knowledge of the learner and link what they observe with what they have learned in their studies.

Gain knowledge of the school and classroom environment so that the student teacher can understand how these and other contexts influence the learning behaviour of learners.

Understand how the daily programme and timetable of the school unfolds and how different aspects of the daily programme support learning in the holistic development of the learner.

Understand the connection between planning and teaching and observe how this influences what and how the learner learns.

Provide opportunities for student teachers to plan and teach lessons and reflect on their teaching with the aim to improve practice.

Understand and apply developmentally appropriate assessment practices and support to learners with learning barriers.

The following is expected of you as mentor teacher:

Support the student teacher to gain access to information to develop school and classroom (and where relevant, community) profiles.

Provide opportunities for the student teacher to practice his/her teaching in the classroom.



Support the student teacher in planning for teaching and in using technology in the classroom.

Observe him/her while he/she teaches and interacts with learners, parents and colleagues.

Support and give feedback to student teachers on weekly and daily lesson plans. Observe at least one lesson a day and provide written and verbal feedback. Provide constructive oral feedback on any other lessons observed. Read and give feedback on the student teacher’s weekly plans, lesson plans and

reflections. Track student teacher’s progress for the duration of their WIL period. Track progress in the completion of student teacher’s PoE files. Write a short summative evaluation of your student teacher’s overall performance

during WIL – the student teacher will provide you with a template for this summative evaluation.

7. REFLECTION WITH THE STUDENT TEACHER Good teachers are by nature reflective practitioners – that is, we think about what we have done, and we think of ways in which we can do things better the next time. Reflection with the student teacher in your care is a vital part of the responsibilities you take on, and also a vital part of the student teacher’s learning. Here are some questions and comments you can use when doing reflection with the student teacher:

What did you want to achieve during the lesson? What did you actually achieve? Tell me briefly what you thought of the lesson. What are the biggest challenges you encountered? How would you address these challenges in another lesson? What were the positive aspects? What would you change, and why? What went well and what do you think can be improved upon?

Here are some tips to follow in order to build a strong relationship with your student teacher, and to ensure that the student teacher benefits effectively from the reflections that you do together:

Try to do the reflection in private, away from the learners. Emphasise the importance and purpose of reflection, i.e. for the student teacher (and

sometimes the mentor too) to learn through the continuous, collaborative analysis of the work done by the student teacher.

Listen to the student teacher’s perceptions so that you can assist him/her more effectively.



Make use of positive encouragement, and be a ‘critical friend’ rather than just a critic by providing constructive feedback.

Regularly show student teachers how to focus on specific aspects rather than general ones.

Remind the student teachers that they have to implement recommendations from the reflection process.

Check if follow-up actions have been recorded in the portfolio. Always end the reflection on a positive note.

8. EXPECTATIONS FROM STUDENT TEACHERS

SANTS expects nothing but the highest level of professional conduct from its student teachers. This means that you can expect your student teacher to:

Be punctual. Attend school daily and where he/she is unable to do so, provide evidence (sick note

etc.) for non-attendance. Notify the school timeously when he/she is unable to attend. Remain in the classroom all day and observe when he/she is not teaching. Treat all staff and learners with dignity and respect. Assist with extra-mural activities and/or supervision as reasonably requested by the

school. Be properly prepared to teach by: o Completing comprehensive lesson plans, o Having appropriate LTSMs, and o Preparing appropriate activities for learners.

Adhere to a professional dress code based on the expectations of the school, with the following as a guide:

Females: o Skirts or dresses worn on or below knees, or o Slacks with blouses or sweaters, or o Suits.

Males: o Suits, or o Slacks and collared shirts with a sports jacket, and o Ties.

9. HEALTH AND SAFETY Student teachers must adhere to the health and safety regulations of the schools in which they are placed. It is good to remember that schools and/or mentor teachers are not responsible for the safety of student teachers’ vehicles or possessions. Kindly ensure that student teachers do not have to wait outside deserted school buildings alone, and that they can, where applicable and/or necessary, park inside the school grounds.



10. ILLNESS OR ACCIDENT

In the event that a student becomes ill or is injured while at the school, the school’s normal emergency procedures should be followed. Please also notify the WIL Assessor assigned to that student teacher. As mentioned above, student teachers must provide suitable evidence (sick note etc.) for every instance of non-attendance, whether through illness/accident or for other reasons. 11. ADDITIONAL RESPONSIBILITIES Student teachers are required to assume additional responsibilities normally expected of teachers and must become involved, where applicable and practicable, in any and/or all of the following activities:

Playground duties/ bus duties. All school-related meetings and development programmes. Planning committees. Extra-mural activities, e.g. sport, choir, debating, etc. Special activities, e.g. school fête, readathon, arbour day, etc.

Although student teachers are allowed to invigilate or ’babysit’, this should be discussed and arranged between the student teacher and the mentor teacher, and must be within reasonable limits so as not to interfere with the core business of WIL, which is learning the art of teaching. Principals and mentor teachers are reminded that student teachers, unless employed by the school, MAY NOT BE INSTRUCTED TO CONDUCT ANY ACTIVITIES – WHETHER INSIDE OR OUTSIDE THE CLASSROOM - WITHOUT SUPERVISION BY A STAFF MEMBER. 12. STUDENT DELIVERABLES - THE STUDENT TEACHER’S PORTFOLIO

OF EVIDENCE The PoE must be available for perusal on the occasions that the student teacher is FORMALLY assessed. Student teachers are not expected to have completed all tasks within the first week. However, the PoE should reflect their progress with the tasks and activities that constitute the content of the PoE. SANTS would therefore appreciate both your input as mentor teacher into the student teacher’s work, as well as your assistance in monitoring the student teacher’s progress with the completion of the PoE. We know from experience that student teachers get caught up in the daily routine of teaching and preparing, and then try and put together a PoE at the last minute, often with less than satisfactory results. The tasks and activities that constitute the PoE are listed by week, and student teachers should be strongly encouraged to keep up with this proven schedule and timeline.



