MUNI UNIVERSITY

FACULTY OF EDUCATION

DRAFT SCHOOL PRACTICE POLICY

MARCH, 2021
 TABLE OF CONTENTS

1.0 Table of Contents ............................................................................................................... i

1.1. Preamble ............................................................................................................................. 1
1.2.Vision: ................................................................................................................................. 1
1.3 Mission: ............................................................................................................................... 1
1.4 Motto: .................................................................................................................................. 1
1.5 Core Values: ........................................................................................................................ 1
1.6 Strategic Objectives of the University: ................................................................................ 1
2.0 Background to the School Practice Policy ....................................................................... 2
2.1 Purpose of School Practice .................................................................................................. 2
2.2 Objectives of School Practice .............................................................................................. 2
2.3 Eligibility for School Practice: ............................................................................................ 3
2.4 Faculty Clearance. ............................................................................................................... 3
2.5 Professionalism. ................................................................................................................... 3
2.6 Department Approval. ......................................................................................................... 3
2.7 Duration of School Practice ................................................................................................. 4
3.0 Organization of School Practice ....................................................................................... 4
3.1 School Placement................................................................................................................. 4
3.2 Process of School Placement ............................................................................................... 4
3.3 Reporting and Orientation Week ......................................................................................... 4
4.0 Roles and Responsibilities of Stakeholders ..................................................................... 5
4.1 School Practice Coordination Office ................................................................................... 5
4.2 Supervisors .......................................................................................................................... 5
4.3 Qualifications of Assessors/Supervisors; ............................................................................ 6
4.4 Duties of Assessors/Supervisors .......................................................................................... 6
4.5 Qualifications of External Assessors ................................................................................... 6
4.6 Duties of External Assessors ............................................................................................... 6
5.0 Head of School Practice Centres ...................................................................................... 7
5.1 Class/Subject Head .............................................................................................................. 7
5.2 General Conduct of a Student Teacher ................................................................................ 8
5.3 Absence from duty station ................................................................................................... 9
5.4 Assessment of Performance ................................................................................................. 9
5.5 Performance problems during School Practice.................................................................. 10
6.0 Supervision and Assessment ........................................................................................... 10
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6.1 Grading Criteria ................................................................................................................. 11
6.2 Assessment of Lesson Presentation ................................................................................... 11
7.0 Report writing .................................................................................................................. 12
7.1 Supervisors’ Report ........................................................................................................... 12
7.2 Student Teacher’s Report .................................................................................................. 12
8.0 School Practice Documents ............................................................................................. 13
8.1 Files ................................................................................................................................... 13
8.2 Basic Information File ....................................................................................................... 13
8.3 Teaching Files .................................................................................................................... 13
8.4 Schemes of Work............................................................................................................... 13
8.5 Lesson Plan ........................................................................................................................ 13
8.6 Lesson Notes...................................................................................................................... 13
8.7 Record of Work ................................................................................................................. 14
8.8 Preparation and Planning ................................................................................................... 14
9.0 Remediation Plan. ............................................................................................................ 14
9.1 Termination of School Practice. ........................................................................................ 14
9.2 Termination/Subsequent Ineligibility Appeal Process ...................................................... 14
9.3 Deferment of School Practice ............................................................................................ 15
9.4 Deferment Denial Appeal Process .................................................................................... 15
10.0 Policy Dissemination, Monitoring and Evaluation ..................................................... 15
10.1 Dissemination of the policy ............................................................................................. 15
10.2 Monitoring and Evaluation .............................................................................................. 15
10.3 Review of Policy.............................................................................................................. 15
APPENDIX............................................................................................................................. 16
Appendix 1: Scheme of Work Format ................................................................................. 16
Appendix 2: Lesson Plan Format ......................................................................................... 17
Appendix 4: Record of Marks Scored Format (New) ....................................................... 19
Appendix 5: Lesson Assessment Format (In Use) ............................................................. 20
Appendix 6: Guidelines for lesson assessment (In Use) ..................................................... 23
Appendix 7: Lesson Assessment Format (NEW) ............................................................... 26

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1.1. Preamble
Muni University Vision, Mission, Moto, Core Values, and Strategic Objectives.

1.2.Vision:

A model University of transformation and development.

1.3 Mission:

To provide quality education, generate knowledge; promote innovation and community

empowerment for transformation.

1.4 Motto:

Transforming Lives.

