FIELD EXPERIENCE

HANDBOOK
American University of Beirut - Department of Education

JULY 1, 2022
Field Experience Handbook – Revised, July 2022
Table of Contents
Page
Definition of Terms 2
Introduction 4
General Practice Teaching Learning Outcomes 5
Teaching Diploma/Diploma Learning Outcomes 5
Placement Procedures 7
Mentoring in Education 9
Mentor’s Role and Responsibilities 10
Role of Cooperating Schools 12
Cooperating School Representative’s Responsibilities 13
Methods /Practicum Course Instructor’s Responsibilities 13
Interning in Education 14
Intern’s Responsibilities 14
Programs and Their Field Experience Requirements Phase I & II 17
Teaching Portfolio for Phase I & Phase II 25
Award for Excellence in Practice Teaching 29
The Education Pledge 32
Appendices: Forms for Field Experience 33
Appendix A: Information about Intern 34
Appendix B: Intern’s Phase I (Methods Course) & Phase II 36
(Practicum) Record of Activities Form*
Appendix C: Phase I (Methods Course): Feedback on Intern’s 37
Performance
Appendix D: Phase II (Practicum) Progress Form 38
Appendix E: Final Evaluation of Intern’s Performance by 39
Mentor Phase II (Practicum)
Appendix F: Methods Course/Practicum Instructors’ Contacts 42
Appendix G: Department of Education: contact Information 43

1
Definition of Terms
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The Department of Education has established partnership with cooperating schools. Based on this
partnership experience, below are the definition of terms that surfaced from formal and informal
discussions about practice teaching in the Department of Education at AUB.
1. Field Experience: Field experience provides interns with the opportunity to apply knowledge,
expand their skills and develop a professional attitude. By the end of the interns’ field experience,
all involved, interns/mentors/university supervisors, should be able to say that an AUB Education
student is able to perform their professional responsibilities at high standards. Field experience
and practice teaching will be used interchangeably in this handbook.
2. Intern: An intern is a pre-service student teacher who is enrolled in a methodology / practicum
course in the Department of Education at AUB. An intern is an apprentice in the education field
who is learning the craft of teaching, special education and leadership from a mentor at a
cooperating school under the supervision of both the mentor and the course instructor. Typically,
an intern is not an employee nor is she/he a volunteer, but rather a professional teacher- in- the
making who is expected to fulfill all the tasks delineated in the Field Experience
Handbook. Interns are expected to conduct themselves as do other professionals in the school
settings to which they are assigned. For specific information about the role of interns, please refer
to the section on Interning in Education in this Field Experience Handbook.
3. Mentor (cooperating teacher): A mentor is a professional who has had a minimum of 2 years of
experience in the field of education (teaching, special education, education administration). A
mentor helps inspire interns to achieve their goals in their field experience. S/he is a professional
who has a wealth of knowledge to share with interns about the trials and tribulations of becoming
a professional teacher/special educator/leader. A mentor is expected to spend time with her/his
interns guiding their experience, learning from each other and engaging interns in teaching and
non-teaching responsibilities at the school. For specific information about the role of mentors,
please refer to the section on Mentoring in Education in this Field Experience Handbook.
4. Methodology Course: A methodology course is one of two courses, I & II, which interns take
before or concurrently with the practicum course. A methodology course provides interns with
theories and best practices in teaching/special education/leadership. A methodology course has a
core component which is field experience. Interns not only shadow their mentors but are also
expected to fulfill all field experience responsibilities as delineated in the field experience
handbook. Reflecting on methodology, topics, practices and issues arising in the methodology
course is an integral component. Methods I course is typically offered in the fall semester, while
Methods II course is offered in the spring semester.
5. Method/Practicum Course Instructor: A method/practicum course instructor is a faculty
member in the Department of Education at AUB. The course instructor keeps interns abreast with
recent developments in the field and assists interns in relating theory to practice; s/he is in charge
of designing their courses and following up on their interns’ field experience requirements. The
course instructor resolves interns’ emerging issues with mentor whenever the need arises. She/he
will visit the intern’s field experience site periodically and be available for consultation upon
request.
6. Micro Teaching: Microteaching is a teacher training technique which allows interns to practice
and refine their teaching skills in a low-risk, simulated or actual classroom environment. The

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purpose of micro teaching is to introduce interns to designing a 15-minute teaching activity and
implementing it under the supervision of the mentor. Interns are encouraged to do as many micro
teaching instances as their time permits.
7. Phase I and Phase II: Phase I extends from late August to late December → fall semester. Phase
II extends from late January to late May → spring semester.
8. Practicum Course: A practicum course builds on both methodology courses, I & II. It is meant
to provide interns with an intensive teaching/special education/leadership experience in a range
of school contexts. In their practicum, interns are expected to go beyond shadowing their
mentors; they take over the teaching-learning situation much like a professional teacher does
applying on site what these interns have learned from their mentors and course instructors in
terms of ‘content’ knowledge, professional knowledge, pedagogical skills and insights. Reflecting
on methodology, topics, practices and issues arising in the methodology course is an integral
component. Practicum courses are typically offered in the spring semester.
9. Cooperating School: Any educational institution which is willing to accommodate interns who
could be members of the school staff or not. Cooperating schools have clear policy related to
interns’ field experience and practicum and must select a school representative (SR) who acts as a
liaison between the school and Department of Education. For specific information about the role
of the school representatives, please refer to the section on School Represent in this Field
Experience Handbook.
10. Portfolio: a professional document which reveals the work of interns collected over their practice
teaching experience. It includes items such as: journals, projects, reflection papers and other
reports. For further description of portfolio components, please refer the section on Portfolios in
this Field Experience Handbook.

3
Introduction
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Welcome to the Field Experience Handbook, revision completed in June 2022. This Handbook is meant
to delineate to mentors, interns, cooperating schools and course instructors the expectations from and
logistics of the field experience in the Teaching Diploma (TD) and Diploma (D) programs in the
Department of Education at the American University of Beirut. Field experience is an integral component
in an intern’s preparation to transform into a professional teacher. Among the various activities that field
experience encompasses, but is not limited to, are different teaching methods and strategies, classroom
management techniques, roles and responsibilities of teachers, school culture, and diversity among
learners. In the undergraduate BA program, interns start their field experience from the first semester they
join the Department of Education where they are introduced to homeroom teaching and continue to
culminate in teaching subject matter. In the TD and D programs, interns follow the field experience
sequence of their selected program curriculum. It should be noted that field experience and practice
teaching are used interchangeably in this Handbook.
Overview of the Field Experience Handbook
➢ The Field Experience Handbook (FEH) describes the nature of the practice teaching process and its
related procedures in the Department of Education.
➢ FEH presents the Department’s view of mentoring and practice teaching.
➢ FEH presents the learning outcomes/expectations for practice teaching in general and each program
in specific.
➢ FEH delineates expectations from both interns and mentors at the cooperating schools.
➢ FEH is divided into two sections: the first section, Phase I, describes the Induction Phase; while the
second section, Phase II, describes the Practicum phase.
➢ In each Phase, a list of guidelines and responsibilities is provided for mentors and interns in order to
ensure the application of teaching and professional practices.
➢ Different evaluation forms and checklists are provided to help mentors assess and evaluate their
interns and report on their progress.

