Bachelor of Education (ECE)

Teaching Practice Competencies - Year 4

CLO1- Demonstrate commitment to the teaching profession and personal growth as a teacher
and a learner, and develop necessary social and communicative skills to deal effectively with
teachers, learners, mentors and peers.

Sub-outcome 1: Set personal development targets with reference to previous teaching practice
reports and create a Professional Development Plan (PDP).

Sub-outcome 2: Start to articulate a philosophy of teaching.

Sub-outcome 3: Show initiative, enthusiasm, active participation and engagement in accordance with
the policy of the setting.

Sub-outcome 4: Identify and adhere to all policies, regulations and management strategies including
timings and the use of available facilities and resources.

Sub-outcome 5: Work collaboratively and communicate effectively with the practicum setting
management, mentors, peers, and parents in a sensitive and a professional way.

CLO2- Plan, implement and evaluate lessons within the curriculum of the teaching practicum
setting.

Sub-outcome 1: Create lesson plans with learning outcomes and a range of developmentally
appropriate activities that meet requirements of the practicum setting curriculum, and the needs and
interests of individuals and groups of learners.

Sub-outcome 2: Implement and justify differentiated planning that caters for learners' needs and
interests while taking into account developmental, cultural, physical and social factors, and targeting
skills and concepts across the physical, cognitive, linguistic, and social & emotional domains.

Sub-outcome 3: Engage with mentors in the cycle of planning, implementing and evaluating activities
and the production of developmentally appropriate materials.

Sub-outcome 4: Use a range of relevant sources including observations, interactions with learners,
expertise of mentors, relevant curriculum documents, course books and educational theory to inform
planning.

Sub-outcome 5: In consultation with mentors, create short & medium term plans that are based on
learning outcomes according to the practicum setting curriculum documents.

CLO3- Utilise a range of effective teaching strategies and demonstrate clear understanding of
effective classroom/ learning management.

Sub-outcome 1: Implement both planned teaching tasks and unplanned interventions using effective
questioning and elicitation techniques to motivate, engage and extend learners'' interest.

Sub-outcome 2: Model and use accurate and appropriately graded oral and written language, and
ensure instructions, questions and explanations are clear, accurate and constructive.

Sub-outcome 3: Use a variety of effective teaching/ learning techniques that support the approach to
teaching and learning prescribed by the setting.
Sub-outcome 4: Use resources and equipment to effectively support teaching and learning -including
computers and other media playing/ storage devices, a range of texts including big books, e-books,
story books, photo-books, media or computer-based texts, and appropriate smart devices applications.

Sub-outcomes 5: Maintain appropriate pace and motivation in interactions with learners, and promote
positive learning environment through engagement and good rapport with learners.

Sub-outcome 6: Establish and maintain clear and consistent rules and routines for behaviour, and
manage both positive and negative behaviour effectively in accordance with the policy of the setting.

Sub-outcome 7: Use classroom space to create learner-centred, print-rich learning environment.

Sub-outcome 8: Use appropriate body language, eye contact, gestures and voice to maintain an
effective classroom presence.

Sub-outcome 9: Manage class time effectively, utilising effective strategies to implement smooth
transitions between activities.

CLO4- Monitor and assess learners'' performance and progress effectively during formal and
informal activities.

Sub-outcome 1: Observe, discuss and assess learners'' learning and document evidence of learning.

Sub-outcome 2: Provide feedback to learners and document evidence of their active participation in
the learning process.

Sub-outcome 3: Be aware of and respond to learners'' evolving needs during lessons.

Sub-outcome 4: Monitor individual learners'' progress and work collaboratively with the learner,
mentor and, where possible with parents, to set targets for future learning.

Sub-outcome 5: Assess learners'' development across domains in accordance with the policy of the
practicum setting.

CLO5- Reflect on all aspects of practice and experience in the educational institution and
design an e-portfolio that showcases the interns best practices and work.

Sub-outcome 1: Document, discuss and reflect on observations of learners, evaluate teaching

performance with relation to goals stated in the Professional Development Plan (PDP), and suggest
action/ follow-up or targets for future lessons/ activities, with mentors and peers.

Sub-outcome 2: Maintain regular meetings and actively seek, listen to, accept guidance and respond
constructively to feedback from peers and mentors on personal performance with emphasis on the
Professional Development Plan (PDP) and on the reflective practice & action research.

Sub-outcome 3: Develop a critical stance towards their practice involving growing use of ''reflection in
action'', ''reflection on action'', and ''reflection for action'', and use the reflective cycle to describe,
analyse, appraise and transform specific aspects of teaching practice.

Sub-outcome 4: select examples of practice that demonstrate effective teaching skills across the five
competency areas, Professionalism and Understanding, Planning for Learning, Implementing and
Managing Learning, Monitoring & Assessment, and Reflection.

Sub-outcome 5: Review and evaluate approaches and formats used by educators to design e-
portfolios, and draw on existing ICT skills and/or develop new ones to continue to design an e-portfolio.
PDP Goals.

Your PDP goals cant be separated from the competencies.

Make sure that the goal rationale and implementation strategies LINK to all 5 competency
areas - clearly enough to be followed. The competency areas should also have close links to
your Philosophy Statement in the introduction to the e-portfolio.

Link your goals with the Teaching Competencies

You must link goals to every competency.
Some goals will link to more than one competency.

Mentoring College Teacher Report

The MCT report will be based on 3 visits with the following weightings:

1. 1st visit, advisory and supportive

2. 2nd visit, demonstrate teaching (30%)
3. 3rd visit, witness and assess best teaching (70%)
MCT will consider the following:
evidence of planning, implementation and review of teaching.
implementation of feedback from MCT/MST/peers
growth and development in TP competencies
professionalism