1.5 Core Values:

i. Quality: Excellence and superiority of products and services offered by the University
will always define the standards.
ii. Equity: The University will pursue equitable access to appropriate and quality
education and training for societal transformation.
iii. Responsiveness: The University will continue to recognize the dynamic global trends
and always remain sensitive to the changing needs and pressures.
iv. Professionalism: It is the commitment of Muni University to observe professionalism
in all her operations during the execution of her mandate.
v. Innovativeness: Muni University will promote the development of original and novel
ideas.
vi. Accountability: Accountability shall be the norm for all actions including the use of
resources.
vii. Honesty: We cherish the truth, integrity, and sincerity in all our actions.

1.6 Strategic Objectives of the University:

The strategic objectives of Muni University are to:

i. To equitably expand higher education at undergraduate and post graduate levels;

ii. To increase the number of scientists in Uganda that includes basic and applied science
and science teachers;
iii. To develop human resources appropriate for a decentralized system of governance;

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 iv. To produce engineering, technology and medical personnel appropriate for rural
industrialization and development; and
v. To undertake basic applied research geared towards rural transformation.

2.0 Background to the School Practice Policy

This policy covers the requirements and eligibility for field-based “school practice”
placements for all teacher candidates in the Bachelor of Science with Education, and
Bachelor of Education (Primary). The policy also outlines the qualifications and duties of the
internal and external assessors for teacher candidates.

School practice is an integral part of a Bachelor of Science with education (BSc.Ed) and
Bachelor of Education (Primary) at Muni University. It is an off campus activity that takes
place during recess semesters in the second and third years of Programme. This policy
applies to all Muni University staff and students participating in School Practice.

2.1 Purpose of School Practice

The purpose of school practice (SP) is to expose the Student Teacher (ST) to all aspects of
school milieu. It provides the opportunities for teacher trainees to apply and extend the
knowledge, skills and values learned in their course works. Thus, during this period,
educational theory is put to practice in the classroom and out of classroom situations. School
Practice also helps in a smooth transition from school to the world of employment.

2.2 Objectives of School Practice

Through School Practice, Student -Teachers should be able to:

i. Diligently prepare, plan and teach using the required instrument and standards set by
the faculty.
ii. Effectively and efficiently get involved in the various activities of the
school/institution.

iii. Commendably direct both curricular and co-curricular activities of the school
attached to.

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2.3 Eligibility for School Practice:
i. Completion of and adequate performance in, all required coursework in year one and
two.
ii. Demonstrated professionalism
iii. Formal approval by the appropriate program department.
iv. In order to be eligible for placement, a student- teacher must attain all the three above.
v. All coursework required for certification must be completed prior to school practice.
vi. In addition, student-teacher candidates must have satisfied the Muni University Senate
by passing in the prerequisite units for the respective courses for placement.
vii. Candidates will be required to take supplementary exam or re-take the course before
being eligible for school practice. Student-Teachers candidates are permitted to take a
supplementary exam or re-take a course only one time.

2.4 Faculty Clearance.

All student-teachers are expected to meet the following requirements before they are cleared
for school practice:

i. Have completed the pre-requisite units in the program department

ii. Have paid the attachment fee.

2.5 Professionalism.
In addition to coursework, teaching practice eligibility requires demonstration of
professionalism. The Teacher’s Service Code of Conduct and Ethics describes professional
conduct and practice for teachers. Throughout the program and prior to school practice,
potential student-teachers must have demonstrated that they are able to exhibit professional
behaviors aligned with the Code.

2.6 Department Approval.

Assignment to a school practice attachment is not automatic. The two conditions above are
necessary, but not sufficient. Student-Teacher candidates who make application for
attachment and meet the above conditions will be brought forward for consideration by the
concerned Head of Department (HOD). The HOD will consider the candidate’s request and
decide on whether the student-teacher is ready for school practice. If the department
questions the student-teacher candidate’s academic skills – regardless of his or her course
marks or the candidate’s professionalism, or they are uncertain whether the candidate is
ready temperamentally or emotionally for the demands of school practice, the HOD may

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decide to delay attachment, to counsel or rehabilitate the candidate until such a time that the
department is convinced that the student teacher is ready for school practice.

2.7 Duration of School Practice

School practice is planned to last for Eight weeks during the recess semester of the second
and third years of study for Bachelor of Science with Education, Bachelor of Arts with
Education, Bachelor of Education (Primary) students. As one of the prerequisites for
completion of the programme leading to the award of the Bachelor degree of Muni
University, each student must complete successfully the two sets of School Practice
scheduled in year two and three of study.

