Conditions and Requirements for Registration for the Field Training:

The student is allowed to register for the field training course after fulfilling the following requirements:

1. Finish 128 credit hours, including the requirements of the major, college, and university.
2. Not to enroll in more than 2 academic courses during the field training.
3. Finish the field training prerequisite courses.
4. Present a copy of the academic record showing the courses he has taken in the previous semesters, before getting the signature of the field training advisor/supervisor.
5. Fill in the initial field training application in the semester right before the semester of the field training, and present it to the field training supervisor.

Field Training Plan:

The objectives of the field training are to be achieved through the engagement of the student in teaching for a full academic semester, during which the pupil-teacher delivers the teaching curriculum assigned by the school administration over no less than 8 sessions, and no more than 12 sessions, along with the technical supervision of the Unit of Field Training at the Department of Special Education; in collaboration with the school’s management, teachers, and staff.

Field Training Procedures:

First: Registration of the pupil-teachers who have completed all their theoretical courses, in collaboration with the Deanship of Admission and Registration.

Second: Distribution of the pupil-teachers and their supervisors on the schools as per the systems agreed upon between the college and the Ministry of Education, and according to the following:

1. Supervisor’s preference: Preferred training schools as selected by the supervisor before the beginning of the academic semester, and in coordination with the Unit of Field Training at the department.
2. Student’s preference: Preferred residential areas as selected by the student in his Field Training Application.
3. The Department of Education’s selection of training schools, as agreed between the Department of Special Training and the Department of Education; represented in the Department of Special Education, to consider the following aspects while selecting the training schools:

• The department selects the schools/centers/institutes in which the student wants to conduct his training.
• The selected schools/centers/institutes should be located in the educational areas of the student’s residential area, as much as possible.
• The department should consider the size of the school/center/institute and the number of classrooms, and groups of trainees in each one of them.

Third: Preparation of pupil-teachers for the teaching process through holding comprehensive meetings by the pupil-teachers’ supervisors during the first week of each semester. And the attendance of the pupil-teachers to the preparation meeting in which the objectives of the training, its requirements, procedures, and necessary guidance are presented and discussed.

Attendance Regulations:

1. The pupil-teacher should attend no less than 75% of the training period of the semester. Whoever fails to achieve this percentage will fail the field training and will get Denial (D).
2. The pupil-teacher is allowed to drop a field training semester if he submitted an accepted excuse to the entity determined by the department, and during the timeframe determined by the executive regulations of the department. In such case, the pupil-teacher gets Excuse (E), and the semester is added to the remaining requirements before the student’s graduation.
3. The pupil-teacher should commit to attending the field training at the determined times of the school day, and as per the school’s regulations.

Field Training Program:

• The eighth-semester of the student’s plan is allocated for the field training. Equivalent to 6 credit hours of the student’s graduation plan.
• The duration of the field training is 1 semester (14-week).

First: Study Preparation Phase (1-Week)

1. Welcome the pupil-teachers in a networking session.
2. Introduce the field training phases and steps to the pupil-teachers.
3. Introduce the pupil-teachers to the school’s management, teachers and staff.
4. Conduct a field tour to get to know the educational environment of the school, such as: administrative offices, halls, laboratories, resources rooms, and so forth.
5. Introduce the schools’ systems, regulations, guides and curricula to the pupil-teachers.
6. Determine the communication tools to be used with the pupil-teachers, such as: cell phones, e-mails, meetings, supervisory visits, etc.

Second: Planning Phase:

1. Hold a meeting with the pupil-teachers at the beginning of the semester.
2. Hold a meeting with the university supervisor at the beginning of the semester.
3. Discuss the overall plan of the semester (Distribute the topics over the weeks of the semester)
4. Discuss the planning of the units and lessons presented by the university, and those implemented in the field, and align between them.
5. Discuss the teaching skills, strategies, reinforcement means, and evaluation regulations tools.
6. Discuss the proposed teaching techniques.
7. Discuss the problem-studying means, and guidance tools.

