MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
1.1 Collaboration with Educational Institutions
Case 1
In one densely populated town, there are many children who play and work in the streets.
Unfortunately, one day a child is knocked down by a car and badly injured. The child’s family is not
very well off. Money is needed to cover the medical expenses. The students in the school attended by
the victim collected money from the community and handed it over to the community leaders. The
students visit the child and meet the child’s family and friends. As these relationships develop, the
students feel they want to do more to help the community.
In town, the community is concerned about the increasing likelihood of another accident as the
volume of traffic increases. The community leaders discuss this problem and the students are aware
of these concerns. One of the students suggests that they start a club to help keep children off the
street by acquiring a playing ground for them. They take this idea to the community leaders. It is
agreed that a football club should be formed, managed and organized by the students with the
support of the community. A space which can be used as a football ground is identified. Funds are
raised to buy five footballs. The students are worried about what will happen to the club during the
rainy season. The community leaders agree to find an indoor space that the club will be able to use.
The club meets every day and is well attended by the local children. The boys feel that girls should
not play football but the female students who are helping to manage the club insist that the club is
for everyone. They get the chance to play football. After a while volleyball is also introduced.
When the rains begin, the club has to move indoors, but the space is not big enough for sports. The
students introduce indoor games. When the weather improves, attendance increases. The children
enjoy watching games of football, volleyball and board game tournaments as well as taking part in
them. The community is grateful for the club and there is an on-going fund-raising towards building
a bigger hall which could be used for sports. The students enjoy running the club and feel the
experience will make them better teachers when they start work. The children sometimes bring their
homework to the club for help and those who do not attend school have started asking for help in
learning to read. There are tentative plans to develop these activities and to offer basic reading and
mathematics for adults who never had the opportunity to go to school.
Activity.1 What can your institution offer in support of the club?..................................................
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Case 2
A college of teacher education has an extensive campus. Unfortunately, the college does not have
enough money to employ the required staff to take care of the ground. The grass, trees, shrubs and
flowers grow as an untidy wilderness; there is rubbish around and the paths are not clear. Everyone
complains about this but it is accepted as ‘the way things are’. A group of students studying natural
sciences become interested in ecology and decide to set up a garden with a pond. Their tutor
supports the idea and they are allocated some land on the campus.
They have already fenced off their garden, dug and filled a pond and planted waterside and other
plants. They are excited about the number of different species of animals they find attracted to this
space. Their excitement is communicated to other students and gradually many more students
become involved in the project. Teacher educators and visitors comment on the improvement of
that part of the campus.
The students forms t he Garden C om m i t t ee a sk the management whether it will be possible
forthem to extend the garden. The authorities of the institution discuss with the students the
possibility of planning for a better campus landscape by the interested students and teacher
educators. The Garden Committee is expanded to include teacher educators and gradually the
campus landscape improves.
Activity 2.
How could you help to develop a greener campus?
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Case 3
A university had to find new schools for practicum. To find such schools, teacher educators visit
schools and talk to the directors. They discover that all the schools are poorly resourced and one
director suggested that the student teachers could make resources that they would leave for the
school when they finish the practicum. Traditionally, resources made by the student were placed in
the institution’s Pedagogical Centre as a resource and as samples for other students.
The Academic Committee of the university expressed concern that the standard of the student- made
resources might not be adequate and that the reputation of the institution might be damaged. So, it
was agreed to form a sub-committee to oversee the production of resources.
Part of the time spent in teaching methodology in the college was devoted to designing and planning
the use of resources, and the students made the resources during their spare time. The Pedagogical
Resource Centre Coordinator agreed to help and supervise students working in the Pedagogical
Centre and teacher educators agreed to include evaluation of the resources made as part of their
teaching sessions.
Finally, two sections of students produced materials for the practicum and left them in the schools.
The schools were very appreciative and are looking forward to having more students and more
resources. The students have benefited from the process of planning, designing and evaluating the
materials. They have also been satisfied with their work and with the effectiveness of the resources to
promote learning among children.
Activity 3.
How could you help in sustaining the project?
