1. School practice Dragica Trivic

2. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad Practice should be seen as an integral part of the curricula – both across the courses and as a separate course – connected with psychological, educational and didactic courses. 1. During school practice students should be aware of different teacher roles of the teacher profession. 2. Provision of particular syllabus of school practice in the curriculum for subject teacher education, through which students - future teachers would build their own school experience.

3. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad 3. Develop syllabus of school practice so that:  Syllabus of school practice should integrate subject knowledge and pedagogical knowledge about teaching and learning and associates integrated knowledge with real school’s life.  Assignments during the practice are connected with programs of other STE courses and they integrate knowledge from different fields (subject knowledge and pedagogical knowledge) with a real situation in schools’ classrooms.  Students - future teachers have opportunities to become aware of different teacher roles and dimensions of the teacher profession and develop professional competencies.  Students - future teachers create their own pedagogical self – reflective, competent, autonomous, able to observe, plan, design, perform, do research etc.

4. FINDINGS AND RECOMMENDATIONS FROM TEMPUS MASTS CONFERENCE in Novi Sad 4. Regulation of cooperation between schools and universities and mentors’ activities in schools with the systemic support from Ministry of Education and Science (MoES can invite schools to apply for realization of school practice). 5. Development of criteria for mentors selection and specific education for mentors from schools. Selection and training for mentors should be done together with IEE inside the framework developed by expert group for novice teacher mentors so to provide connection with continuous professional development.  Emphasize should be on practice schools’ and mentors’ capacities building that would provide for continuous improvement of school-university cooperation aimed to continuous improvement of the quality of initial TE (i.e. teaching methodology staff…).

5.  Schools should be well equipped and have close connection with university.  Teachers-mentors should have:  experience (3 to 5 years or more),  qualifications (formal education for mentors done at University, i.e. at weekends) and  A certificate of passing the “application test” (includes test of personality), which should be created by University experts.  Additional financial support for mentor or less teaching hours per week.  It is very important that school teachers have intrinsic motivation to become mentors. Selected mentors could be included in some part of regular teachers’ education at University.

6. The role of school practice in STE  The basic idea is to integrate theoretical aspects of STE with practice during studies.  During the school practice students – future teachers should develop and practice the skills associated with teaching/learning process of subject/group of subjects, as well as with different roles of teacher as member of school team under the supervision of a mentor in a school.  Schools practice should enable students – future teachers to become familiar with the procedures and different activities of these institutions.

7. Roles of mentor in school  During the school practice mentor - teacher from school perform the following roles with aims to support and guide students – future teachers:  Observer: mentor observes student lessons preparation, implementation of lesson plan in classroom and process of monitoring and evaluating of pupils achievement  Provider of feedback: mentor discusses lesson plan, implementation of lesson plan in classroom, relations among teaching/learning aims and pupils’ activities, duration of teachers and pupils activities, possibilities for formative assessment….  Counselor: mentor gives student – future teacher specific advice and constructive criticisms related to performed lesson. Additionally, mentor is an example of professional behaviour for student – future teacher.  Manager: provides the school conditions necessary for a student work according to the aims of school practice.  Quality controller: ensuring pupils receive a minimum standard of competent teaching from the student – future teacher.

8. Responsibilities of mentor  Conduct a pre-lesson discussion with student – future teacher to clarify the learning aims, the relations among aims and pupils activities, the teaching strategies to be used, different approaches to and different levels of teaching and learning, identify key issues for special attention.  Supervise student – future teacher in the preparation and the realization of lesson plan.  Conduct a post-lesson discussion with students, analyse quality of performed teaching/learning process and reflect on the learning outcomes.  Enrich the school experiences of student – future teachers by involving them in activities other than classroom teaching, to promote an all-round experience of the school environment.

9. Responsibilities of mentor  In cooperation with university teachers ensures the consistency and integration of the theory and practice in school.  Facilitate reflective teaching and participate in discussions among students – future teachers and university teachers related to evaluation of preformed lessons.  Inform the university teachers about development of students – future teachers’ competencies, i.e. prepare report on the professional performance of the student (this report could be taken into account in determining the student’s final grade for the school practice). Also, he/she helps student to prepare portfolio during the school practice.

10. The school principals The school principals can play an important role in providing a satisfactory and fulfilling experience for student – future teachers by:  organising an induction for students – future teachers, to familiarise them with regard to school environment, daily operation of the school and procedures  inviting students to observe lessons conducted by various teachers  allowing students to take up classes taught by their mentor-teachers  involving student-teachers in various school activities such as performing the duties of a form/class teacher or helping with extra- curricular activities or taking substitute lessons  completing a report on the professional development of the students –future teachers during the school practice.

11. THE PROPOSAL OF SYLLABUS OF SCHOOL PRACTICE

12. SCHOOL PRACTICE I – 3 ECTS Description of contents/activities Introduction of the school and different roles and activities of teacher as a member of the school team. Practical tasks are related to the objectives and content of pedagogical- psychological basis of student - future teacher education: 1.Information about the responsibilities and composition of the management bodies in the school, professional bodies (in the field of subject and for planning and the development of school programs) and advisory bodies (parents' advice). Information about the structure of the employees in the school. Information on school policies and procedures at the school level.

13. SCHOOL PRACTICE I – 3 ECTS Description of contents/activities 2. Planning of the educational activities at the school level: preparation of the school curriculum preparation of an individual education plans and programs preparation of an annual work plan in accordance with the school calendar, and school development plan and school curriculum work with class community and student parliament with aim to support pupils’ rights, and to develop their obligations and responsibilities.

14. SCHOOL PRACTICE I – 3 ECTS Description of contents/activities 4. Monitoring and evaluating the quality of the educational activities at the school level. Information on the procedures and schedule of their performances. 5. Cooperation among the school and the various partners (from the local level and with parents). 6. The role of teachers as a leader.

15. SCHOOL PRACTICE II – 3 ECTS Description of contents/activities Practical tasks are related to the aims and methods of teaching specific subject/group of subjects. Include observation, practice of different roles of teachers, analysis of the relation among: aims and teaching/learning methods aims and activities activities and outcomes and standards of learning of a particular subject/group of subjects.

16. SCHOOL PRACTICE II – 3 ECTS Description of contents/activities 1.Roles and activities of the teacher: Observe and record all activities of teachers during a working day and talk to the teacher about his/her activities, interventions in the classroom, and the decision-making. Connect teachers and pupils activities with aims, outcomes and standards, monitoring the interdependence of teacher and student activities (interaction and communication among teacher and students regarding the content of the subject) and discussion with teacher about collected data. Analysis of the collected data on the activities of teacher in relation to different roles. Comparing the original assumptions about the profession of teachers and activities that were observed during school practice and through discussion with the teacher.

17. SCHOOL PRACTICE II – 3 ECTS Description of contents/activities 2. Observation of practices of monitoring and evaluation of pupils’ achievements (formative and summative). 3. Planning of the lessons. According to the aims, outcomes and standards, planning class activities (own and students' activities). Planning of the ways to monitor students’ progress toward learning aims (formative indicators and appropriate feedback for pupils). Analysis of lesson plan before performing the class (estimate if all objectives are covered by activities, the relevance of the planned activities, possible improvement of lesson plan before its implementation). 4. Implementation of the lesson plan. 5. Analysis of video-records of performed lessons. 6. According to the aims, outcomes and standards, planning the ways of monitoring and evaluation of pupils achievement. Assessing the quality of assignments.