13. CONCLUSION We would like to take this opportunity to thank you for your commitment, patience and understanding, and for making yourself available to mentor our student teachers. Your input into the professional development of these students is sincerely appreciated.

14. LIST OF ADDENDA All the important documents and forms mentioned in this booklet appear in the list of addenda provided below.

Document Addendum

PoE Cover Page Addendum A

PoE Table of Contents Addendum B

Student Declaration Addendum C

School Placement Confirmation Addendum D

Attendance Register Addendum E

School Profile Addendum F

School Community Profile Addendum G

Classroom Profile Addendum H

Profile of Learners in the Classroom Addendum I

Lesson Planning Template Addendum J

Weekly Planning Template Addendum K

Learner Observation - Week 1 Addendum L

Learner Observation - Week 2 Addendum M

Reflection Template - Week 1 Addendum N

Reflection Template - Week 2 Addendum O

Reflection Template - Week 3 Addendum P

WIL Assessment Rubric Addendum Q

Mentor Teacher Observation Protocol Addendum R

Mentor Teacher Summative Report Template Addendum S



ADDENDUM A – PORTFOLIO OF EVIDENCE COVER PAGE

R-WIL 101 (Y1)

WORKPLACE INTEGRATED LEARNING

PORTFOLIO OF EVIDENCE NAME: STUDENT NO: ID NUMBER: SCHOOL:



ADDENDUM B – PORTFOLIO OF EVIDENCE TABLE OF CONTENT

Name: Student Number:

ID Number: School:

R-WIL 101 (Y1) PORTFOLIO OF EVIDENCE TABLE OF CONTENTS

Remember to give every page of your PoE a page number once the PoE is complete, and to write those page numbers in the column to the right.

PAGE

Student Declaration

Attendance Register

School Profile

Classroom Profile

School Community Profile

Profile of Learners in the classroom

Observation of Mentor Teacher – Week 1

Week 1 Reflection

Week 2 - Weekly Plan

Lesson Plans - Week 2 (1 per day = 5 lesson plans, including examples/copies of LTSM)

Observation of Mentor Teacher - Week 2

Week 2 Reflection

Week 3 - Weekly Plan

Lesson Plans - Week 3 (2 per day = 10 lesson plans, including examples/copies of LTSM)

Observation of Mentor Teacher - Week 3

Week 3 Reflection

Assessment Rubric completed by Mentor Teacher

Summative Report completed by Mentor Teacher

Learner Observation - Week 2

Learner Observation - Week 3



ADDENDUM C – STUDENT DECLARATION

STUDENT DECLARATION I ....................................................................................., (name and surname) ..............................................., (Student No) understand my responsibilities to be professional and ethical in my behaviour. I commit to:

Being professional in my behaviour and fulfilling my teaching responsibilities ethically. Attending school every day during my WIL period, and making sure my Attendance

Register is signed on a daily basis Meeting all the expectations and requirements of Workplace Integrated Learning (WIL)

as stipulated by SANTS. Using the constructive feedback from my Mentor Teacher as well as my own

reflections to improve my teaching and learning practice. Participating fully in school life and activities during the WIL period. Adhering to the rules, regulations and codes of conduct set by SANTS and by the

school that I am placed at. I also hereby confirm that this portfolio is my own original work. I have acknowledged all paraphrased ideas and direct quotations and I have provided a complete and alphabetised reference list (Harvard method of referencing), where applicable. ............................................... .................................. Signature of Student Date



ADDENDUM D – SCHOOL PLACEMENT CONFIRMATION

SCHOOL PLACEMENT CONFIRMATION

STUDENT DETAILS NAME AND SURNAME

STUDENT NUMBER

SCHOOL DETAILS NAME AND PHYSICAL ADDRESS OF SCHOOL

POSTAL ADDRESS

DISTRICT (if applicable)

PROVINCE

CONTACT PERSON AT SCHOOL/MENTOR

SCHOOL STAMP

TEL NUMBER E-MAIL ADDRESS FAX NUMBER

PRINCIPAL’S NAME

DATE:

PRINCIPAL’S SIGNATURE



ADDENDUM E – ATTENDANCE REGISTER

Name: School:

Student No:

ID:

WEEK 1 WEEK 2 WEEK 3

Day and Date (fill in pls)

Signature of Mentor Teacher





Mon

Mon Mon

Tues

Tues Tues

Wed

Wed Wed

Thu

Thu Thu

Fri

Fri Fri

I, , principal of hereby certify that the student named above attended the school for all the days indicated in the attendance register above. I further confirm that said student conducted himself/herself professionally at all times during his/her school placement. SCHOOL DATE STAMP Principals Signature



ADDENDUM F – SCHOOL PROFILE

SCHOOL PROFILE Focus Description

Name of School Municipal District Province Quintile School feeding scheme (Comment on whether there is a school feeding scheme and if so, how and by whom it is organised and managed.)

Total budget of the school Total number of learners by gender

Male Female

Total number of teachers by gender

Male Female

Management structure of the school

Designation Principal Deputy Principals

Heads of Department

Subject Heads

Number School Governing Body (Comment on whether there is an active SGB and who serves on this Body

Number of classes per grade level Gr R Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7

The condition of the school (Note that you can add pictures to your portfolio as supporting evidence. You MUST NOT include pictures of learners.)

Buildings Classrooms Ablution facilities (toilets) Sports facilities (if any) Playground



Suitability of playground for Grade R Playground equipment for Grade R Security of the school premises

Punctuality of learners (Comment on the main reason should you observe a pattern of consistent late coming.)