4
Field Experience/Practice Teaching: Learning Outcomes
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General Practice Teaching Learning Outcomes

Upon completion of their practice teaching experience at their cooperating school, interns are expected to:
1. Demonstrate professional communication skills with their students, mentors, teachers, and school
staff;
2. Transfer theory into teaching practices at the cooperating school exhibiting command on content
matter;
3. Deliver effective mini lessons and full sessions under the supervision of their mentors;
4. Perform professional teaching responsibilities as delineated in the Field Experience Handbook,
such as- but not limited to- preparing and implementing activities, initiating ideas for given
outcomes in the curriculum, communicating with parents in teacher-parents meetings (if
permissible), faculty meetings (if permissible), participating in professional school activities ,
assessing student performance, etc.;
5. Engage in professional activities at the cooperating school such as exhibitions, playground duty,
field trips, plays, bulletin boards etc.;
6. Engage in professional development activities at the cooperating school;
7. Be innovative, risk-takers and well-connected to student needs

Learning Outcomes, Elementary Education and Homeroom Teaching

By the end of the TD program in Elementary Education, students should be able to:
1. discuss theories in: child development, classroom management, and methodology of teaching and
learning in homeroom or subject matter. (Knowledge)
2. Analyze teaching reading methods, approaches and techniques in the elementary school.
3. Explain reading assessment methods and procedures in homeroom teaching or subject matter.
(knowledge)
4. Apply best practices of teaching in homeroom teaching or subject matter. (Skills)
5. Design lesson and unit plans based on the student-centered approach. (skills)
6. Develop age-appropriate assessment tools relevant to homeroom teaching or subject matter.
(skills)
7. Reflect on their practice teaching and field experience. (Skills)
8. Apply self-assessment and peer assessment based on teaching practices )Skills)
9. Demonstrate attributes of leadership and problem solving (attitude)
10. Demonstrate professionalism in the workplace (attitude)

Learning Outcomes: Mathematics Education/Secondary

Students are expected to:
1. Describe and demonstrate planning skills in elementary and/or intermediate school mathematics
2. Identify and reflect on classroom incidents such as:
a. Describe, identify, and demonstrate mathematics teaching strategies
b. Identify and critique classroom questioning techniques in math teaching
c. Identify and demonstrate motivational techniques in math teaching
3. Describe and critique communication in mathematics classroom
4. Describe and critique the role of technology in teaching mathematics in elementary and/or
intermediate school and apply dynamic software in the teaching of mathematics
5. Identify, practice and evaluate different approaches for teaching of problem solving and /or proof
6. Describe and apply alternative student assessment
7. Apply skills related to noticing students’ thinking

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Learning Outcomes: Science Education/Secondary
The methodology and Practicum courses aim to introduce students to, and give them an opportunity to
practice, a range of skills needed by the secondary science teacher including planning, instructional tools
and strategies and assessment techniques. In addition, the courses emphasize the importance of
continuous reflection as a process of professional development that begins during these courses and
continues throughout the teacher’s career. Specifically, after completing these courses students should be
able to:
1. Design teaching modules that take into consideration recent trends in science
education, the Lebanese curriculum content, and the characteristics of secondary school
learners.
2. Prepare assessment instruments aligned with instructional objectives and teaching
approaches.
3. Apply various approaches to the teaching of science at the intermediate and secondary
levels with emphasis on inquiry and cooperative learning
4. Explicate the merits of using different instructional methods and media in the science
classroom.
5. Reflect on their teaching
6. Modify curriculum materials and instruction to meet the needs of various student
populations.
7. Formulate a personal approach to the teaching of science.
8. Use effective research and writing skills
9. Use effective critical thinking skills

Learning Outcomes: Diploma in Special Education

Upon successful completion of the diploma, students will be able to:
1. Understand the various types and characteristics of students with special needs.
2. Discuss general methods, strategies and settings for meeting the psychosocial and educational
needs of students with various disabilities or giftedness.
3. Understand informal and formal assessment tests relevant to special education.
4. Demonstrate a skill in applying informal assessment techniques in the context of a regular
classroom and resource room.
5. Know and be able to use a variety of interventions and instructional strategies with
students with learning disabilities and/or talented.
6. Develop and select instructional content, resources, and strategies that respond to the child of
focus.
7. Teach a curricular unit that meets the individual student needs in the general education and
special education settings.

Learning Outcomes: Diploma in Education Management and Leadership (EDML)

The EDML Diploma students will be expected to:
1. Experience the real-life context of school leadership in Lebanon
2. Describe school organization and leadership using conceptual terminology
3. Describe the various functions of the school principal role based on their observations
4. Identify some of the daily challenges faced by school principals
5. Discuss some practical approaches to deal with the challenges faced by school administrators
6. Demonstrate basic data collection and data analysis-skills
7. Develop a personal theory of the role of the school principal and of effective leadership
8. Develop a plan for the first year as a novice principal
9. Design a personal professional development plan to work on the areas that needed
improvement

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Placement Procedures
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A- Fall Placement
Step 1: Early placement
❑ An orientation session is held which includes all method course professors and
interns who registered for methods courses for the fall semester (early placement). This session is to
be held in May before end of school academic year.

❑ In this orientation meeting, Methods Course Professors discuss with their students:
- purpose of field experience
- tasks and Responsibilities
- Interns’ Field Experience Handbook
- PTC Excellence Award
❑ Interns complete 2 online forms:
- school choice form
- bio data form
❑ Cooperating schools are requested to send:
- Their school policy regarding placement of student- teachers
- The name of PTC- school representative, his/her email and phone number
- The names of teachers who would like to serve as mentors, their emails and phone numbers. It
is expected that selected Mentors must be knowledgeable, have had an outstanding teaching
record, are willing to mentor interns, and have a minimum of two-year teaching experience.
❑ PTC Coordinator sends to School Representatives (SR) a list of interns’ names who have expressed
interest in doing their field experience at that school, the proposed grade level and area of
specialization.

Step 2: Placement

❑ PTC Coordinator sends to School Representatives (SR) an updated list of interns’ names who have
expressed interest in doing their field experience at that school, the proposed grade level and area of
specialization. This step is performed following the drop and add period at the beginning of the
academic year.
❑ School Representatives are expected to hold an orientation meeting with interns placed at their school
to familiarize interns with school policy regarding internship. Interns provide their academic schedule
to help SR assign the mentor.
❑ School Representatives send PTC Coordinator a list of interns with their mentors and grade levels.
❑ Each intern is placed with only one mentor at a given grade level.
❑ Interns’ placement should be completed within 2-3 weeks of starting a semester according to AUB
calendar.
❑ The Department of Education holds 1-2 workshops to support interns in their filed experience, main
topics include:
- Professionalism
- Communication skills
- Writing effective emails

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- Online tools

Step 3: Communicating with Course Instructors and Mentors

Course Instructors
Each method course professor is given a list of the names of:

❑ his/her interns, the schools where these interns are doing their practice teaching,
the names of the corresponding mentors, their phones and e-mails.
❑ school representatives are urged to directly communicate with the methods course instructor in
case any specific intern- mentor related issue needs to be addressed.
Mentors
Communicating with mentors could be done through:

❑ Arranged visits to cooperating schools. These meetings would involve all partners (method
course professors, mentors, school representatives, interns and principals, if possible).
❑ General meeting with mentors on campus

Step 4: Follow Up

During the Internship, a continuous collaboration between the PTC Chair, PTC coordinator, course
instructors and school representatives is maintained to:
❑ ensure that interns are provided with safe and healthy working environments.
❑ ensure that interns have completed appropriate fieldwork requirements.
❑ deal with any practice-teaching problems arising at school level
❑ provide interns with the necessary guidance and counseling in matters related to their placement.
❑ The PTC coordinator prepares a comprehensive report for the fall semester
❑ The PTC Chair calls for a PTC meeting which includes all method course professors and school
representatives.