3.0 Organization of School Practice

School practice is conducted in selected secondary schools within Uganda.

3.1 School Placement

In order for Muni University faculty of education staff to provide adequate supervision,
student-teachers should be placed in schools that are accessible by the Muni University
assessors. Student-Teacher candidates may request a specific school, which the Muni
University will do its best to accommodate. However, the Office of coordinator School
practice and the Head of Department (HOD) will make the final decision on school practice
schools, based on a number of factors. In particular, the schools / institutions must meet Muni
University qualifications with respect to type of placement and credentials/experience of
supervising teachers/mentors.

3.2 Process of School Placement

Schools are contacted early in the school year to confirm whether they are prepared to receive
students for SP and to specify how many students and in which grades and subjects. The
information received from the schools is made available to students and they are asked to
submit a placement preferences form. The form allows three choices for each SP. Students
are expected to attend differently resourced schools on first and second SP. The reason for
this is to ensure that they are exposed to a variety of schools and to experience diversity in
classrooms. Placements are made depending on the offers made by schools.

3.3 Reporting and Orientation Week

Students Teachers are expected to report on the first day of school practice where they are
posted. They are advised to plan in advance all the necessary requirements such as scholastic
materials, personal effects and accommodation.
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When placed in schools students are expected to comply fully with instructions from both the
faculty and the school authority. On arrival Students Teachers should report to the head of
school for a formal orientation.

4.0 Roles and Responsibilities of Stakeholders

For the successful conduct of school practice, the following are the key players: the school
practice coordinator, the supervisors/examiners, heads of school practice centres, the head of
class/subject and the student teachers.

4.1 School Practice Coordination Office

School practice is organised by the school practice coordination office. The coordination
office has a school practice coordinator who works hand in hand with other members of
school practice committee. They perform mainly the following functions:-

i. Sourcing of schools for the school practice candidates

ii. Regional zoning of assessors, students-teachers and schools
iii. Recommend supervisors and external examiners for appointment
iv. Deployment of supervisors
v. Draft budget for school practice
vi. Receive and discuss school practice reports
vii. Submit school practice evaluation report to the faculty
viii. Coordinating and monitoring School Practice activities in the faculty and ensure
best practices during the exercise
ix. Collecting assessment reports from individual assessors in their
regions/areas/districts and compiling regional assessment reports.
x. Recommend amendments on the school practice policies
xi. Reporting to the Dean and carrying out any other duties as assigned by the Dean,
faculty of Education.

4.2 Supervisors
Supervision shall be on school practice experience as a whole and should try to ensure that
students have as comprehensive a teaching programme as possible (including observation,
teaching, discussing teaching with other students, making lesson plans and keeping a journal).
The expectation is that the supervisor will be available to students at any time during a school
practice period, to provide encouragement, advice, support, and mediation when requested. In
practice, the main times when a supervisor will interact with his or her students will be when
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visiting the practice school during the first week on an informal visit to make acquaintance
with the school and to see that the students have been assigned mentor teachers and a
timetable, and during a minimum of two supervision visits.

4.3 Qualifications of Assessors/Supervisors;

All assigned assessors/supervisors MUST possess the following qualifications:

i. PhD in Education or
ii. PhD in a specialized area plus at least a Bachelor in Education or Post Graduate
Diploma in Education or
iii. Masters Degree in Education or
iv. Masters Degree in a specialized area plus Bachelor in Education or Post Graduate
Diploma in Education.
v. Assessment shall be done by the full-time faculty staff of Muni University who
possesses the above stated qualifications. However, in case the full-time faculty
staff is not enough for the assessment exercise, the coordinator of School Practice
in consultation with the Dean, Faculty of Education, shall propose for appointment
of Part-time Faculty staff that possesses the above stated qualifications to assist in
the assessment exercise.

4.4 Duties of Assessors/Supervisors

i. Assess each of the assigned students at least four times

ii. Assign a mark on the duplicate copy for the subject assessed

iii. Make comments as per own observation and where necessary, discuss them with the
student- teacher.

iv. Write and submit a report based on the assessment, observations, challenges faced, and
make recommendation.

4.5 Qualifications of External Assessors

All assessors MUST have a PhD in Education and experience in teaching and school
practice assessment.

4.6 Duties of External Assessors

i. To sample 10% of all the student-teachers in a given region/area/district or as specified
by the program department
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 ii. Assess and assign a mark for the subject assessed

iii. Make remarks based on the assessment and the remarks of the internal assessors

iv. Write a report on the assessment in general, observations made, challenges

encountered and recommendation.