Punctuality of teachers (Comment on the main reason should you observe a pattern of consistent late coming.)

Extra-mural activities available to learners in the school

Parent participation in the school (Comment on how parents participate in the life of the school.)

Community projects in the school

Non-Governmental (NGO) involvement in the school

School discipline (Comment on general school discipline.)

I certify that this protocol accurately reflects the profile of my school. Signature: School Principal

School date stamp



ADDENDUM G – SCHOOL COMMUNITY PROFILE

SCHOOL COMMUNITY PROFILE Name of School Province Municipal District Languages spoken in the community Hospital Yes No

Health clinic Yes No

Number of community-based early childhood centres within a five kilometers radius of the school

Number of primary schools within a five kilometers radius of the school

Number of secondary schools within a five kilometer radius of the school

Main mode of public transport in the community (Choose 1 only)

Mode Bus Taxi Train

Library in the community Yes No

Sports facilities in the community Type Yes No Soccer Rugby Swimming pool Other, specify _________

Economic activities in the community (Describe the type of employment opportunities available to groups of people in the community, e.g. fishing, car manufacturing, government office work, etc.)

Most houses have inside toilets Yes No

Running water in most houses Yes No

Running water from communal taps Yes No

Electricity in most houses Yes No

Community Hall Yes No

Signature: Mentor Teacher

School date stamp



ADDENDUM H – CLASSROOM PROFILE

CLASSROOM PROFILE Focus Description

Grade

Medium of instruction

Teacher’s home language

Home language of the majority of learners

Other languages spoken in the classroom. (Write down and state the number of learners who speak each of the additional languages you have identified)

Mode of transportation by number of learners

Walk Taxi Car School transport

Other (specify)

Condition of the classroom (Complete the detail for each aspect.) (Note that you may add pictures to add to your portfolio as supporting evidence. You MUST NOT include pictures of learners).

Desks/tables Chairs Floor space for corners Floor space for group work Floor space for teacher-directed activities Teacher resources Learner resources (for different corners) Storage space Walls and what learning material is on the walls Chalk Board

Corners in the classroom (Describe each corner and what it entails. Note that you can add pictures to add to your portfolio as supporting evidence. You MUST NOT include pictures of learners).



Does the class have a code of conduct? If so, include it in your portfolio as supporting evidence.

Disciplinary strategies you apply

Strategies you use to attract learners’ attention

Type of in-school support available to learners

Type of out-of-school support available to learners in the community

Technology available in the classroom

Number of books in the classroom library “Homework” (Comment on whether learners take tasks home to complete.)

Daily Often Rarely Never

Add any other relevant information with supporting evidence

I certify that this protocol accurately reflects the profile of my classroom. Signature: Mentor Teacher

School date stamp



ADDENDUM I – PROFILE OF LEARNERS IN THE CLASSROOM

PROFILE OF LEARNERS IN THE CLASSROOM Focus Description

Number of learners by gender Gender Female Male Number

Learners with barriers to learning Type of Barrier Auditory (Hearing) Sight Other

Family profile

Lives with No. of learners Both parents Mother only Father only Siblings only Grandparent/s only

Out-of-school activities in which learners are involved

Activity No. of learners

In-school activities in which learners are involved Activity No. of learners

Overall strengths of learners in class (Identify what most learners are good at doing, e.g. completing tasks on time, love story time, can respond to questions, etc.)

Overall weaknesses of learners in class (Identify what most learners are struggling with in class e.g. following instructions, discipline, completing puzzles, working independently, etc.)

I certify that this protocol accurately describes profile of the learners in my class. Signature: Mentor Teacher

School date stamp



ADDENDUM J – LESSON PLANNING TEMPLATE – GRADE R

NAME:

STUDENT NO.

1. SUBJECT e.g. English HL

1.2 DATE

y y y y m m d d 2 0 - -

2. KNOWLEDGE/CONTENT AREA e.g. Phonics

3. THEME e.g. Healthy living, My body etc.

4. TYPE of LESSON / LESSON FOCUS e.g. Outdoor lesson, group work, class work etc.

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC FORMAT ON MySANTS

5. NCS AIMS/General aims (tick boxes) Learners are able to:

Identify and solve problems and make decisions using critical and creative thinking. Work effectively with others as members of a team, group, organisation and community. Organise and manage themselves and their activities responsibly and effectively. Collect, analyse, organise and critically evaluate information. Communicate effectively using visual, symbolic and/or language skills in various modes. Use science and technology effectively and critically showing responsibility towards the environment and

the health of others. Demonstrate an understanding of the world as a set of related systems by recognising that problem-

solving contexts do not exist in isolation.

6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON (Briefly summarise the content that you will be presenting in this lesson.)

SANTS Private Higher Education Institution GRADE R LESSON PLANNING FORM



7. LESSON OBJECTIVE(S): 7.1 PRE-KNOWLEDGE (Write down learners’ existing knowledge, skills and values.) At the start of this lesson the learners should already know… and can do… 7.2 CONCEPTS and NEW KNOWLEDGE (Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)

Language: English (HL/FAL)

Mathematics Life Skills

7.3 LESSON OBJECTIVES (In your own words, write the lesson objectives based on the general and specific aims from CAPS.) By the end of the lesson the learners should be able to… 7.4 FUTURE LEARNING (Briefly describe what the learners will learn in the lesson that follows this one)



7.5 DIFFERENTIATION (Briefly describe how you will present this lesson taking the following aspects into consideration)

Learner support (Indicate what measures are in place for learners who struggle to grasp the concepts. How will you support them and keep them from getting negative and frustrated?)

Enrichment activities (Indicate what measures are in place for learners who grasped concepts quickly. How will you challenge them and keep them from getting bored?)