B- Spring Placement
❑ Interns’ placement during spring semester, follows the same procedure as conducted during fall
semester.
❑ PTC Chair calls for a meeting to report on the placement of interns during
spring semester and get feedback from cooperating schools regarding interns’ performance and
discusses any possible suggestions from the floor
❑ The PTC coordinator prepares a comprehensive report for the placement of interns for the spring
semester.
❑ A remuneration report which includes all information about interns and their corresponding
mentors, practicum hours completed during the induction and practicum phases is submitted to
the chair of Education and Dean of Faculty of Arts and Sciences.
❑ Mentors receive a monetary stipend for their cooperation in accordance with a definite criterion
❑ A procedure has been developed to identify interns’ excellence in practice teaching. Awardees are
selected accordingly.
❑ An in-house reception for the Excellence in Practice Teaching awardees is organized by the PTC.

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Mentoring in Education
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The literature on mentoring pre-service teachers reports that mentoring is a complex social interaction
between mentor and mentee where both parties negotiate and construct professional purposes which
benefit the contextual set up of their collaboration (Fairbanks, Freedman and Kahn, 200). Mentoring
emerges as an interpersonal relationship which comprises 3 components that impact the success of a
mentoring relationship. These components are the relational (meaning it focuses on the relationship
between mentors and mentees), developmental (meaning it refers to how mentors and mentees develop
personally and professionally whilst aiming towards identified goals) and contextual (meaning it focuses on
cultural and situational features of the placement setting) (Lai, 2005 With this in mind, mentoring is
expected to incorporate explicit practices in order to be an educational and purposeful learning experience
to all involved (Giebelhaus & Bowman, 2002; Jonson, 2002) where students learn to apply the reflective
practice as a means for setting continued professional growth (Onchwari & Keengwe, 2008).

Further, the literature reports that effective mentoring is an interpersonal practice which empowers both
the mentor and mentee (Hall, Draper, Smith & Bullough Jr, 2008; Heirdsfeld, Walker, Walsh & Wilss,
2008). For mentors, constructive mentoring results in increased reflection on professional growth,
teaching practices, and impacting future teachers’ teaching craft (Heirdsfeld et al., 2008; Kostovich &
Thurn, 2006; Jewell, 2007; Walkington 2005a, 2005b). For mentees, the benefits of the mentoring process
are summarized in the mentees’ observing and sharing specific professional skills, receiving constructive
feedback about their professional progress and developing into reflective practitioners (Lai, 2005; Rajuan,
Beijaard & Verloop, 2008).

Interns’ expectations of mentors according to Maynard’s (2000) research are typically:

• Including them consistently
• supporting them through advice and feedback,
• being a role model to them.

Jones’ (2000) research study reports that mentees expected mentors to

• advise and train them
• be a colleague to them.

Zuckerman quotes a physicist talking about his teacher: “you tried to live up to him, it was wonderful to
watch him at work. Sometimes, I eventually did things the way he did” (p 125) (Zuckerman as cited in Gage
& Berliner, 1998, p. 248)
How Mentors Foster Interns’ Experience?
✓ By setting an example of how work is done effectively, that is, by being a role model of desirable
professional behaviors.
✓ By setting an example of how to deal with colleagues, the administration and school personnel.
✓ By setting an example of how to communicate with parents (In case school’s policy allows it).
✓ By assisting interns to plan, implement and experience effective work.
✓ By assisting interns to evaluate the work of others according to their (the mentor’s) standards.

Selection of Mentor

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The mentor is a coach, role model, and driving force who provides continuous supervision and support to
the intern. Cooperating schools are expected to select mentors who have the following attributes:
1. A minimum of a 2-year teaching experience;
2. Degree in an education field;
3. Willingness to mentor our interns;
4. Willingness to fulfill the responsibilities listed below;
5. Experience in mentoring pre-service teachers is an added value.

Mentor’s Role and Responsibilities

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The mentor plays a very important role in teacher training. Observing the mentor and performing classroom
activities as well as school activities (playground/ parents/ administration/ duties of the teacher/ supervision/
coordination) provide interns with firsthand experience of what teaching is like in a real school situation.
Following are some of the mentor’s responsibilities:
1. Before the intern starts his/her internship, the mentor:
✓ Discusses with course instructor the internship requirements
✓ Prepares his/her class for the intern’s practice teaching involvement

2. During Phase I, Induction, the mentor

✓ Familiarizes the intern with:
➢ The subject curriculum
➢ School premises
➢ School personnel
➢ School policies
➢ Methods of keeping attendance
➢ Grading procedures
➢ Report cards
➢ Classroom management procedures
✓ Involves intern in carrying out all non -academic tasks (extra-curricular activities / recess
duties) expected of them.
3. During Phase II, the actual teaching experience, the mentor:
✓ Provides the opportunity for intern to engage in various experiences as determined by the
course Instructor (these instructional experiences are found under the responsibilities of
intern).
✓ Checks intern’s lesson plans periodically. All work-sheets for students need to be approved
by the mentor.
✓ Checks intern’s correction of quizzes and exams (When correction is required).
✓ Encourages intern to use her/his own ideas.
✓ Allots time to discuss with intern their concerns and needs.
✓ Promptly informs the coordinator of Practice Teaching Committee Instructor/supervisor or
immediately when serious problems occur.
✓ Permits the intern to be responsible for management of the classroom.
Although mentor must often assist with extreme problems, intern needs to manage the
teaching period as much as possible.
✓ Provides the opportunities to interns to be in complete charge of the classroom (an
individual or small group for special education students).

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✓ Shares frequently his/her own evaluation of the intern’s performance with the
Instructor/supervisor.
✓ Evaluates the intern using a form provided by the instructor.
✓ Identifies and discusses intern’s strengths and weaknesses frankly, honestly and
professionally.

Acknowledging Mentor’s Contribution

The mentor’s contribution to the student teacher’s training is very essential and is acknowledged with the
following:
✓ A letter of appreciation provided by AUB’s Department of Education
✓ An invitation to the Graduation Ceremony
✓ Other possible recognition mechanisms as approved by the Department

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Role of Cooperating Schools in Supervising and Monitoring Interns’ Placement and Performance
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➢ Allow the intern to have the needed time to schedule regular meetings to discuss their progress and
any difficulties they may be facing.
✓ This is arranged between intern and supervising teacher as needed.
✓ Teachers share their schedules with interns and set various times to meet to give support and
feedback.
➢ Orient the intern to the work environment, school main policies (the ones that are of interns’
concerns mainly)
✓ Purposeful meeting with interns before their placement to go over policies and procedures. This
involves school discipline philosophy, curricular approach and the professional conduct
document that the school asks faculty to sign.
✓ Create a standard Letter of Confidentiality that the intern signs (regarding students’ files,
student behavior, school practice)
✓ Some schools ask teachers to sign some documents regarding expected behaviors within the
community.
➢ To make certain that students and staff, mainly academic, understand the presence and role of the
intern in the school.
✓ Teachers introduce interns to the school personnel.
➢ Encourage interns to participate in the school community activities.
✓ This could be done through Home Room teachers and subject area teachers.
➢ Encourage interns to participate in professional development experiences to improve and develop
their field-practice learning experience.
✓ Schools are encouraged to invite interns to attend all meetings and PD activities. Some of
these include pre-service PD and ongoing PD that occurs throughout the year (e.g. faculty
meetings etc.) and or school wide PD opportunities as appropriate.
➢ Encourage mentors to work with interns on teaching and learning tasks that are beneficial to their
progress in field-practice. This is done by
✓ Implementing the responsibilities delineated in the field experience handbook provided by
the Department and is published on PTC website.
✓ Encouraging interns to join the August training weeks provided by some schools.
✓ Providing individual time sheets or registering the number of physical hours that were
actually spent at school through attendance machine. This should help to keep track of hours
spent at school, finalize required practice teaching hours, and keep accountability in check.
➢ Following is a suggested log that mentors could use and share with intern’s course instructor:

Intern’s Name Mentor’s Name

Week 1 Date of intern’s visit Time of Intern’s visit Grade level

Week 2

Week 3

Etc…….