5.0 Head of School Practice Centres

The heads of school practice centres are very important officers for effective conduct of
school practice. They/their delegated officers shall fulfil the following roles/responsibilities:-

i. They sign the school practice placement forms as acceptance to host student teachers
for school practice.
ii. They receive and induct the student teachers

iii. They avail to the student teachers the necessary resources/facilities

iv. They are supposed to furnish the faculty with the school practice report for their
centres

v. Perform any other role as deemed necessary

5.1 Class/Subject Head

Class teachers or subject heads are expected to provide mentorship support. This is because of
a widespread acceptance by the teaching profession generally and by universities that
teaching practice is at the heart of the training of new teachers. Mentor teachers, therefore,
have the privilege and opportunity to assist in the development of young teachers. The
relationship with student teachers will be characterised by a combination of clear instructions,
collegial advice, honest evaluation, reliance and trust. Among other areas, the class/subject
head should guide the student teacher on:-

i. personal space for the student teacher in the staff room.

ii. the student teacher’s timetable and the subject matter to be taught

iii. suggestions and tips for preparing learning activities and materials

iv. textbooks, resource materials and teaching methods used in the classroom

v. policies about classroom and school management and discipline

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 vi. expectations of what the student teacher is to do while in your classroom, i.e.
what time to arrive at school, appropriate dress, activities that he or she should
begin to assume
vii. normal routines, basic information about the school rules, procedures and
discipline methods.
viii. seating arrangements / seating charts so the student teacher can learn to associate
names and faces

ix. what to do when problems and situations arise that are unfamiliar to the student
teacher, and how to handle these situations.

5.2 General Conduct of a Student Teacher

During school practice, students are expected to conduct themselves in a manner that
conforms to the teachers’ professional code of conduct.

Each student teacher will be given a copy of the teachers’ professional code of conduct to
read and internalise before going for school practice.

Specifically students teachers should:-

i. observe and teach under the conditions that apply to all teachers employed in
the school and should abide by any rules of the school.
ii. be punctual and should inform the school as soon as possible of any reason
for absence.
iii. All student-teachers should exhibit professional behavior, including wearing
attire appropriate for a school setting; arriving and leaving promptly at
designated times; interacting with school personnel in a productive, and
collegial and appropriate manner; completing competencies as designated;
responding appropriately to feedback; and engaging in ethical practices as
outlined in the Teachers code of conduct.
iv. not leave the school during school hours without permission.

v. respect as confidential any information about the school which he/she will
obtain in confidence, and will always endeavour to act in an honest and
professional manner towards the staff, learners and parents of the school.
vi. respect the property of the school and the possessions of its staff and learners.

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 vii. inform the relevant teacher if he/she is unable, for any reason, to fulfil a
responsibility assigned (including teaching a lesson or co-curricular
activities).
viii. address any complaints about the school and its staff through the student head
teacher in the first place, and thereafter to SP supervisor, if need be.

5.3 Absence from duty station

Student-teachers are expected to spend all day in the school during their attachment. In case
of serious illness or family emergencies that make the student-teacher to miss days, they must
notify their mentor teachers, assessors, school practice coordinator and Head of Department
(HOD) immediately and will be expected to make up the missed days.

The intent is to complete an intensive attachment similar to what real teachers experience on
a daily basis. Student-Teachers must follow the Ministry of Education calendar dates.

5.4 Assessment of Performance

Student- teachers will be evaluated on their instructional skill, classroom/behavior

management and professionalism during their teaching practice placement based on the Muni
university attachment procedures. Student-teachers will be assessed by university assessors
and those on attachment will be directly observed by university assessors a minimum of four
times during school practice.

Prior to those observations, Student-teachers will be asked to provide all the required
professional documents for assessors’ use during observations. In addition, university
assessors will obtain feedback from mentor (cooperating) teachers or immediate institutional
supervisor on the student-teachers’ instructional skill, classroom/behaviour management, and
professionalism, as well as obtaining any other information related to the student-teachers’
performance as a teacher and suitability for teacher certification.

In addition at the end of the attachment, the head of the institution will write a confidential
report about the student-teacher.

These data will be used as a basis for deciding:

• Whether the student-teachers’ performance is satisfactory and, if not, what action

should be taken;

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 • What final mark to assign for the course associated with the attachment; and
• Whether to recommend the candidate for teacher certification.