Concerns (e.g. Loadshedding – won’t be able to listen to audio book. Will have to read story instead, using instruments for sound effects.)



8. LESSON PHASES: 8.1 INTRODUCTION OF THE LESSON (Give a detailed description of how you plan to begin your lesson by explaining: you will greet the learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge, and create a link between what they already know to the new knowledge that you will be presenting. Also explain how the THEME you selected in 3 above will help you do this.):

8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE (Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):

8.1.1 Time allocated: 8.1.2 LTSM: (Describe the resources and media you will be using in the introduction phase of the lesson) 8.2.1 Time allocated: 8.2.2 LTSM: (Describe the resources and media you will be using in the development phase of the lesson)



8.3 CONSOLIDATION (Give a detailed description of how you plan to end the lesson by explaining how you will consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.):

8.3.1 Time allocated: 8.3.2 LTSM: (Describe the resources and media you will be using in the consolidation phase of the lesson)



9. ASSESSMENT At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the appropriate blocks): 9.1 FORMS OF ASSESSMENT:

Written work (drawings, painting etc.) Demonstrations (performing actions, experiments etc.) Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue) Models (artwork, constructions, collages etc.)

Assessment strategy Assessor Assessment instrument

Observation Listening Reading Interpreting Reviewing Questioning Writing

Teacher Self Peer

Checklist Assessment scale Analytical rubric Holistic rubric

10. REFLECTION Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following questions to guide your reflection:

Describe aspects of your lesson that worked really well. Which areas of your lesson did not go according to plan? Explain why you think this may have happened. Look again at your lesson objectives. Did you meet them? Why/why not? What did you learn about the learners in your class today? What was your most challenging moment in this lesson and why? How will you respond next time? To what extent were the learners productively engaged in the learning process? Discuss. If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why? What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?

11. REFERENCE LIST (List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)

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ADD

END

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K –

GR

ADE

R W

EEK

LY P

LAN

NIN

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EMPL

ATE

GR

ADE

R W

EEKL

Y PL

AN

Wee

k: __

____

____

____

____

____

____

____

_

Th

eme:

____

____

____

____

____

____

___

T

opic:

____

____

____

____

___

TI

ME

07:3

0 – 08

:30

08:3

5 – 08

:55

09:0

0 – 09

:50

09:5

5 – 10

:00

10:0

5 – 10

:25

10:3

0 – 11

:30

11:3

5 – 11

:40

11:4

5 – 12

:05

12:1

0 – 12

:30

Day a

nd D

ate

Indo

or P

lay

Firs

t (Mo

rnin

g)

Ring

Cr

eativ

e Arts

To

ilet R

outin

e Sn

ack

Outd

oor P

lay

Toile

t Rou

tine

Seco

nd (M

id-

mor

ning

) Rin

g St

ory R

ing

Fill in

the

date

for ea

ch da

y MO

NDAY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FRID

AY



ADDENDUM L – LEARNER OBSERVATION PROTOCOL: WEEK 1

LEARNER OBSERVATION PROTOCOL – WEEK 1

Name (and not surname)

Pseudonym

Activity Observation and Comment

Interaction during morning ring

Interaction during free play

Interaction during shared reading time

Interaction during story time

Interaction during any whole class activity

Interaction during movement

Interaction during drama

Interaction during music

Interaction during small group Mathematics activity

I certify that this learner / these learners are enrolled at the school for which the stamp appears below. Signature: Mentor Teacher

School date stamp



ADDENDUM M – LEARNER OBSERVATION PROTOCOL: WEEK 2

LEARNER OBSERVATION PROTOCOL – WEEK 2 Name (and not surname) Pseudonym

LANGUAGE AND LITERACY

Activity Observation and Comment Listening Takes turns in conversation Spells out some words Answers telephone, takes a message

Speaking Uses advanced vocabulary Is able to speak in complete sentences Is able to complete sentences Can define some words Has clear ideas and clearly expresses them Asks questions to learn answers Makes up songs Uses up to 1500 words

Reading Re-reads a familiar story using pictures Identifies and names common signs, symbols,

and numbers Knows rhyming words Can identify the sounds of beginning, middle and

end of words

Writing Enjoys ‘dictating stories’ pictorially Is able to draw patterns and symbols and squiggles

and name them with meaning

LIFE SKILLS Drawing Draws a recognisable person Begins to colour within the lines Makes use of a whole page Begins to place more pressure onto a page

Painting Becomes absorbed/captivated in details of

painting Explores colour mixing Applies seamless brush strokes with a paintbrush

Creating Explores a variety of art processes Enjoys making patterns and designs Eager, curious and enthusiastic to explore a range

of different materials and tools



Physical Development: Completely coordinated Maintains gravity and balance (posture) Has tremendous physical drive Has well developed fine motor skills and muscle

dexterity in activities like threading Is agile and performs varied gross motor skills like

jumping Runs lightly on toes Catches a ball from three feet away Skips using alternate feet Likes to dance, and is rhythmic and graceful Can perform perceptual motor behaviours like: o Laterality (crossing the midline) o Is aware of space in relation to self and other

objects o Can move in different directions like forwards,

backwards and diagonally o Knows prepositional words like over, under,

and on o Uses visual and auditory skills for learning.

I certify that this learner / these learners are enrolled at the school for which the stamp appears below. Signature: Mentor Teacher

School date stamp



ADDENDUM N – REFLECTION TEMPLATE: WEEK 1

The school, classroom and learner profiles that you completed have given you some insight into the condition of the school as well as the teaching and learning context.

1. Do you agree with the above statement? Write a paragraph to respond to the

statement. Give examples from the completed School Profile and the Classroom Profile as well as the Profile of Learners in the Classroom to motivate your answer.

2. Write a paragraph in which you identify and describe an aspect in the school profile that needs improvement and explain how you as a teacher will improve that aspect.