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Cooperating School Representative’s Responsibilities (CSR)
On the Practice Teaching Committee (PTC)
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The CSR responsibilities are categorized into three items: I. Being a Member on the PTC; II. Being the
Coordinator; III. Being the Liaison.

I. Being a Member on the PTC

CSR are invited to:
a. attend PTC meetings;
b. be involved in preparing for the Professional Day

II. Being the Coordinator

CSR are requested to:
1. become the reference point for mentors in their relevant schools in terms of the practice
teaching process;
2. organize monthly meetings with mentors and interns (and PTC Chairperson and Coordinator,
Whenever possible) to discuss the practice teaching process thus creating a ‘support group’
context;
3. If possible, host in their relevant schools a ‘practice teaching’ event for mentors and interns
placed in other schools.

III. Being the Liaison

CSR are encouraged to:
1. arrange for meetings between mentors and PTC Chairperson/Coordinator to collect and collate
feedback on the practice teaching process;
2. follow up problems that may arise during practice teaching and make contacts that need to be
made with the course instructors in due time;
3. Recommend to the Department cooperating teachers for the following academic year provided
this meets the approval of their relevant school administration.

Method /Practicum Course Instructor’s Responsibilities

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The primary functions of the Method Course Instructor include:

➢ Following up on student- teacher’s attendance and performance in the assigned schools.

➢ Observing each student teacher at least 2 times and providing the student teacher with a written
evaluation on his/her performance.
➢ Conducting an individual feedback conference session for each observation.
➢ Requiring lesson plans from the student teachers that are approved by the cooperating teacher.

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Interning in Education
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Interning in education is described as a professional learning experience which allows interns to immerse
meaningfully and practically in their field of specialization. Through this experience, interns are expected
to develop skills in teamwork, communication, time management, accountability, and problem-solving.
Internships by nature offer valuable experiences to interns by giving them a real taste of what the teaching
profession entails and the career that they have selected. Interning requires that interns work closely with
their mentors, learn the craft and secrets of the trade, and build a professional connection with the
school’s personnel and its culture.

It is of great significance for interns to apply what theoretical gains they acquire in their courses to the
applied professional settings they go through in their internship. The methodology and practicum courses
are meant to assist interns in understanding the process of learning and in encouraging self-directed
learning. For this purpose, in these courses, interns develop well-thought of lesson plans; write reflective
journals that analyze on-site critical issues and incidents; understand the stages of the internship; develop
a teaching/learning portfolio; articulate their teaching philosophy; and do micro and full session teaching,
among other activities.

Under experiential learning, reflecting is an integral component of learning and transformation; hence,
reflecting is fundamental in the internship program. Critical reflection is reported as the process of
deriving meaning from experience through raising and attempting answers to what is experienced or
observed such as "What is happening? Why? How could this be so? So what? How can this be
interpreted? Any theoretical support or explanation?" Reflecting can be demonstrated in class discussion,
oral presentations, journal writing, or structured assignments. The whole point is to think about what
interns are learning from their field experience. This is experiential learning! It surfaces a cluster of
theory, embedded in practice, and reflection. In summary, exercising reflection leads interns to grow
professionally. integrate what they are learning in their courses with what they are doing at the internship
site. [Link]

Phase I (Methods Course): General Intern’s Responsibilities

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Intern’s Responsibilities
Interns are expected to conduct themselves as do other professionals in the settings to which they are
assigned. Therefore, in Phase I, interns are expected to assume various responsibilities among which are:

1. Preparation of the portfolio file according to the guidelines provided in this document and any further
instructions from your methods course instructors.
2. Familiarity with the policies, rules and regulations of the cooperating school.
3. Familiarity with non-teaching tasks which are required from a classroom teacher such as bus duty,
lunch break, playground duty, etc.
4. If possible, completing a 3-5 day residency in the school/classroom early in the fall semester.
5. Attendance of all scheduled sessions with mentor. Should intern miss any scheduled session, he/she
needs to notify mentor ahead of time. The mentor is also requested to notify the intern in due time
should there be any change in his/her schedule.

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1. Objectives
Orientation and observation is an important part of the practice teaching experience. Through careful
observation of and interaction with experienced teachers at work and participation in the different
classroom activities, you, as an intern, will be provided with the opportunity to:
➢ Gain valuable insight into the teaching-learning situation.
➢ Become familiar with students, classroom routines, and with school policies and regulation.
➢ Become familiar with teaching methods and strategies of the mentor.
➢ Understand the continuity of the school curriculum, study the development of children, and
become familiar with the different teaching styles used by different teachers at different levels.

2. Guidelines
If school policy permits, interns should carry out the following experiences at least once:

➢ Take roll-call and record attendance

➢ Plan and arrange a bulletin board
➢ Distribute material, such as tests, work sheets etc.
➢ Keep record of homework assignments
➢ Set up demonstrations
➢ participate in field trip
➢ Assist with extra- curricular activities
➢ Attend faculty and parents’ meetings if invited
➢ Share students’ progress with parents
➢ Help with discipline problems
➢ Carry out mini teaching and tutoring

3. Code of Behavior
➢Be punctual.
➢Notify mentor when absent.
➢ Be available to help the mentor in the classroom/resource room whenever asked.
➢ Recognize that the mentor is the responsible person in the classroom / resource room.
➢Abide by the regulation and rules of the school system.
➢Be tactful and observe confidentiality.
➢Dress neatly in accordance with the standards of the cooperating school.

4. Requirements
During the orientation and observation phase, you are expected to:
➢ Spend a minimum of 2 hours per week throughout the entire Fall Semester.
➢ Observe different teachers at different levels as arranged by the mentor.
➢ Plan prior to teaching any lesson or unit.
➢ Implement micro teaching.
➢ Reflect on teaching practices as well as those of their mentor.
➢ Carry out a variety of teaching/classroom responsibilities.
➢ Develop skills of effective teaching.
➢ Attend to dress code.
➢ Conduct themselves according to the school’s expectation
➢ Fill out the Orientation and Observation Form included in your portfolio with the initials of
your mentor for each period.
➢ Play an active role by helping the mentor, whenever asked, with all the tasks required.
➢ Acquire information about:

15
A. the learners’
✓ Background
✓ Range of abilities
✓ Elements of strengths and weaknesses

B. the mentor’s
✓ Personality
✓ Style of teaching
✓ Classroom management techniques
✓ Relationship with students, colleagues administration and parents
➢ Focus your attention on the following topics and write your description comments and
reactions in reports included in your portfolio to be discussed with your method course
instructor. Separate your description from your comments and reactions.
➢ Observe and familiarize yourself with the:

A. Cooperating School’s
✓Neighborhood
✓Physical setting
✓Facilities provided: athletic field, laboratory, library, locker room, playgrounds etc...
✓Observe the hallways; are there displays and bulletin boards? What feelings do you
get as you pass classrooms? Are they inviting places? What is the noise level? What
is the activity level?
✓Policies and regulations of the cooperating school.
✓School personnel and school schedules.
B. Curriculum
✓ Examine textbooks and curriculum material such as handbooks, manuals and
resource materials used in your subject matter.
✓ Does the teacher have control of what to teach and how to teach it, or is this set by
the administration alone?
C. Classroom/Resource room
✓ The seating arrangement, presence and location of classroom aids
✓ The atmosphere in the classroom: Is it formal or informal? Do students like it?
✓ Is each classroom an island by itself?
D. Students
✓How do they enter the class? How are they called to order and dismissed from class?
✓Are they interested or bored?
✓Are they involved or inattentive? What is the range of students’ attention span?
✓Do they abide by classroom management rules? Which students seem to be more
aggressive and outgoing?
✓ Do changes in student grouping occur during the class period?
✓ Which students raise their hands most often and least often?
✓ Do they behave the same way in the hallways and playground
as they behave in the classroom? Explain why?
E. Mentor
✓ His/her personality: pleasant, friendly, posed, relaxed and confident? Does he/she
have an appropriate sense of humor? Is he/she patient and encouraging?
✓ His/her voice: Is it monotonous? Is it heard by all students?
Phase I (Methods Course): Suggested Portfolio Components