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Case 4
Your institution has a strong HIV/AIDS club that was started five years ago by a small group of
teacher educators with the encouragement and support of the director. One of the founding teacher
educators is a drama enthusiast who has gradually developed a tradition of improvised drama within
the club. Short plays are presented to the student body during the year. Each year the club committee
organizes a presentation to all new students. The presentation alwaysincludes one of the short plays.
The club committee, which consists of teacher educators and students, agreed that the performances
are good enough to be shown to a wider audience. The committee negotiated with the local
secondary school and arranged to perform three plays to students in grades 11 and 12. This was so
successful that the school asked if the plays could be repeated for grades 9 and 10. The school said
that the students who had seen the plays became more interested in the issues surrounding
HIV/AIDS and their own club became revitalized.
Secondary schools in the region have been in touch with your institution asking whether the
HIV/AIDS club could visit them and perform. Currently there are problems with transportation and
your institution and schools have made a joint request to the Regional Education Bureau for
financial assistance with the project.
The increasingly high profile of the institution HIV/AIDS club has led to increased membership and
enthusiasm and the students have asked whether it would be possible for them to perform for the
wider local community. The club committee is currently looking into this.
Activity 4.
What support could you provide to raise the profile of the club to raise funds?
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Activity 5 - P. 114
General reflection
1. What could you and your institution do to help raise standards in the school?
2. What do you think your institution could do differently to help prepare teachers to successfully
meet the challenges they face in the school?
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Unit Two: School Placement - Guidelines and Report
Personal priorities for your school placement
Activity 6 - Pp. 114 - 115
Write down three personal priorities for your school placement. What do you hope to gain fromthe
experience?
2.1.1. Before Placement
List your priorities below. Write the expected gain in relation to each priority.
Priority 1
Expected gain
Priority 2
Expected gain
Priority 3
Expected gain
MODULE 4: PLACEMENT
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IN EDUCATIONAL INSTITUTIONS AND
2024/25
2.1.2. After placement
Activity 7 - P. 115
Write your reflection on the outcomes of each priority.
Priority 1
Reflection on the outcome
Priority 2
Reflection on the outcome
Priority 3
Reflection on the outcome
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
School Information: Report for School placement
Name of school:
Level of school: Location:
Duration of placement _ from to
Total number of hours .
Grade level Section/s Number of students Males Females
Number of students with special needs Males Females
Student-teacher ratio in the school
Average class-student ratio:
Proportion of girls to boys:
Books and Equipment: Describe briefly the availability and utilization of books, equipment
and other teaching-learning materials in the school. Comment on the quality and adequacy of
the materials.
Student Background: Describe briefly the social and economic background of the students
commenting on parental support, interest and expectations for their children’s education.
Mention details of drop-out rates, including any gender differences you find.
.
MODULE 4: PLACEMENT
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IN EDUCATIONAL INSTITUTIONS AND
2024/25
Activity 8 - P. 117
Lesson Observation format for School Placement
Peer observer:
Candidate:
Subject: Date: _
Title of the lesson: Number of students:
Comment on teacher plan and activity and student activity:
Teacher plan and activity (Focus on the following areas: objectives, teaching methodology,
use of assessment, subject knowledge and classroom management.)
Student activity (Focus on the following areas: participation, learning style, understanding
and behavior)
Were all the students fully engaged? If not, how could the teacher improve the engagement of
students?
Was there a range of activities? Were they appropriate?
Other comments on the lesson
How successful was the lesson? What is the evidence?
Could the lessons have been improved? If so, how?
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Activity 9 - P. 118
Individual interviews with two school teachers (a female and a male)
In your report consider the following
The specific roles and responsibilities of the teachers
Teachers’ perceptions of their roles and responsibilities
The challenges the teachers face
The roles teachers can play to enhance the quality of education in the school
Measures your university should take to better prepare student teachers for their
profession.
2.2 Teaching Practice in the School (Project)
As part of your school placement, you are required to teach two lessons in your subject area
preferably in different grades. Complete two lesson plans and evaluations for these lessons usingthe
following format.