3. Name three aspects you can improve by examining the classroom profile and then completing this table:

Aspect What I will do to improve

1.

2.

3.

4. Write a paragraph of about 200 words to explain what you have learnt from completing

each profile i.e. the School Profile, the Classroom Profile and the Profile of Learners in the Classroom.



ADDENDUM O – REFLECTION TEMPLATE: WEEK 2

Write FIVE paragraphs describing the learner you have been observing, using the information you have gathered so far. Use the headings below to guide your reflection. 1. Details of the learner and his/her family background and interests.

2. The learner’s participation in class (inside and outside the classroom).



3. The learner’s learning environment preferences.

4. My observations of the learner’s social and emotional status and development.



5. Describe ONE aspect where the learner needs support and say how you will assist the learner.



ADDENDUM P – REFLECTION TEMPLATE: WEEK 3

Develop an appropriate reading activity for the learner you have been observing. Use the headings below as guidelines for this activity. 1. The purpose of the activity.

2. Describe how you will use the activity.



3. Explain why it is an appropriate activity to support the selected learner.

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St

uden

t N

ame

ID

No

N

ame

of

Scho

ol

Crite

ria

No A

dher

ence

/ Com

plian

ce

0

In

adeq

uate

1

Pa

rtiall

y Ach

ieved

2

Achi

eved

3

Com

men

dabl

e 4

Mark Allocated

Prep

arat

ion

Less

on pl

an

No le

sson

plan

/s av

ailab

le for

the

day.

Less

on

plan/s

for

the

da

y av

ailab

le.

Most

comp

onen

ts no

t inclu

ded

or

adeq

uatel

y des

cribe

d.

Stru

cture

of th

e les

son n

ot ali

gned

or

cohe

rent.

Less

on pl

an/s

for th

e day

avail

able.

Le

sson

plan

is c

omple

ted, t

houg

h so

me c

ompo

nents

not

adeq

uatel

y de

scrib

ed.

Stru

cture

of

the

lesso

n sh

ows

limite

d coh

eren

ce.

Less

on

plan/s

for

the

da

y ar

e av

ailab

le.

All

comp

onen

ts ar

e ad

equa

tely

cove

red.

Comp

onen

ts ar

e ali

gned

an

d mos

tly co

here

nt.

Less

on

plan/s

for

the

da

y ar

e av

ailab

le.

All

comp

onen

ts ar

e we

ll ali

gned

, se

quen

ced,

and c

oher

ent.

4

LTSM

No LT

SM

LTSM

is n

ot ap

prop

riate

and

not

align

ed to

lear

ning o

bjecti

ves.

Lim

ited t

o tea

cher

use

LTSM

is

deve

lopme

ntally

ap

prop

riate

and

is ali

gned

to

learn

ing ob

jectiv

es.

LTSM

is m

ostly

used

by th

e tea

cher

.

LTSM

is

deve

lopme

ntally

ap

prop

riate

and

align

ed to

less

on

objec

tives

. LT

SM

avail

able

for

teach

er a

nd l

earn

er u

se a

nd i

s mo

stly

used

by

the

lea

rner

to

enha

nce l

earn

ing.

LTSM

is

deve

lopme

ntally

ap

prop

riate

and

align

ed to

less

on

objec

tives

. LTS

M for

teac

her

and

learn

er u

se a

nd is

mos

tly u

sed

to en

hanc

e lea

rning

. LT

SM

well

integ

rated

into

the le

sson

. LTS

M is

cultu

rally

ap

prop

riate

and

takes

lea

rner

conte

xt int

o acc

ount.

4

Less

on ob

jectiv

es

Less

on o

bjecti

ves

are

not

stated

, no

r is th

e pur

pose

of le

sson

clea

r.

Less

on in

clude

s ob

jectiv

es t

hat

are i

rrelev

ant a

nd no

t well

align

ed

to the

less

on.

Less

on o

bjecti

ves

to be

ach

ieved

ar

e cle

ar t

houg

h so

me a

re n

ot ali

gned

to th

e res

t of th

e les

son.

Less

on ob

jectiv

es ar

e clea

r and

are

align

ed to

rest

of the

less

on.

Some

acti

vities

are

not

align

ed to

the

less

on ob

jectiv

es.

Less

on

objec

tives

ar

e we

ll-ar

ticula

ted.

Clea

r link

betw

een t

he pr

oces

s (ho

w the

less

on u

nfolds

) an

d ou

tcome

(w

hat is

being

lear

nt) of

lear

ning.

4

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Crite

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No A

dher

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/ Com

plian

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0

In

adeq

uate

1

Pa

rtiall

y Ach

ieved

2

Achi

eved

3

Com

men

dabl

e 4

Mark Allocated

Oral

ques

tions

on pr

ior

know

ledge

No or

al qu

estio

ns on

prior

lear

ning

or pr

eviou

s wor

k are

pose

d.

Only

a few

ques

tions

are a

sked

to

a lim

ited n

umbe

r of le

arne

rs.

Thes

e que

stion

s are

mos

tly

close

d and

do no

t asc

ertai

n wha

t is

know

n and

fami

liar t

o chil

dren

.

Prior

know

ledge

and p

revio

us w

ork

are p

robe

d but

limite

d to a

few

learn

ers.

Some

open

-end

ed

ques

tions

are p

osed

.

Prior

know

ledge

and p

revio

us w

ork

are p

robe

d thr

ough

open

-end

ed

ques

tions

to th

e majo

rity of

lea

rner

s.

An ac

tivity

is us

ed as

the i

mpetu

s for

unde

rstan

ding l

earn

ers’

prior

kn

owled

ge an

d und

ersta

nding

of

prev

ious w

ork.

W

ell-a

rticula

ted, o

pen-

ende

d qu

estio

ns ar

e pos

ed to

each

lea

rner

in th

e gro

up.