5.5 Performance problems during School Practice

If a student-teachers’ performance during attachment is not satisfactory, there are two
possible courses of action:

i. If, in the judgment of the university supervisor and mentor teacher, the student-
teachers’ is capable of remediating his/her performance deficits, they will develop and
implement a remediation plan.
ii. If, however, in the judgment of the university supervisor and mentor teacher, the
student-teachers’ is incapable of remediating his/her performance deficits or there is
reason to believe that having the student-teachers’ continue in school practice would
have a substantially negative effect on students, faculty or staff in the institution, that
student-teachers’ shall be pulled from school practice (termination). Each of these
courses of action is addressed below.

6.0 Supervision and Assessment

Supervisors shall comprise the academic staff of the department of education. In addition, the
university will appoint external examiners from other universities. The external examiner will
visit a number of schools during the second school practice. The choice of schools is entirely
at the discretion of the examiner.
Students at each school should appoint a student head teacher, whose responsibility it is to
liaise with the school practice coordination office.
Students must give their supervisors a copy of the lesson plan and other documents as may be
required by the supervisors.

After the lesson, the supervisor and the student teacher will engage in a post observation
conference, where they discuss the lesson together. The purpose of the post observation
conference is to help a student improve on areas of weaknesses identified. Student teachers
are hereby urged to take the comments positively and ensure that they incorporate the
suggestions given in the subsequent lessons.

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6.1 Grading Criteria
The following table shows the assessment guidelines for the interpretation of the marks.
Range Summary Comments
80 and above Excellent A student teacher has gained distinction in teaching. It
means a student has satisfied all the standards of a lesson.
75-79 Very Good Lessons are very good, sufficient and well prepared.
70-74 Good Lessons are good, well prepared and executive, with
evident learning activity on the part of the learners.
65-69 Fairly Good Lessons are average, quite sufficient but with little
involvement of learners.
60-64 Fair Lessons are fair; the student teacher lacked originality and
creativity and little involvement of learners.
55-59 Satisfactory Lessons are just satisfactory, signs of good promise but
lacked insights.
50-54 Pass Lessons are pass lessons suggesting doubts as whether the
student teacher needs more supervision and guidance.
Below 50 Fail Very little sign of thoughtful teaching. A student must
repeat the lesson to obtain a pass mark.

6.2 Assessment of Lesson Presentation

Lesson presentation is the transmission of the knowledge, skills, values and attitudes from a
teacher to the learners. Before real teaching, teachers make a number of choices for effective
delivery of the subject matter.

Teachers make choices as regards the methods/instructional strategies. These methods may
include lecture method, problem solving, group method, discovery/inquiry, discussion,
exposition, etc.

When making choice of the above methods, a teacher should put into consideration the type
and level of learners, availability of time, facilities, class size and learners’ individual
differences in terms of needs/interests.

These choices form the basis for assessment of lesson presentation. That means therefore,
that the supervisor should ascertain how the learners will use/ interact with the information

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and how learners receive guidance and how feedback is given to reinforce learning. In
addition, the supervisor will need to analyse the lesson to determine the quality of the
objectives set, the effectiveness of the methods chosen and the level of competences attained
by the learners.

The lesson is divided into three major sections; introduction, development/body and
conclusion.

The purpose of the introductory phase of the lesson is to motivate students, create interests
and elicit learners’ curiosity. It is also to transit from known to unknown thus, linking the
current topic to the previous knowledge, skills, behaviour and attitudes. Introduction should
be energizing not cold. This can be achieved by use of a song, poem, dramatic contrast, story
or a powerful quote.

Lesson development is the main body of the lesson. It constitutes organization, explanation,
questioning techniques, variation in methodology and learners’ involvement.

Lastly is the conclusion whose main purpose is to summarise and give main points, evaluate
to what extent the objectives of the lesson have been achieved and show the value of the
knowledge and skills the learners acquired to their lives. Just like in the introduction, the
conclusion should be powerful so as to stimulate learners’ minds and prompt them, further to
prepare for the next lesson. This can be done through a thought-provoking question, a
problem or a powerful quotation that sets on an essential theme.

7.0 Report writing

7.1 Supervisors’ Report
Each supervisor is expected to complete a school practice supervision form. The form is a
comprehensive statement written to the faculty of Education about all aspects of the school
practice experience of the student, not classroom teaching alone. It should be submitted not
later than 10 days after the school practice exercise.

The report should include name of the school, student’s name, his/her strengths, weaknesses
and suggestions for further improvement.