16
Field Experience Program Requirements
For BA & TD/D Programs
Go back to table of contents
The required field experiences in the teacher training programs at the Department of Education are spread
over different methods courses. During these courses students are exposed to a variety of teaching activities
both on campus and in cooperating schools. Activities such as micro teaching, simulation, seminars, etc. are
carried out at the Department of Education under the supervision of methods course instructors. Field
experiences, on the other hand, are carried out through pairing students with selected and qualified
cooperating teachers in local schools from the beginning of the academic year.

A. BA Program/Elementary Education

Methods Course Educ. Course Credit Hours Classroom Periods Per Course
number of Field Work
Method Course I Educ. 233 * 1 cr. hr. Minimum of 20 periods of orientation to
(Homeroom Teaching) teaching and other field experiences
activities
Practicum I Educ. 268A 3cr. hr Minimum of 60 periods of orientation to
(Homeroom Teaching) teaching and other field experiences
activities
Method Course III Educ. 245 & 251 1 cr. hr Minimum of 20 periods of orientation to
(/Language Arts) (Language Arts & teaching and other field experience activities
Methods Course IV social studies) for each methods course (Total for both
(Social Studies) courses: minimum of 40 periods)
Or Or
Method Course III (Math) Educ. 252/ 257 1 cr. hr
Method Course IV (Math & Science)
(Science)
Practicum I 3 cr. hr Minimum of 60 classroom periods of
(Homeroom Teaching) Educ. 268B practice teaching using the block-time
approach whenever applicable. Interns
perform the academic and non-academic
tasks progressing to full-time teaching
responsibilities.
Practicum II Educ. 268C 3 cr. hr Minimum of 60 classroom periods of
(Subject Matter) (language Arts / practice teaching using the block-time
Social Studies) approach whenever applicable. Interns
Or perform the academic and non-academic
Educ. 268D tasks progressing to full-time teaching
(Math/Science) 3 cr. hr responsibilities.
Total Minimum of 240 periods
* In Methods III and IV, interns whose emphasis is teaching of mathematics/ science and art/music in the
elementary school need to observe special arrangement of hours with course instructor and mentor in science and
art/music in order to complete field experience requirements.

17
Course Description
Methods Courses Fall Semester
Educ. 233 This course prepares homeroom teachers for taking overall class
responsibility as well as teaching the main areas of the primary school
Methods of Homeroom curriculum. Topics include language arts, science, mathematics, and social
Teaching studies teaching methods and activities. There is also focus on classroom
organization, planning of teaching and learning, resource selection and
management, and assessment and evaluation.
EDUC 268A Application of theories and development of homeroom materials and
Practicum in Elementary assessment. Guided and supervised homeroom teaching in schools.
School (Homeroom
Teaching) I
EDUC 245 A course on theoretical background and approaches to the teaching of
The Teaching of language arts (English or Arabic) in the elementary school; principles and
Language Arts in methods of teaching the language skills; includes classroom observation and
Elementary School micro teaching practices.
EDUC 251 A course on the theory and practice in methods of teaching history,
The Teaching of Social geography, and civic education in elementary school, with observation and
Studies in Elementary practice teaching.
School
EDUC 252 A course on the theory and practice in methods of teaching mathematics in
The Teaching of elementary school, with observation and practice teaching.
Mathematics in
Elementary School
EDUC 257 A course on the theory and practice in methods of teaching science in the
The Teaching of Science elementary school, with observation and practice teaching.
in Elementary School
Practicum Courses Spring Semester
EDUC 268B Observation and practice in homeroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School (Homeroom
Teaching)
EDUC 268C Observation and practice in classroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School
(Language Arts/Social
Studies)
EDUC 268D Observation and practice in classroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School
(Mathematics/Science)

18
B. TD Programs
1. Secondary Level

Methods Course Educ. Course and Credit Hours of Classroom Periods Per
number Field Work Course
EDUC. 243 (TEFL) Minimum of 20 periods of
Method course I EDUC. 253 (Math) 1 cr. hr orientation to teaching and
EDUC. 255 (Science) other field experiences as
indicated in methods course

EDUC. 244 (TEFL) Minimum of 40 periods of

Method course II EDUC. 254 (Math) 2 cr. hrs performing academic and non-
EDUC. 256 (Science) academic tasks on campus and
in the field.

EDUC. 261 (TEFL) Minimum of 60 periods of

Practicum EDUC. 262 (Math) 3 cr. hrs practice teaching. Interns
EDUC. 263 (Science) progress gradually to full-time
teaching responsibilities.

Total 6 cr. hrs Minimum of 120 periods

Course Description

Methods Course I Fall Semester

Educ. 243 A course on theoretical background and approaches to the teaching

of English as a foreign/second language; principles and techniques
The Teaching of English as a
of teaching the basic language skills; includes classroom
Foreign Language I
observation and micro teaching practices.

EDUC 253 A course on the pedagogical and mathematical basis of various

approaches in mathematics teaching in middle and secondary
The Teaching of Mathematics I
schools; includes demonstrations, classroom observation, and
applications.

EDUC 255 A course on the nature of science and its implication in teaching;
critical study of various science teaching techniques; survey and
The Teaching of Science I
practice in the utilization of instructional materials.

Methods Course II Spring semester

EDUC. 244 A course on the preparation and evaluation of teaching materials

through individual and group projects; guided and supervised
practice teaching in schools.

19
The Teaching of English as a
Foreign Language II

EDUC 254 An analysis and preparation of teaching/learning materials, plans,

and tests for mathematics teaching, including supervised practice
The Teaching of Mathematics II
teaching and individual and group meetings.

EDUC 256 A review of various science curriculum projects and programs;

curriculum planning, micro-teaching, and practicum in classroom
The Teaching of Science II
observation and teaching.

Practicum Course Spring Semester

EDUC 261 Practicum in TEFL Observation and practice in classroom situations under the
in Secondary School guidance of university course instructors and cooperating
schoolteachers.
Educ. 262 Observation and practice in classroom situations under the
guidance of university course instructors and cooperating
Practicum in Teaching Math in
schoolteachers.
Secondary School
EDUC 263 Practicum in Observation and practice in classroom situations under the
Teaching Science in Secondary guidance of university course instructors and cooperating
School schoolteachers.