Lear

ners’

prior

know

ledge

is

integ

rated

into

the le

sson

.

4

Teac

hing m

ethod

(s) ar

e ap

prop

riate

for ph

ase,

subje

ct, an

d obje

ctive

s.

Teac

hing m

ethod

is:

Not

deve

lopme

ntally

ap

prop

riate.

N

ot ali

gned

to th

e sub

ject o

r top

ic.

Mos

tly in

struc

tions

to le

arne

rs

Not

linke

d to t

he le

arnin

g ob

jectiv

es

Lim

ited t

o tea

cher

talk

only.

Teac

hing m

ethod

: Is

deve

lopme

ntally

appr

opria

te Is

not a

ligne

d to t

he to

pic

Not

alway

s alig

ned w

ith le

sson

ob

jectiv

es.

Is no

t var

ied an

d doe

s not

take d

iffere

nt lea

rning

style

s int

o acc

ount.

Is

mos

tly te

ache

r talk

. L

imite

d gro

up w

ork.

Teac

hing m

ethod

: Is

deve

lopme

ntally

appr

opria

te Is

align

ed to

the t

opic

and

learn

ing ob

jectiv

es

Lea

rner

partic

ipatio

n is

enco

urag

ed.

Meth

ods a

re va

ried b

ut do

not

take i

nto ac

coun

t all l

earn

ing

styles

. S

ome g

roup

wor

k and

rotat

ional

activ

ities.

Teac

hing m

ethod

: I

s dev

elopm

ental

ly ap

prop

riate

Is a

ligne

d to l

earn

ing ob

jectiv

es

and t

opic.

A

ctive

partic

ipatio

n by l

earn

ers.

Meth

ods a

re va

ried a

nd ta

ke

acco

unt o

f mos

t lear

ning s

tyles

L

earn

ers r

espo

nd to

and a

lso

pose

ques

tions

. E

xtens

ive us

e of g

roup

wor

k and

ro

tation

al ac

tivitie

s.

Teac

hing m

ethod

: I

s dev

elopm

ental

ly ap

prop

riate

Is c

ultur

ally r

eleva

nt an

d tak

es

learn

er co

ntexts

into

acco

unt.

Is a

ligne

d to l

earn

ing ob

jectiv

es

and t

opic.

A

ctive

partic

ipatio

n by l

earn

ers.

Meth

ods a

re va

ried a

nd ta

ke in

to ac

coun

t all l

earn

ing st

yles

Lea

rner

s res

pond

to an

d also

po

se qu

estio

ns.

Exte

nsive

use o

f gro

up w

ork a

nd

rotat

ional

activ

ities.

4

Time M

anag

emen

t –

the da

ily pr

ogra

mme i

s fol

lowed

.

Not a

ble to

pace

the l

esso

n. Mo

st as

pects

of th

e les

son n

ot ad

equa

tely c

over

ed.

Did n

ot ke

ep tim

e. No

lear

ner a

ctivit

y. No

asse

ssme

nt of

learn

ing.

Stud

ent c

ould

not m

anag

e to

comp

lete t

he le

sson

as pl

anne

d. So

me of

the e

lemen

ts of

the

lesso

n wer

e not

addr

esse

d. Ac

tivitie

s too

long

or to

o sho

rt.

Stud

ent c

omple

ted le

sson

mos

tly

withi

n the

alloc

ated t

ime f

rame

. Ab

le to

follow

the d

aily p

rogr

amme

, tho

ugh w

ith so

me di

srupti

on.

Stud

ent c

omple

ted le

sson

as

plann

ed an

d usu

ally w

ithin

time.

Able

to se

quen

ce le

sson

acco

rding

to

learn

ers’

pace

. Able

to fo

llow

the

daily

prog

ramm

e with

ease

mos

t of

the tim

e.

Succ

essfu

lly co

mplet

ed le

sson

as

plann

ed w

ith am

ple tim

e for

int

erve

ntion

. Stud

ent is

well

awar

e of

how

to pa

ce an

d seq

uenc

e the

les

son a

nd pr

ogra

mme f

luidly

and

easil

y (en

able

smoo

th tra

nsitio

ns).

4

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dher

ence

/ Com

plian

ce

0

In

adeq

uate

1

Pa

rtiall

y Ach

ieved

2

Achi

eved

3

Com

men

dabl

e 4

Mark Allocated

Facil

itatio

n of fr

ee-p

lay

activ

ities i

ndoo

rs

Not p

ermi

tted i

n the

indo

or

envir

onme

nt.

Child

ren p

lay w

ith re

serva

tion.

Rely

on te

ache

r inter

venti

on

regu

larly.

Child

ren m

ostly

play

free

ly an

d co

nfide

ntly i

n the

indo

or

envir

onme

nt.

Child

ren a

re en

cour

aged

to m

ake

some

infor

med d

ecisi

ons.

Child

ren

have

varie

d spa

ce an

d res

ource

s to

play w

ith.

Child

ren l

ead t

he ac

tivity

and m

ake

infor

med a

nd co

nfide

nt ch

oices

. Va

ried a

nd pu

rpos

eful p

lay

oppo

rtunit

ies pr

ovide

d.

4

Facil

itatio

n of fr

ee-p

lay

activ

ities o

utdoo

rs

Not p

ermi

tted i

n the

outdo

or

envir

onme

nt.

Child

ren p

lay w

ith re

serva

tion.

Rely

on te

ache

r inter

venti

on

regu

larly.

Child

ren m

ostly

play

free

ly an

d co

nfide

ntly i

n the

outdo

or

envir

onme

nt.

Child

ren a

re en

cour

aged

to m

ake

some

infor

med d

ecisi

ons.