7.2 Student Teacher’s Report

Each student teacher must submit a school practice report at the end of each school practice.

The report serves to track students’ professional growth during the two school practice
sessions and to encourage them to reflect on school experience, possibly as a record of

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evidence that can be used at the end in the school experience portfolio. For supervisors the
reports offer a valuable perspective on progress, and a record of time spent in the schools.
Submission of the journal is a faculty requirement. No assessment will be made if the journal
has not been completed.
The report should be word processed and should be written in such a manner that the
supervisor will be able to gain an impression of your strengths and weaknesses at that stage.

8.0 School Practice Documents

8.1 Files
Each Student Teacher shall have the following files

8.2 Basic Information File

The content shall consist School map, General class time table, Personal information sheet,
Up to date school profile, Class register duly managed and Students’ own collections eg
School rules and regulations, Anthems, School practice tips, etc

8.3 Teaching Files

Student Teachers are encouraged to keep a lesson file of their teaching practice. The file can
contain lesson plans, Schemes of work, copies of material used, notes handed out and
assessments set, results of the assessments, photographs/videos of themselves and learners.
Such a file constitutes valuable evidence of what has been done on teaching practice, and
would be useful to answer any questions that may arise regarding a student’s assessment.

8.4 Schemes of Work

Scheme of work should be prepared from the National Curriculum Development Centre
(NCDC) Syllabus. The subject teacher should be relied on to provide guidance on what topics
to teach. Schemes of work should be complete within the first three weeks of the School
Practice.

8.5 Lesson Plan

Lesson plans should be prepared from the scheme of work prior to conducting a lesson. No
lesson must be conducted without lesson plan.

8.6 Lesson Notes

Students should have well organised notes on the topic to be taught. They are encouraged to
consult standard text books so as to be current in terms of content being delivered to students.

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8.7 Record of Work
Records of work done must be properly kept for reference. They may include record of topic
covered, record of marks for all forms of assessment and record of attendance.

8.8 Preparation and Planning

An effective school practice depends on a comprehensive preparation and planning.
Preparation and planning should be done for all the lessons/activities a student teacher is
going to engage in. Preparation may include extensive reading, research, gathering and
developing teaching/learning materials, preparing schemes of work, lesson plan, consulting
peers or established teaching/no-teaching staff and any other requirements to enhance
effective curricular/co-curricular activities.

Where teaching/learning resources are available in the school, a student teacher needs to
consult an established staff for guidance on the procedures of acquiring the materials. If a
formal requisition is demanded then it should be done in time through the head of subject
early enough so as to allow timely processing the requisition.

Note! Avoid exaggeration and improbable demands.

Under challenging circumstances, where resources are inadequate or lacking, student teachers
are very much encouraged to be creative and improvise. Make use of the locally available
resources from the environment for the success of your curricular/co-curricular activities.

9.0 Remediation Plan.

The university supervisor and mentor teacher will collaborate to design and implement a
suitable remediation plan, with clearly stated actions and deadlines for improved attachment
performance. If the student-teachers’ performance does not improve, he or she will be
withdrawn from attachment (termination) and assigned a fail as appropriate.

9.1 Termination of School Practice.

Student-teachers who are pulled from school practice before completing it will not be
recommended for certification, regardless of their grades in other courses and they may
not re-take school practice.

9.2 Termination/Subsequent Ineligibility Appeal Process

Student-teachers whose school practice was terminated and/or who have been ruled
ineligible for a subsequent school practice have the right to appeal this decision. To do so,
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 they should appeal in writing to the Registrar, Academic Affairs through the head of the
program department (HOD) and Dean, faculty of Education.

9.3 Deferment of School Practice

Student-Teachers are not typically allowed to withdraw from school practice, or to
suspend their completion of the exercise. If, however, a student-teacher who is otherwise
performing well in school practice finds himself or herself unable to complete the
attachment due to some force outside his or her control, that student-teacher may request a
deferment.
Outside forces might include such things as family emergencies, illness and accident or
other non-academic forces that would prevent the student-teacher from completing school
practice within the prescribed time.
Deferments will not be granted automatically; the appropriate department will be
informed of the situation and appropriate decision will be made.

9.4 Deferment Denial Appeal Process

Student-teachers whose requests to suspend school practice placement are denied have the
right to appeal this decision. To do so, they are required to appeal in writing to the
Registrar Academic Affairs through the Head of Department and Faculty dean

10.0 Policy Dissemination, Monitoring and Evaluation

10.1 Dissemination of the policy
The policy will be disseminated through department and faculty meetings within the
university. Policy booklets, brochures and fliers will be produced and distributed in all
relevant offices in Muni University.