Third: Teaching Phase:

In which the cooperating teacher plays a gradual supervisory role over the pupil-teacher during the three teaching phases, as follows:

1. The pupil-teacher watches the cooperating teacher while he teaches, and assists him for 4 weeks.
2. The pupil-teacher participates with the cooperating teacher in teaching 50% of his sessions, for 4 weeks.
3. The pupil-teacher teaches on his own, while the cooperating teacher offers him guidance only, for 4 weeks.

• The cooperating teacher attends all previous teaching levels of the pupil-teacher and offers him guidance.
• The cooperating teacher trains the pupil-teacher on all teaching skills, strategies and techniques.
• The cooperating teacher trains the pupil-teacher on all evaluation regulations and tools.

Fourth: Evaluation Phase:

1. Regular evaluation with daily feedback. (Provide the pupil-teacher with information on his progress in the training)
2. Provide feedback after each phase of the previously mentioned teaching phases.
3. Present the pupil-teacher’s progress to the university supervisor and the school principal.
4. Participation of the university supervisor in the midterm evaluation of the pupil-teacher, using the Evaluation Form.
5. Participation of the university supervisor in the final evaluation of the pupil-teacher, using the Evaluation Form.
6. Assist the pupil-teacher in his professional growth through encouraging him to attend the professional meetings at the school and the ministry.

Field Training Time Plan as per the Cooperating Teacher System:

Remarks:

1. This plan is considered a general plan for all paths, and it is flexible depending on the nature of the specialization in each path.
2. The evaluation and grading of the school students is a joint mission between the pupil-teacher and the cooperating teacher during the semester.

To implement the Training Program, the pupil-teacher should fulfill the following:

• Finish the previous courses, especially the teaching methodologies course. In case of graduation, the student is allowed to enroll in 2 courses along with the Practical Education course, provided that these 2 courses should not be amongst the main courses required for the registration for the practical education course.
• Enroll in the practical education course (6 hours).
• The pupil-teacher should attend the last semester at the school, from the beginning of the school day to its end, for 5 days, for (Bachelor Students), at a rate of 15 sessions a week. And 3 days for (Diploma Students), at a rate of 9 sessions a week.
• The pupil-teacher should pass all the activities of the practical education starting from watching, to implementation within the individual implementation groups, performance development lectures and micro teaching practices.
• The relations and responsibilities of the practical education are many, however, they all are based on the principles of respect, love, and providing the teacher of the future with the skills and experiences he needs to perform his responsibilities and carryout his duty. Among these relations and responsibilities are the relationships of the pupil-teacher with his supervisor, cooperating teacher and the school in which he conducts his training.

Roles of the Field Training Supervisor:

The supervisor has a main role in guiding the student and following up on him, through the following:

1. Consult with the school principal on selecting the classrooms in which the pupil-teachers will conduct their practical teaching, when required.
2. Cooperate with the Office of Practical Education and the Supervising Professors, and the Ministry of Education Guides whom participate in following up and evaluating the students of the group of the Field Training Supervisor, to agree on the main lines of the evaluation process.
3. Review the educational plan and discuss it with the student.
4. Attend the teaching process of the student from its beginning till its end.
5. Discuss with the student, at the end of the session, his points of strengths and weaknesses with regard to the teaching process.
6. Evaluate the student after each visit using the Evaluation Form.
7. Send the Evaluation Forms after filling them in, at the end of each semester to the Practical Education Coordinator, and ensure matching the total mark of each section of the Evaluation Form with the overall mark.
8. Pay a number of visits to the student to follow up on his progress, and ensure that he benefits from the Supervisor’s guidance and mentorship.
9. Communicate any difficulty faced by any student in his teaching process, to the Practical Education Coordinator in order to form a special committee to provide the student with the needed support and guidance.
10. Keep a private record for the practical education table, and his remarks on the lessons delivered by the student.