20
2. Elementary Level
Methods Course Credit Hours of Classroom Periods Per Course
Field Work

Method course I 1 cr. hr Minimum of 20 periods of orientation to

teaching and other field experiences as
Homeroom
indicated in methods course
(EDUC 233)

Method course I 2 cr. hr Minimum of 20 periods of orientation to

teaching and other field experiences as
Subject matter
indicated in methods course in each area
Language Arts/Social Studies EDUC of emphasis. Total 40 periods for both
245/251, or courses

Math/Science EDUC252/ 257

Practicum I, II & III Minimum of 180 periods of practice

teaching for the 3 practicum courses 60
EDUC 268A, Homeroom I
periods each using the block –time
268B, Homeroom II 3 cr. hrs each approach. Interns perform the academic
practicum and non-academic tasks progressing to
full-time teaching responsibilities
Total 9 cr. hrs.
Language Arts/Social Studies 268C or
Math/Science 268D

Total 12 cr. hrs Minimum of 240 periods

Course Description / AUB Catalogue 2021/2022

Methods Courses Fall Semester

Educ. 233 This course prepares homeroom teachers for taking overall class
responsibility as well as teaching the main areas of the primary school
Methods of Homeroom curriculum. Topics include language arts, science, mathematics, and social
Teaching studies teaching methods and activities. There is also focus on classroom
organization, planning of teaching and learning, resource selection and
management, and assessment and evaluation.
EDUC 268A Application of theories and development of homeroom materials and
Practicum in Elementary assessment. Guided and supervised homeroom teaching in schools.
School (Homeroom
Teaching) I
EDUC 245 A course on theoretical background and approaches to the teaching of
The Teaching of language arts (English or Arabic) in the elementary school; principles and
Language Arts in methods of teaching the language skills; includes classroom observation and
Elementary School micro teaching practices.

21
EDUC 251 A course on the theory and practice in methods of teaching history,
The Teaching of Social geography, and civic education in elementary school, with observation and
Studies in Elementary practice teaching.
School
EDUC 252 A course on the theory and practice in methods of teaching mathematics in
The Teaching of elementary school, with observation and practice teaching.
Mathematics in
Elementary School
EDUC 257 A course on the theory and practice in methods of teaching science in the
The Teaching of Science elementary school, with observation and practice teaching.
in Elementary School
Practicum Courses Spring Semester
EDUC 268B Observation and practice in homeroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School (Homeroom
Teaching)
EDUC 268C Observation and practice in classroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School
(Language Arts/Social
Studies)
EDUC 268D Observation and practice in classroom situations under the guidance of
Practicum in Elementary university course instructors and cooperating schoolteachers.
School
(Mathematics/Science)

22
3. Diploma in Special Education
Methods Course Credit Hours of Classroom Periods Per Course
Field Work

Method Course I 1 cr. hr Minimum of 30 periods of orientation to teaching and

observations of a special education teacher in the
EDUC. 280
context of a regular classroom/resource room at the
pre-school and or elementary grade levels.

Method course II 1 cr. hr Minimum of 65 periods of performing academic and

non-academic tasks in coordination with the
EDUC. 281
cooperating special education teacher.
or
EDUC. 282

Practicum 3 cr. hr Minimum of 65 periods of practice teaching using the

block –time approach. Students progress gradually to
EDUC. 283 A
full responsibility of individualized educational
or planning and instruction of an individual and small
group of children with special needs.
EDUC. 283 B

Total 5 cr. hr Minimum of 160 periods

Course Description
Methods Course Fall semester
EDUC 280 The application and analysis of behavior change techniques with
Behavior Modification and exceptional learners in various educational settings. Theories and
Classroom Management applications of individual and group behavior management plans are
emphasized.
Methods Course Spring Semester
EDUC 281 Current theories, identification models and instructional practices
Learning Disabilities: Concepts, are analyzed and implemented into newly developed and/or existing
Identification, and Program interdisciplinary units of instruction that provide differentiated
Development learning for students with learning disabilities.
EDUC 282 Current theories, identification models and instructional practices
Gifted and Talented Learners: are analyzed and implemented into newly developed and/or existing
Concepts, Identification, and interdisciplinary units of instruction that provide differentiated
Program Development learning for gifted and talented students.
Practicum Course Spring Semester
EDUC 283A Supervised teaching experience to develop and demonstrate
Practicum in Special Education teaching competence for children with learning disabilities.
EDUC 283B Supervised teaching experience to develop and demonstrate
Practicum in Special Education teaching competence for gifted and talented children.

23
4. Diploma in Educational Management and Leadership (EDML)
This diploma program offers students several courses covering a mix of theoretical foundation presented

under many facets of leadership functions. There is a field observation/ action research component in all

specialty area courses.

The program includes only one predominantly 3 credits field base course Educ. 214

(Management in practice) that requires 30 hours of field work consisting of shadowing, interviewing and

observing multiple facets of school organization and leadership.

As administrative “apprentice”, students taking this course will have the chance to encounter the authentic

challenges of day-to-day life in educational settings and to build practical knowledge about the nature and

role responsibilities of a school administrator.

Methods Courses

EDUC 214 Management in Practice A course on managing, planning and organizing, and personnel
management; supervised training at AUB and practical experiences
in schools and other institutions, such as hospitals, technical
institutions, colleges, and universities under the supervision of the
course instructor and professional practitioners.

EDUC 224 Instructional Supervision Workshops in supervision methods at AUB and practical skills in
schools and other educational institutions, supervised by the course
instructor and professionals in the field; approaches to instructional
supervision for the generalist and specialist supervisor;
communicating, motivating, evaluating, and monitoring of staff
and professionals; promoting individual and group development,
and overseeing curriculum development. Annually.

Kindly, refer to EDML Handbook

24
A Teaching Portfolio
Go back to table of contents

Phase I (Methods Course): Suggested Portfolio Components

The portfolio is a record of your field experiences and your reflections on those experiences. You will
start constructing your portfolio during the fall semester (practice teaching/Field Experience Induction)
and complete it during the spring semester (practicum experience).
Field Experience Portfolio
The portfolio for the fall field experience will eventually contain notes on your observations in the
classroom and in the school in general, artifacts you collect at the school, related work samples from your
methods courses, and your own reflection on these artifacts and experiences. It is to your advantage to
keep it up-to-date. We suggest you organize your portfolio (file) for the field experience/induction phase
according to the following outline:
1. General School Information, Environment, Materials
This section will consist of a description in your own words of the school context (e.g., location, student
population, organizational structure, mission and philosophy, etc.). Your description will be enhanced by
the inclusion of artifacts you collect related to the school context. In addition, you will be asked to write a
reflection about the contents of this section.

2. Inside the Classroom

This section will contain your own objective and nonjudgmental descriptions of (a) the classroom
environment and norms, (b) your mentor, and (c) the students in your assigned class(es). Your
descriptions will be enhanced by the inclusion of artifacts you collect related to the above three areas. In
addition, you will be asked to write a brief reflection about the contents of this section.
3. Orientation and Observation Reports1
This section will contain your orientation and field experience forms signed by your mentor. If you keep a
journal of your observation experience or field notes, it would be appropriate to include them in this
section. This section will also include a written reflection on your 3-5 day orientation residency
experience (where applicable in methodology courses).
4. Curriculum
This section will contain a description in your own words of the nature of the curriculum used in the
classroom(s) you are observing. Your descriptions will be enhanced by the inclusion of artifacts (e.g.,
lesson plans, handout samples, units, etc.) you collect related to the curriculum. In addition, you will be
asked to write a brief reflection about the contents of this section.
5. Instruction
This section will contain a description in your own words of the nature of the subject matter instructional
approach(es) used in the classroom(s) where you are doing practice teaching and in other samples of

1
Your instructor may give you special forms to use. Otherwise, you will use the forms attached to this
document.

25
teaching you encounter. Your descriptions will be enhanced by the inclusion of artifacts (e.g., videotape
of teaching, instructional aides, descriptions of classroom materials, coursework, etc.). In addition, you
will be asked to write a brief reflection about the contents of this section.
6. Assessment
This section will contain a description in your own words of the many ways students are assessed both
formally and informally in the classroom(s) you are where you are doing practice teaching and in other
samples of teaching you encounter. Your descriptions will be enhanced by the inclusion of examples of
assessment tools (e.g., tests, quizzes, group projects, observation charts, etc.) and samples of actual
student work produced. In addition, you will be asked to write a brief reflection about the contents of this
section (You are required to write a minimum of 7 reflection papers which show how and why specific
(concrete) teaching experiences have affected your teaching practices (i.e. analysis of the experiences and
not anecdotal reporting). Reflection papers will be part of your portfolio but assessed separately.