10.2 Monitoring and Evaluation

The implementation of this policy shall be monitored to ensure efficient implementation.
Data shall be collected and analysed to reflect the progress of implementation. The policy
operation process will be evaluated from time to time.

10.3 Review of Policy

This policy shall be reviewed every five years to accommodate any emerging issues.

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APPENDIX

Appendix 1: Scheme of Work Format

Each student teacher will use the agreed upon format of scheme of work by Muni University
as illustrated below. However, there may be distinctions in detail from subject to subject.

MUNI UNIVERSITY
TEACHER’S SCHEME OF WORK 2021 FORMAT (New)

Student’s Name:………………………………………… Reg. No:……………………………

Program/Course:…………………………………..Year of Study:……………………………
Name of the School:……………………………………..Class:………………………………
Subject:……………………........................ Topic:.…………………………………………....
Date:…………………………………………………... Time:…………………………………

W P TO S C COMPETENCIES/ M ACTIVITIES L/S T/ REF R

E E PI U O OBJECTIVES E KIL L E

E R C B N T LS A M

K I - T H I A

O T E O D R

D O N D S K

P T S S

Student Teacher’s Sign………….Date………… Verified By Sup……………….Date…….

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Appendix 2: Lesson Plan Format
Student teachers are required to prepare lesson plans on a daily basis. In order to produce a
standard lesson plan and a successful lesson, students are hereby advised to spend their time
adequately. Failed lessons are always a result of haphazardly prepared lesson plans. The
agreed lesson plan format is illustrated below.

MUNI UNIVERSITY

TEACHER’S LESSON PLAN

Date Class Subject Time No. of pupils Average age

Topic ………………………………………………………………………(Refer to SOW)

Sub-topic……………………………...........................................................…(Refer to SOW)
Skills …………………………………………………………………………..........................
Objectives/Competencies…………………………………………… should be (SMART)
Methods………………………………………………………………………………………
T/L aids…………………………………………………………………………………………
References……………………………………………………………………………………
Step Time Content Teacher’s Activity Learners’
Activities
1 8:00- I N T R O D U C T I O N

8:10am
2 8:10- D E V E L O P E M E N T

8:30am
3 8:30- C O N C L U S I O N

8:40am
CHALK BOARD PLAN

DATE NOTES NOTES DIAGRAMS/ILLUSTRATIONS

Self-evaluation

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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Appendix 3: Record of Work Covered Format (New)
Student’s Copy
File Copy

MUNI UNIVERSITY
RECORD OF WORK COVERED FORMAT

Student’s Name:………………………………………… Reg. No:……………………………

Year of Study:……………………………………… Course:………………………………..
Name of the School:……………………………………..Class:………………………………
Date:…………………………………………………... Time:…………………………………
Subject:……………………........................Term:.…………………………………………....
WEEK ENDING TOPICS COVERED FOR THE CLASS TEACHER’S

PERIOD REMARKS
ROM:

TO:

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Appendix 4: Record of Marks Scored Format (New)
Student’s Copy
File Copy

MUNI UNIVERSITY
RECORD OF MARKS SCORED FORMAT

Student’s Name:………………………………………… Reg. No:……………………………

Course:…………………………………………………. Year of Study:………………………
Name of the School:……………………………………..Class:………………………………
Date:…………………………………………………... Time:…………………………………
Subject:……………………........................Term:.…………………………………………....
S/No. Name of Pupils/ Students Test Test Test Test Average

1 2 3 4

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 Appendix 5: Lesson Assessment Format (In Use)
School practice assessment shall be done following the assessment instruments designed by
Muni University.

Preparation and Comments/Remarks Areas of improvement Score

ⱶ Planning
(25)
Updated Scheme of work:-
detailed, appropriate,
systematic, creativity,
ⱶ adequate, relevant, complete,
ⱶ with clear objectives
ⱶ (10)

Lesson plan – as per scheme

of work (10)
Record keeping / File
(2)
Appropriate Instructional
materials-creativity and
innovation, relevant
(3)

Presentation and Delivery

(45)
ⱶ Introduction
(5)

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 ⱶ Development
o Content
(15) o Effective use of
instructional materials
(5)
o Technical and
communication skills
(5)
o Methodology (learner
participation)
(5) o
Motivation
(5)
o Guidance in Note
taking and making
(including chalk board
use)
(2)
ⱶ Conclusion
(3)
Classroom Management
(7)
ⱶ Time
(2)
Individual pupil needs
(2) ⱶ Classroom
organization
(3)