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Activity 10 - P. 119
Report format
University Name of HDP candidate
Name of School Head /Director
Date Summary of activities Hours spent in school
I confirm that the above record is an accurate statement of the time I spent in school doingthe
school placement for the HDP.
Signature of candidate _ Date
I confirm that the above is a true statement of the school placement.
Signature of the Head of the Institution Date
This statement must be included in the Portfolio as evidence that the requirement for a school
placement has been completed for the HDP.
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
2.3 Final Reflection on School Placement
Activity 11 - P.120
To be completed by candidates at the end of the School Placement.
What did you learn from your school placement?
What did you learn about yourself?
How will your experience on your placement change the way you teach in your
institution?
How useful was your school placement for you?
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
3.1 Portfolio of Evidence - P. 125
The portfolio is required for moderation. It should include the following.
My HDL
Check
Evidence Check
A Three reflective activities showing development of reflective thinking
and its effect on practice
B 10 activities aimed at enhancing understanding of the relevant subject.
C Eight session plans (excluding projects and Educational
Institution/Organizational Placement) showing development of active
learning and assessment
D Records of four formal session observations by the HDL or HDT
E Managing Learning Project
F Educational Institution/Organization Placement Report
G Action Research Project
H Continuing Professional Development Plan
I End-of-module self-assessments and the Final Self-assessment
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
End-of-Module Self-Assessment - Module Four
Write a reflective comment on your overall performance and achievements inModule Four
How would you evaluate your overall performance in Module Four? Circle one.
PASS INCOMPLETE FAIL
Signature of candidate:_ Date: _
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Higher Diploma Leader/Tutor Assessment - Module Four
Observations and comments by the HDL on the Module Performance
1. General comments on achievement in this module
2. Please comment specifically on areas where you disagree with the self-
assessment.
Overall performance of the candidate in this ModulePASS INCOMPLETE
FAIL
Signature of HDL: Date
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
FINAL ASSESSMENT IN HIGHER DIPLOMA PROGRAM
Self-Assessment
Write a reflective comment on your overall performance and achievements in theHDP.
How would you evaluate your overall performance in the HDP? Circle one.
PASS INCOMPLETE FAIL
Signature of Candidate: Date: _
MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Higher Diploma Leader Assessment
1. General comments on achievement in the HDP
2. Please comment specifically on areas where you disagree with the self-assessment.
Overall performance of the candidate in the HDPPASS INCOMPLETE
FAIL
Signature of HDL: Date:
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
Appendix
Self-rating Scale for Candidates (To be completed by each candidate at the beginning and endof
the program)
The Scale is intended to assist candidates identify changes in the level (state) of their knowledge,
skill, and attitude prior to the program and at the end. The Scale comprises items which describe
teaching-learning processes in the classroom and related elements.
Instruction
For each of the entries in the following table, indicate your status by making an X mark underone
of the numbers.
1=Very Low 2 = Low 3 = Medium 4= High 5=Very High
Pre/Post Evaluation Tool
Status
Type of Competency Before HDP After HDP
1 2 3 4 5 1 2 3 4 5
1. Realizing the relevance of the vision, mission, and core values ofthe
university to classroom practice
2. Being a reflective/critical and analytic teacher
3. Utilizing various types of audio visual aids to promote teaching-
learning
4. Designing one’s own professional development plan
5. Communicating expectations to students
6. Implementing problem solving strategies
7. Identifying and catering to students’ individual needs
8. Setting learning objectives and determining prerequisites and
contents of a course
9. Applying a variety of methods to address the visual, auditory and
kinesthetic learners
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MODULE 4: PLACEMENT
ORGANIZATIONS
IN EDUCATIONAL INSTITUTIONS AND
2024/25
10. Selecting appropriate methods of assessing learning
11. Co-operating with colleagues in the areas of teaching, research
and community services
12. Identifying action research topics, conducting the research and
making interventions
13. Creating a conducive climate for learning
14. Organizing cooperative and collaborative learning
15. Organizing sessions in line with the course plan
16. Encouraging independent learning
17. Managing time efficiently
18. Collecting feedback from students and acting on it
19. Implementing continuous assessment
20. Constructing a variety of test items for summative evaluation
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