Portfolio Checklist

Suggested Contents of Your Portfolio Included Not

Included

1. General School Information

2. Description of Classroom Environment

3. Orientation and Observation Reports

4. Subject matter Curriculum at cooperating school

5. Instruction Approach of Teaching

6. Assessment Procedures of mentor

7. Teaching philosophy of intern

8. Reflection papers of intern

9. Practice Teaching Forms

10. Other Artifacts (such as lesson plans, handout samples,

tests, projects, photographs of bulletin boards, audio visuals,
course syllabus, etc…..)

26
Phase II (Practicum): Suggested Portfolio Components
Portfolio
Practice Teaching Field Experience Portfolio (Spring Semester)
The portfolio for the spring practice teaching field experience will contain evidence of your
professional activities in and in your field experience classroom(s), and your reflection on what
you have learned from these experiences. You will be required to organize your portfolio (file)
for the practice teaching field experience according to the following outline:

1. Practicum Activity Record Forms

This section will contain signed and completed record forms for all required practicum hours.

2. Working Portfolio
This section will contain originals or copies of a set of assignments completed in Practicum.
Many of these assignments will form the basis for critical reflections contained in the
“Reflection” section of the portfolio. The list of required assignments will be given to you
during the spring semester. This list could include samples of student work such as materials,
lesson plans, tests, reflection papers, teaching philosophy, strengths/weaknesses, and teaching
materials (transparencies, audiovisuals, etc.). The working portfolio could be prepared in print or
digital copies.

3. Reflection
This section will contain a set of 4 or 5 brief papers in which you will be required to demonstrate
the level of professional knowledge in elementary/secondary education that you have gained
during the field experience year, as well as your ability to critically analyze and reflect upon
important components of subject matter teaching and learning. In your reflection papers, you
will draw upon information from entire year-long experience, including your observation
portfolio, your practice teaching experience, and your coursework at AUB. The specific
requirements for this section will be given to you during the spring semester.

4. Completed Progress and Evaluation forms

This section will contain three completed Intern Progress forms to be filled out by your
mentor(s) during the spring semester (beginning, middle, and end). This section should also
contain in a sealed envelope the confidential final Evaluation of Intern Performance forms filled
out by your mentor.

27
Portfolio Checklist

Suggested Contents of Your Portfolio Included Not

Included
1. Table of Contents

2. Your Teaching Philosophy

3. Reflection papers (You need to write reflection papers which

show how and why specific (concrete) teaching experiences have
affected your teaching practices (i.e. analysis of the experiences
and not anecdotal reporting).
4. Completed Progress Forms

5. Evaluation Forms

6. Other Artifacts such as lesson plans, handout samples, tests,

projects, photographs of bulletin boards, audio visuals,
curriculum, course syllabus, course assignments, etc…..

28
Award for Excellence in Practice Teaching
Go back to table of contents

AMERICAN UNIVERSITY OF BEIRUT

FACULTY OF ART AND SCIENCE
DEPARTMENT OF EDUCATION
Award for
Excellence in Practice Teaching
Spring 2022
(A) Purpose of the Award:
The purpose of the Award for Excellence in Practice Teaching is to recognize the outstanding performance
of interns in the Department of Education during their practice teaching experience at their cooperating
schools. The Award is meant to be an incentive for interns to aspire for excellence in their teaching practices
from the onset of their career.

(B) Eligibility:
All interns are eligible for the Award if
✓ they are Undergraduate (BA), Teaching Diploma, and Diploma students.
✓ they are recommended by their mentors based on their practice teaching performance in
methodology course II and the practicum.
✓ their course instructor endorses their mentors’ recommendation based on their performance in
methodology course II and the practicum.
(C) Nomination and Selection Procedure:
1. Based on intern’s performance in practice teaching in methodology courses (I & II) and the
practicum, mentors select interns who will be nominated for the Award.
2. Mentors fill out the Award Nomination form. Nomination should not be shared with the interns.
Mentor and School representatives sign the Nomination Form.
3. Mentors email completed Nomination Forms to the chair of the PTC. Deadline for receiving
nomination is last day of April. Kindly note that nominations emailed after this deadline will
not be added to the pool of nominees.
4. The PTC Chair and Coordinator compile nominees’ names and share them with the Department
chair and interns’ course instructors.
5. The intern’s course instructor accepts or rejects a nomination based on the nominee's performance
in methodology courses (I &II) and the practicum.
6. Mentors can nominate more than one intern if they meet the eligibility indicators.
7. If a practicum course is given by two instructors, then both instructors should decide on granting
the Award to a nominated intern. If there is no agreement between the two instructors, the intern’s
nomination will be rejected.
8. Department of Education will announce the awardees during second week of May.
9. Awardees’ names will be posted on the PTC website.
10. Department will grant awardees a certificate of Excellence in Practice Teaching.
11. Interns should be informed of this procedure at the onset of their practice teaching (Methodology
course I).

29
Nomination Form

Dear Mentors,
The Rating Scale below provides you with guidelines which should assist you in determining the intern’s
level of performance during their practice teaching and their eligibility to be nominated.
Indicators Always Sometimes Rarely Comments
Exhibited Exhibited Exhibited
A. Intern’s Personal Attributes
1. Is reflective

2. Is organized and takes

Initiatives
3. Is motivated and passionate
about teaching
4. Responds positively to
suggestions and feedback
5. Understands and respects
school culture
B. Professional Competence
6. Is cooperative with mentor
and students
7. Demonstrates competence in
content and its resources
8. Communicates clearly and
accurately (precise
terminology, connected
discourse, transition signals,
emphasis, etc.)
9. Attends regularly and
punctually
C. Instructional Competence
10. Delivers relevant and
creative lessons
11. Conducts a class effectively
(learning outcomes, timing,
feedback, monitoring,
assessment, students’ needs,
varied teaching strategies etc.)
12. Creates an environment of
learning, respect and rapport
13. Uses ICT effectively

14. Applies effective classroom

management techniques
D. Intern’s Professional Development
15. Engages in professional
development school activities
(co and extra- curricular).

Source: Some items in the checklist above were adapted from:

Eggen and Kauchak, 1996, Strategies for Teachers Teaching Content and Thinking Skills, MA: Allyn and Bacon
Danielson & McGreal, 2000, Teacher Evaluation to Enhance Professional Practice, VA: ASCD

30
Mentor’s Decision:
I, hereby, nominate Ms./Mr. ____________________________ for the Award for Excellence in
Practice Teaching.

Name of School Representative: Name of Mentor:

_____________________________ __________________________
Signature: Signature:
______________________________ ____________________________
Date:
________________________________

Name of School Representative: Name of Mentor:

------------------------------ ------------------------Signature:

31
Department of Education
Go back to table of contents

The Education Pledge

I pledge to lead the life of an educator,

To promote moral and academic excellence

I pledge to advance a learning environment,

To encourage students to venture, seek, and persevere

I pledge to be an instrument of inspiration

To transmit integrity, respect and trust

I pledge to dedicate myself to the welfare of my profession,

To nurture the aspirations of future generations

Written by Dr. Amal BouZeineddine

32
Appendices: Forms to be Used in Methods Course I and II and
Practicum Courses

33
Appendix A
Information about Intern

AMERICANUNIVERSITY OF BEIRUT
DEPARTMENT OF EDUCATION

1. Name of Intern ___________________________ Intern’s ID #: Number ________________

Date _____________________________________________________

Email: Telephone Number:

2. University Degree (other than AUB)

3. AUB Status

BA in Elem. Educ.

