BORANA UNIVERSITY
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES
HDP PLACEMENT REPORT AT SHALAKA JATANI SECONDARY
SCHOOL.
BY:
DAGNE TESFAYE DIDA (MA IN PSYCHOLOGY)
JAN, 2024
BORANA UNIVERSITY, YABELLO
1
Table of Contents
Content
Page
1.Institution /School placement activity schedule report format ........................................................... 1
1.2. Personal priorities .............................................................................................................................. 2
1.2.1. Before Placement......................................................................................................................... 2
1.3. After Placement.............................................................................................................................. 3
1.3.1. Reflection on the outcome: ............................................................................................................. 3
Priority 2: Teachers’ Lesson plan ............................................................................................................ 3
2.1 Reflection on the outcome: ................................................................................................................. 3
Priority 3: Students behavior ................................................................................................................... 4
3.1.Reflection on the outcome .................................................................................................................. 4
2.School Information: Report on School Placement............................................................................... 5
4. Lesson Observation format for School Placement.............................................................................. 7
5.Data Collection ....................................................................................................................................... 9
5.1. Interview with the School principals ................................................................................................ 9
5.2. Individual Interview with school teachers...................................................................................... 10
5. 2. Design, implement and evaluate .................................................................................................... 14
5.2.1. Planning and delivering the intervention ................................................................................ 14
5.3 Objectives of the intervention ...................................................................................................... 15
5.4. Evaluation of the intervention ..................................................................................................... 15
6.Report on school placement ................................................................................................................ 17
7.Final Reflection on School Placement ................................................................................................ 19
2
1.Institution /School placement activity schedule report format
University: Borana University Name of HDP Candidate: Mr. Dagne Tesfaye Dida
Name of School: Shalaka Jatani Ali Secondary School
Head /Director: Mr. Wako Kura
Days
Summary of activities
Delivery methods
Day 1: Mo1,
 Setting personal priorities for placement
 Setting objectives
 Observing the organization/situational analysis
 Developing data collection tool
 Collect data
 Analyze the data
 Prioritize the problems
Discussion
 Classroom teaching & Learning observation
 provide comments in Class teaching & Learning
 Prioritize the problems
 Planning for intervention
 Implement the intervention (participate in Class
teaching & Learning)
Teaching, Coaching & Mentoring to promote
Independent Learning & writing report
 Collect feedback from peer and the school director
 Training for social science department teachers on
the lesson plan preparation and implementation
 Evaluate the intervention
 Reflection on Organizational Placement
08/04/2016 E.C
Day 2: Tues1,
09/04/2016 E.C
Day 3, F1
12/04/2016 & Day 4:
Tus2
16/04/2016 E.C
Day 5: W1
17/04/2016E.C
Day 6: Th1
18/04/2016E.C
Day 7: Tus3
23/04/2016
Day 8, W2
24/04/2016E.C
Hours
spent in
school
1 Hr.
Observation
Interviewing
1 Hr.
Interview
observation
2 Hrs.
Observation,
Discussion, Practical
work
1 Hrs.
Discussion, Practical
work
2 Hrs.
Training
3 Hrs.
reflective portfolio
Discussion
2 Hrs.
I confirm that the above record is an accurate statement of the time I spent in school doing the
school placement for the HDP.
Signature of candidate _____________________
Date: 24/04/2016 E.C
I confirm that the above is a true statement of the school placement.
Signature of the Head of the Institution_________________ Date_____________
1
1.2. Personal priorities
Write down three personal priorities for your school placement. What do you hope to gain from
the experience?
1.2.1. Before Placement
1. List your priorities below. Write the expected gain in relation to each priority.
Priority 1: Students’ classroom participation
Reflection on the outcome: I expect that I will know how and at what level the students are
actively engaged in the classroom teaching and learning process.
Priority 2: Teachers’ Lesson plan
Reflection on the outcome: I expect to know how teachers’ could properly using their weekly
lesson plan in order to complete the annual lesson proportion at the
supposed time.
Priority 3: Students’ behavior
Reflection on the outcome: I expect if I would know how the students behave in the school and the
way they are treated.