Child

ren

have

varie

d spa

ce an

d res

ource

s to

play w

ith.

Child

ren l

ead t

he ac

tivity

and m

ake

infor

med a

nd co

nfide

nt ch

oices

. Va

ried a

nd pu

rpos

eful p

lay

oppo

rtunit

ies pr

ovide

d.

4

Lear

ner p

artic

ipatio

n de

mons

trates

activ

e lea

rning

.

No le

arne

r par

ticipa

tion.

Lear

ner p

artic

ipatio

n is l

imite

d to

ques

tions

and a

nswe

rs.

Most

learn

ers d

id no

t par

ticipa

te du

ring t

he gr

oup a

ctivit

ies, th

ough

the

y som

etime

s talk

ed am

ongs

t the

mselv

es.

Most

learn

ers p

artic

ipate

durin

g gr

oup a

ctivit

ies. L

earn

ers a

re

involv

ed an

d co-

cons

truct

know

ledge

with

the t

each

er

(inter

activ

e dial

ogue

s and

dis

cuss

ions).

All c

hildr

en pa

rticipa

te du

ring w

hole

class

and g

roup

activ

ities.

Child

ren

inter

act a

nd pa

rticipa

te re

gular

ly.

Lear

ners

and t

each

ers c

o-co

nstru

ct kn

owled

ge to

gethe

r ofte

n.

4

Clas

swor

k sup

ports

ac

hieve

ment

of ob

jectiv

es.

No cl

assw

ork o

r inde

pend

ent

activ

ities p

rovid

ed fo

r lear

ners.

Le

sson

s and

activ

ities a

re no

t ali

gned

to th

e obje

ctive

s.

Altho

ugh c

lassw

ork i

s pro

vided

for

and r

eleva

nt, it

does

not a

lway

s ca

ter fo

r all t

he co

ncep

ts co

vere

d du

ring t

he le

sson

.

Relev

ant w

ork i

s give

n to r

einfor

ce

new

know

ledge

and c

once

pts de

alt

with

durin

g the

less

on. T

hese

mo

stly a

lign t

o the

outco

mes

stipu

lated

.

Relev

ant w

ork i

s offe

red t

o re

infor

ce ne

w kn

owled

ge an

d skil

ls.

Clas

swor

k allo

ws fo

r enr

ichme

nt an

d inte

rventi

on.

4

Fun w

ork e

nhan

ces

appli

catio

n of k

nowl

edge

an

d skil

ls.

No fu

n wor

k pro

vided

.

Irrele

vant

fun w

ork o

ffere

d, no

t re

levan

t to th

e the

me or

conc

epts

being

explo

red o

r lear

ned.

Fun w

ork w

as re

levan

t, but

insuff

icien

t to ad

equa

tely r

einfor

ce

or st

imula

te lea

rning

.

Relev

ant a

nd su

fficien

t fun w

ork

prov

ided t

o rein

force

and s

timula

te lea

rner

s’ lea

rning

and a

dditio

nal

stimu

lation

.

Relev

ant a

nd su

fficien

t fun w

ork

prov

ided f

or

enric

hmen

t/inter

venti

on. F

un w

ork

is div

erse

and h

arne

sses

lear

ning.

4

Asse

ssme

nt (o

bser

vatio

n)

throu

ghou

t the

prog

ramm

e

No ob

serva

tion m

ade a

nd no

notes

of

learn

er pe

rform

ance

reco

rded

. Ob

serva

tion l

imite

d to o

ne/tw

o gr

oups

of le

arne

rs. N

otes o

ften

not r

ecor

ded o

r acc

urate

.

Mostl

y tho

roug

h obs

erva

tion d

uring

cla

sswo

rk an

d gro

up ac

tivitie

s. No

tes of

obse

rvatio

n rec

orde

d, bu

t no

t alw

ays c

onsis

tent.

Thor

ough

obse

rvatio

n dur

ing

class

work

and g

roup

activ

ities.

Notes

are m

ostly

thor

ough

. Di

fficult

ies ar

e ide

ntifie

d and

ad

dres

sed.

Thor

ough

obse

rvatio

n dur

ing

class

work

and g

roup

activ

ities.

Identi

fied p

roble

ms ad

dres

sed.

Obse

rvatio

n rec

orde

d con

sisten

tly

over

time.

4

WO

RK

PLAC

E IN

TEG

RAT

ED L

EAR

NIN

G

GUI

DELI

NES

FOR

MEN

TOR

TEAC

HERS

DIPL

OM

A IN

GR

ADE

R TE

ACHI

NG

42

Pr

ofes

siona

lism

Crite

ria

In

adeq

uate

0

Pa

rtiall

y Ach

ieved

1

Ac

hiev

ed

2

Mark Allocated

Stud

ent’s

pr

ofess

ionali

sm

The s

tuden

t doe

s not

cond

uct h

im/he

rself a

ppro

priat

ely. R

arely

pu

nctua

l and

not

well d

ress

ed. S

tuden

t has

not

deve

loped

a

posit

ive ra

ppor

t with

staff

or ch

ildre

n.

The

stude

nt ge

nera

lly co

nduc

ts him

/herse

lf well

. The

stud

ent

is pu

nctua

l mos

t of th

e tim

e, we

ll-dre

ssed

and c

ourte

ous.

The

stude

nt ha

s dev

elope

d a go

od ra

ppor

t with

staff

and c

hildr

en.

The s

tuden

t has

show

n imp

ecca

ble co

nduc

t and

pr

ofess

ionali

sm. T

he st

uden

t is al

ways

punc

tual, a

nd w

ell-

dres

sed.

Th

e stud

ent h

as de

velop

ed a

trusti

ng an

d res

pectf

ul ra

ppor

t with

staff

and c

hildr

en al

ike.