Teaching Diploma (TD)

Diploma (Special Educ./EMLD)

4. Courses Currently Taking

Course Number Schedule

5. Languages: Arabic ____________English ___________ French______________

34
Others: ____________

6. Teaching Experience (if any)

a. School ________________________ Years _________________________

b. School ________________________ Years _________________________

7. If currently teaching, specify

Name & Address of School ___________________________________________

Full-time _____________Part-time _____________ Subject _________________

Grade Level _____________________

8. Special skills/Hobbies _______________________________________________

9. Academic Advisor __________________________________________________

35
Appendix B
Intern’s Phase I (Methods Course) & Phase II (Practicum) Record of
Activities Form*

AMERICANUNIVERSITY OF BEIRUT
DEPARTMENT OF EDUCATION

Intern ___________________ Mentor __________________

Grade Level _______________ School ___________________
Fieldwork Date/ Mentor’s Activities Performed** Mentor’s Remarks
Visit # Time Initials

Intern’s Signature ________________Course Instructor’s Signature _________________

*This form should be filled out by both mentor and intern

**Examples of activities performed by intern: developed instructional material, taught part/ whole lesson, taught group
of students, checked on students’ application of concepts, prepared tests, developed lesson plans, corrected
homework/assignments, observed class teaching, design bulletin boards, participated in school activities etc…

36
Appendix C
Phase I (Methods Course): Feedback on Intern’s Performance

AMERICANUNIVERSITY OF BEIRUT
DEPARTMENT OF EDUCATION

Intern ___________________ Mentor__________________

Grade Level _______________ School ___________________

To Mentor*: Kindly provide feedback on the intern’s:

1. punctuality

2. attendance

3. initiative

4. performing expected practice teaching responsibilities

5. holding conferences with mentors

6. Other comments

*To be filled out twice during the course of the semester (midst and end of semester).

37
Appendix D
Phase II (Practicum) Progress Form

AMERICANUNIVERSITY OF BEIRUT
DEPARTMENT OF EDUCATION

Name of Intern ______________ Subject Taught ___________

Cooperating School ______________________ Grade Level _____________

To Mentor: You are requested to complete this chart three times during Practicum: at the beginning, in
the middle and at the end. Kindly use the spaces provided to comment and elaborate on the intern’s
progress each time you fill out the chart. Your comments will be shared with the course instructor who
in turn will discuss them with the intern in an attempt to help him/her refine his/her teaching skills.
Evident Not Please Elaborate
Evident
1. Competence in Subject Matter,
material preparation, teaching
responding to student questions, etc.
2. Communication Skills, language
use, quality of voice, questioning
ability, feedback, etc.
3. Organization Skills, Planning, and
Teaching Methods including adequacy
and quality of preparation, clarity of
learning outcomes, effective use of
teaching methods, variety in teaching
techniques, use of supportive material,
attending to students’ needs, time
management, etc.
4. Rapport with Students, ability to
motivate students, promoting higher
order thinking, attending to students’
intellectual and emotional needs, etc.
5. Classroom Management clear
techniques, handling conflicts,
proposing solutions, etc.
6. Additional Comments:

Date: ______________________ Mentor’s Signature __________________

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Appendix E
AMERICANUNIVERSITY OF BEIRUT

DEPARTMENT OF EDUCATION

Final Evaluation of Intern’s Performance by Mentor

Phase II: Practicum

Name of Intern:----------------- Name of Mentor:--------------------

School:---------------------------- Intern’s Area of Emphasis:---------------

Grade Level (s):----------------- Number of Lessons Taught by Intern:----

To Mentor:

The purpose of this rating scale is to evaluate the intern’s performance by the end of the Practicum
Phase. Kindly, fill out this form by checking the appropriate box next to each item and adding the scores
at the end of the form. Please use the key as indicated below. Thank you for your cooperation.

Final Evaluation of Intern’s Performance

Indicators Exemplary Proficient Developing Novice Comments

(2 point)
(4 points) (3 points) (1 point)

A. Intern’s Personal Attributes

1. Is reflective

2. Is organized

3. Is a role model to the students

4. Accepts comments and criticism

with an open mind
5. Communicates clearly and
accurately (precise terminology,
connected discourse, transition
signals, emphasis, etc.)

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6. Is positive, flexible and responsive

7. Shows professionalism

B. Professional Competence
8. Is clear about the goals and
objectives of practice teaching
9. Is cooperative with mentor and
students
10. Takes initiative

11. Demonstrates knowledge of

content
12. Proficient in language use

13. Demonstrates knowledge of

resources
14. Arrives to school and class on time

15. Understands and respects school

culture
Indicators Exemplary Proficient Developing Novice Comments
(2 point)
(4 points) (3 points) (1 point)

C. Instructional Competence
16. Prepares appropriate lesson plans

17. Conducts a class effectively

(learning outcomes, timing,
feedback, monitoring, assessment,
etc.)
18. Sets realistic expectations for
his/her students
19. Creates an environment of respect
and rapport
20. Demonstrates knowledge of
students
21. Assesses students’ learning
properly
22. Manages classroom routines

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23. Manages student behavior

24. Engages students in work

D. Intern’s Professional development

25. Seeks and engages in professional
development activities.
Total Score

Some items in the checklist above were adapted from:

Danielson & McGreal, 2000, Teacher Evaluation to Enhance Professional Practice, VA: ASCD

Eggen and Kauchak, 1996, Strategies for Teachers Teaching Content and Thinking Skills, MA: Allyn and Bacon

Name of Mentor:--------------------------------------------------

Mentor’s Signature: -----------------------------------------------

Date of Completing This Form:------------------------------------

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Appendix F
Methods Course/Practicum Instructors’ Contacts

Title Name Room # Phone Email

EXT. #

Dr. Rima Karami 3060 ra10@[Link]

Fisk Hall 103
(Chair, Department of Education)
Dr. Amal BouZeineddine 3065 bouzein@[Link]
Fisk Hall 123
(Chair,PTC)
Dr. Enja Osman 3073 ptc@[Link];
Fisk Hall 111
(Coordinator, OPTC) eo02@[Link]
Dr. Anies Al-Hroub Fisk Hall 251 3052 aa111@[Link]

Dr. Rabih El Mouhayar Fisk Hall 239 3096 re29@[Link]

Dr. Ghazi Ghaith Fisk Hall 109 3072 gghaith@[Link]

Dr. Murad Jurdak Fisk Hall 115 3075 jurdak@[Link]

Dr. Vivian Khamis Fisk Hall 125 3067 vk07@[Link]

Dr. Rola Khishfe Fisk Hall 235 3098 rk19@[Link]

Dr. Rola Balaa Fisk Hall 117 3067 robalaa@[Link]

Ms. Nidal Jouni Fisk Hall 237 3116 Nj45@[Link]

Ms. Zeina Misk TBD TBD zeinamisk@[Link]

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Appendix G
Department of Education
Contact Information

Beirut

Telephone: 00961-1-350000 ext: 3060 / 3061

Electronic mail: General Information: ptc@[Link] or dep@[Link]

FAX: 00961-1-74 4461

Postal address

American University of Beirut, Fisk Hall, Room 105, P.O. Box: 11-0236, Bliss Street, Beirut,
Lebanon

New York Office

Telephone: 001 212-583-7600

FAX: 212-583-7651

Postal address

American University of Beirut

3 Dag Hammarskjold Plaza

8th Floor

NYC, NY 10017-2303

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