2. What are your criteria for prioritizing the problems to carry out this school placement?
Problem
Magnitude
Frequency
Importance
Feasibility
Cost
Total
Points
1. Students’ classroom
5
5
5
5
4
24
2. Teachers’ lesson plan
5
5
5
5
5
25
3. Students’ behavior
5
5
5
4
4
23
participation
Possible Scoring System:
Scoring System:
Very low
low
Medium
Fairly High
High
1
2
3
4
5
2
1.3. After Placement
Activity 7. Write your reflection on the outcomes of each priority.
Priority 1: Students’ classroom participation
1.3.1. Reflection on the outcome:
In the teaching and learning process, students’ classroom participation is very important, which
is conducted through communication between teachers and students in the classroom. This is
when students ask and answer, attentively take part in group or pair discussions or presentations,
and give important feedback to a teacher. This process eases the way to work on improving
what’s missing or to enhance the process. During my placement at Shaleka Jatani Ali Secondary
School, one of my observational interests was to see what student participation looked like in the
teaching and learning process of the classroom. During my observation in the classroom of grade
9th B, even though there are fewer students who attentively follow teachers and actively take
part in classroom activities by answering questions and asking questions. The participation of the
students was very limited and not satisfied, and in comparison, the participation of female
students is much less than that of male students. This may be because the teaching methodology
used by a teacher is not student-centered, inclusive, or attractive.
Priority 2: Teachers’ Lesson plan
2.1 Reflection on the outcome:
Teachers’ lesson plans (daily, weekly, and annual) can act as a guide and provide the context to
prevent deviation and make the teaching-learning process interesting and acceptable for the
learners. Lesson design is usually done in two ways, which are known as the annual lesson plan
and the daily/weekly lesson plan. In the annual lesson plan, the teacher usually tries to design a
general plan to achieve the goals of an academic course in advance, taking into account the time,
facilities, and conditions, and imagining it briefly for himself. However, the daily lesson plan
gives the teacher the opportunity to predict the details of his work and activities using the annual
lesson plan, to determine his work method and lesson activities in advance, and to pre-determine
how he will study the lesson content. The lesson plan causes the teacher to carry out educational
activities in order one after the other in specific stages and times in a logical way and to base the
results of his subsequent activities. Therefore, without a lesson plan, what we are doing or about
3
to do feel odd since we don’t exactly know when we are supposed to complete our work. A
sessional and weekly plan basically helps in achieving the completion of the overall portion of
the subject.
During my visit to Shaleka Jatani Ali Secondary School, I could see that teachers do not have
lesson plan preparation; for this reason, the teachers of the school mentioned that they were
unable to prepare the 2016E.C. academic year annual lesson plan because of the change in
curriculum. In the interviews that I conducted, I was able to observe that the teachers said that
this incident was the reason why they did not prepare the weekly lesson plan. However, I have
seen some teachers prepare and use a weekly lesson plan even if they don’t have an annual
lesson plan, but they haven’t using it properly as planned to run on time. Therefore, this implies
that there is no smooth and similar work efficiency between teachers in the school, and at the
same time, you might face teachers who don’t care about it, and it can be understood that this
clearly affects the teaching and learning process of the school.
Priority 3: Students behavior
3.1.Reflection on the outcome:
Students behavior is the first thing to be controlled by each and every organ or stockholder in the
school, including teachers, school principals, students themselves, family, school committee, etc.
Since they are head of school administration, school principals are expected to take control of
student’s behavior in every aspect and have to facilitate a suitable environment that would either
prevent students from being misbehaving or teach them how to manage problems when they
happen. Comparatively, this year's students’ behavior didn’t interrupt the teaching and learning
process since there was no external conflict or relatively peaceful situation outside the fence, and
the procedure that the 12th grade national university entrance examination gave positively
enforced the students' attention and care in their education. Home room teachers and principals
are closely working on handling some minor conflicts between teachers, students, or teachers
and students. There are school discipline committees, students’ family counsel, and other related
organs that solve such problems in the existence of behavior-related things. However, some
students leave the school before the end of school hours, especially during the last two periods of
classes (5th and 6th), which is a problem that needs to be urgently addressed.