2

Gene

ral C

omm

ent

Nam

e and

Sig

natu

re o

f Stu

dent

Ma

rk A

ward

ed

Nam

e and

sign

atur

e of M

ento

r Tea

cher

Sc

hool

Sta

mp

AND

DATE

/50

ID n

o Not

e to

ass

esso

r –

plea

se o

nly

asse

ss w

hat y

our

see.

If fo

r ex

ampl

e N

O F

REE

PLA

Y A

CTI

VITI

ES a

re d

one,

writ

e N

/O (n

ot

obse

rved

) in

the

MA

RK

col

umn,

and

adj

ust t

he to

tal f

inal

mar

k ac

cord

ingl

y. If

, for

exa

mpl

e, n

o FU

N W

OR

K is

obs

erve

d, th

en

the

asse

ssm

ent w

ill b

e ou

t of a

tota

l of 4

6 ra

ther

than

50

(50

– 4

mar

ks fo

r FU

N W

OR

K N

OT

OB

SER

VED

)



ADDENDUM R – MENTOR TEACHER: OBSERVATION PROTOCOL

MENTOR TEACHER OBSERVATION PROTOCOL

Name: No. of years of experience:

WEEK 1 Aspect Observation and Comment

Classroom layout How is the class laid out? Draw a small diagram here. What influence does this layout have on the effectiveness of teaching and learning, and on the atmosphere in the classroom? What are the ADVANTAGES of this layout?



What are the disadvantages of this layout? How would you have laid out the classroom differently? Draw a diagram of your ideal classroom layout

Classroom management Describe the routines before learners come into classroom Describe the routines once learners have entered the classroom



Describe the Mentor Teacher’s discipline strategy and methods What would you do differently to maintain learner discipline?

WEEK 2 Planning and preparation

Discuss with your Mentor Teacher when and how he or she does his /her yearly, termly, weekly and daily planning, and report on this conversation here.

Teaching Strategies Teaching strategies can be defined as the approach, methods and actions that are taken when facilitating learning. The choice of which teaching strategy to use is influenced by various factors such as the learning outcomes of a subject, teacher and learner preferences, resource availability, to name a few. A combination of teaching strategies can also be utilized (Killen, 2007). The following different types of teaching styles are categorised by Killen (2007):



Direct instruction – lecturing, in other words a one-way direction in conveying knowledge directly

to learners. Discussion – orderly exchanging of ideas and expressing of opinions between learners or learners

and teacher. Small-group work – two or more learners working together on an allocated task. Co-operative learning – working together to achieve a shared goal in sequential steps. Problem solving – developing new knowledge through solving problems constructed by the

teacher. Learner research – learning through doing research in a specified process. Role-play – putting learners into imaginary situations, therefore, learning by putting yourself into

somebody else’s shoes. Case-study – learning from real life stories.

After having observed your Mentor Teacher for almost one and a half weeks, describe his or her teaching strategies – does he / she teach using a variety of different methods (for example question and answer, direct instruction, self-discovery etc.)?



In your opinion, does your Mentor Teacher vary his / her teaching style to suit different learners’ needs? Give examples to show what you mean. Are different teaching strategies used for different subjects? Explain how you know this.

WEEK 3 The demands and challenges of the teaching profession

Ask your Mentor Teacher as well as 3 other teachers at the school about the physical, emotional, social and cognitive demands of teaching. Record what they say here.



Ask those same teachers to share some of the challenges that they most often experience in the teaching profession. Critically reflect on your own characteristics as a person (strengths and weak points). What do you think you can do WELL, and what do you think you would need to IMPROVE UPON, before you start your first teaching job?



Did your perception of teaching as a profession change after WIL? If so, what has changed for you?



ADDENDUM S – MENTOR TEACHER: SUMMATIVE REPORT

SUMMATIVE FINAL REPORT BY MENTOR TEACHER

Student name

Student number

ID number

Grade(s) taught

1. Strengths of the student as a student-teacher: 2. Targets for improvement as a student-teacher:



3. Extramural activities (Please confirm and briefly describe the student’s involvement in extramural activities) 4. Teaching practice: Award marks for the following aspects. Use the following SCALE to decide on the mark for each section

0 = Poor 1 / 2 = Unsatisfactory 3 / 4 = Satisfactory 5 / 6 = Proficient 7 / 8 = Very good 9 / 10 = Exceptional

Mark out of 10

Professionalism e.g. appearance, punctuality, general behaviour, integrity

Attitude e.g. positivity, co-operation, participation in school activities, enthusiasm

Teaching ability e.g. confidence, daring, creativity, perseverance

Classroom practice e.g. lesson preparation, discipline, classroom administration

Relationship with the learners in the class e.g. loving and caring, aloof, cold

Total: /50 Assessment by Mentor Teacher (capture the assessed lesson’s mark here): /50

TOTAL number of days absent: Was the sick note submitted to you?

Mentor Teacher’s name and surname in block letters: __________________________________________ Mentor Teacher’s signature: Principal’s signature: Date: __________________________

YES NO

School date stamp



REFERENCE

Richards, B. & Farrel, J. (2011). Observation. http://education.stateuniversity.com/pages/1835/Classroom

Boud, D. & Walker, D. (1998). Promoting Reflection in Professional Courses: The Challenge of Context. Studies in Higher Education, 23, 191-206. Brookfield, S. (1987). Developing critical thinking: Challenging adults to explore alternative ways of thinking and acting. San Francisco, CA: Jossey- Bass. Mezirow, J. & Associates. (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. San Francisco, CA: Jossey-Bass. Killen, R. (2010). Teaching strategies for quality teaching and learning. South Africa: Juta. Okeke, C., van Wyk, M., Wolhuter, C. & Abongdia, J. (Eds.). (2016). Learn to Teach: A Handbook for Teaching Practice. London: Oxford University Press.

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