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Evaluation
(6)
ⱶ Timely and adequate student
class exercise (2) ⱶ
Student teacher selfevaluation
(about lesson) (2)
ⱶ Record of pupil marks
(2)
Professional Conduct

(7) ⱶ
Personality (rapport and
smartness) (2)
ⱶ Resourcefulness and creativity

(3)
ⱶ Dress code
(2)

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Appendix 6: Guidelines for lesson assessment (In Use)

Areas Marks
PREPARATION AND PLANNING 5

Scheme of work

Comprehensive with items logically organised and in proper format

Lesson plan 10

Brief yet comprehensive and explicit enough to guide the teacher, reflective of
content, methodology, when instructional materials are to be used.
Key questions cited with their expected responses

Steps appropriately timed and linked.

Instructional Objectives 5

SMART

Setting learning conditions

Setting standards to be attained

Show a variety of levels

Record keeping/File 5

Complete

Organised and complete

Instructional materials 5

Available and suitable to the level

Have educational value

Show creativity and resourcefulness

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PRESENTATION AND DELIVERY 10

Introduction

Arouses interests, motivation and curiosity

Links lesson to previous knowledge and experience

Leads to statement of the topic

Gives framework of the lesson

Development 40

Content

-appropriate in scope, depth and sequence

-relates to life experience

-explained and illustrated with examples

Various technical skills demonstrated

Methods are appropriate and varied

Learners are involved in a variety of ways

Instructional materials effectively utilised

Lesson appeals to various domains and levels of Bloom’s taxonomy

Effective communication
Conclusion 5

Interesting and appropriate

Enables application of knowledge

Evaluates achievement of objectives

Gives forecast of the next lesson

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CLASSROOM MANAGEMENT 5

Environment clean, organised.

Discipline well managed

Proper chalkboard use

Chalkboard dated.
Ground rules set

Democratic procedures used

Time well managed

Professionalism exhibited
SELF EVALUATION 5

Analytical of teaching-learning process

Identifies strength and weaknesses

Suggests improvement/way forward

GENERAL POINTS 5

Teacher’s personality-rapport and smartness

Resourcefulness

Creativity

Decency

Overall impression
Total 100

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Appendix 7: Lesson Assessment Format (NEW)
Student’s Copy
File Copy
Examination Office Copy

MUNI UNIVERSITY
SCHOOL PRACTICE SUPERVISION FORM (NEW)

Student’s Name:………………………………………… Signature:………………………….

Year of Study/ Course:………………………………… Reg. No:……………………………
Name of the School:……………………………………..Class:………………………………
Date:…………………………………………………... Time:…………………………………
Subject:……………………........................Topic:.…………………………………………....
No Item Areas of Strengths Areas of Marks
Improvement
1. Preparation and Planning: (20 Marks)
• Schemes of works( Appropriated
formats)
• Clearly stated objectives
• Detailed, systematic and appropriate
lesson plans as per Schemes of work
• Appropriate instructional materials
• Appropriate SP file
• Visibility and readability of writings/
pictures
2. Lesson Development/Presentation
(45 Marks)
• Linking present to previous lesson.
• Class involvement, teacher confidence.
• Content mastery, use of appropriate
methods and techniques.
• Clarity of explanation and instructions
• Motivating and sustaining learner’s
interests.
• Sequence and accuracy of subject
content.
• Communication/ voice projection.
• Systematic use of chalkboard and note
taking.

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3. Classroom Management: (7 Marks)
• Time management
• Individual /group attention
• Monitoring learners activities in class
• Discipline, class control and
organization.
4. Teacher’s Records: (7 Marks)
• Timely and adequate assignments in
class
• Marked, recorded and corrected
learners work
• Clear records of work, marks &
registers
5. Personal Factors:(6 Marks)
• Personality (Rapport, Punctuality &
Creativity)
• Appearance/decent dressing/
Smartness
• Appropriate language usage
• Classroom posture
6. Conclusion: (5 Marks)
• Evidence of student-teacher
professional growth
• Meaningful feedback
• Assignment/Exercise given
• Meaningful self-evaluation by the
Student-teacher.
Total Score: (%)
Name of Supervisor:………………………………………………
Signature:…………………………………………………………
Date:……………………………………………………………..
©2021, Muni University, Faculty of Education

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