4
2.School Information: Report on School Placement
Name of school: Shaleka Jatani Ali Secondary School
Level of school: Secondary School Location: Yabello
Duration of placement: 2 weeks from 08 - 24/04/2016 E.C Total number of hours: 12 hr
Grade: 9 Section: B Number of students: Males, 31 Females, 36 Total: 67
Number of students with special needs: Males, 1 Females, 2 Total: 3
Student-teacher ratio in the school: 1:28
Average class-student ratio: 1:67
Proportion of girls to boys: 1.6:0.16
 Books and Equipment: Describe briefly the availability and utilization of books,
equipment and other teaching-learning materials in the school. Comment on the quality
and adequacy of the materials.
During our first observation at Shaleka Jatani Ali Secondary School, we were able to observe the
following in the school:
Because of the new curriculum changes, there is a lack of student text books; the students access
textbooks per student ratio of 1:6 (1 to 6), which is an observable challenge in the teaching and
learning process of the school. But in regards to the library and reference books, the school has a
good standard, and we were observing the given services for the students.
We were able to see the library setup and laboratories such as: a biology laboratory, chemistry
and physics laboratory, a pedagogy center, a computer laboratory, and a well-organized elearning center, and cultural center. This is expected to have a positive impact on the technologylearning process, especially for student-centered learning. If we look at the organization of the
laboratories, it is very interesting that for all the science subjects, the laboratories are
independently organized into their own sections, and based on the information we received from
the experts, it is enough for a secondary school standard.
According to the school principal, the main challenge associated with the laboratory is that the
rooms do not have a ceiling, which is very difficult in hot weather, and another challenge is the
lack of water supply in the laboratories; however, he stated that attention is being given to
solving these problems with the concerned bodies, stakeholders, and parents. We were also able
5
to observe this. Therefore, according to our observation, although it is not confident to say that
the school is fully equipped in terms of all necessary materials, the school's reach is the most
important educational facility for the teaching and learning process. However, during our
observation, we could observe that the school teachers do not use it well, especially in regards to
laboratories. We have noticed that the motivation among the teachers is very low. According to
the principals of the school, in addition to the above two challenges, teachers are not using the
existing resources properly, especially laboratory equipment, and great efforts are being made to
solve the problem. In addition, we have seen that the school is carrying out new and exciting
construction that will bring visual changes to the school.
Student Background: Describe briefly the social and economic background of the
students commenting on parental support, interest and expectations for their children’s
education. Mention details of drop-out rates, including any gender differences you find.
To identify the social and economic background of the students we were specifically emphasized
on one class room.
Our classroom observation was conducted in Grade 9 th -B at Shaleka Jatani Secondary School.
There are a total of 67 students in the classroom, and among those students, the majority's family
income depends upon livestock production/pastoralist and farming, which cover around 70%,
and the remaining students' parents are traders, workers, and have other different incomes. In this
regard, our survey indicates that around 67% of students' parents don’t have sufficient economic
capacity. Therefore, the majority of students’ parents have limited financial capacity to provide
enough educational material and facilities for their children to educate them well, which
obviously has a negative impact on their education. Only about 37% of the students in the
classroom live with their parents and directly attend their class from their home; up to 63% of the
students come from rural areas, and since they come from rural areas, they are forced to stay at a
student's hostel or house rent and continue their learning. So, we can easily understand that the
negative sides of the impact highly affect the students' academic achievement for different
reasons. In addition to this, most of the students' parents are not educated; although they are
highly interested and happy in educating their children in the school, there is a problem of
awareness about the educational material and facilities that are necessary and crucial for their
children, and they are also not ready to fulfill those materials on time. Therefore, they don't have
6
a close chain or interaction with the school, the principal, or the teachers as a parent or
stakeholder, and they do not provide the necessary educational facilities, guidance, or monitoring
that are necessary and have a positive influence on their children's academic achievement.
In regards to the student dropouts, we could not see any dropout figures in the class. Also, we
have not seen any difference in terms of gender between students, and there is almost equal
numerical data between men and women in the classroom and equal treatment.
4. Lesson Observation format for School Placement
Peer observer: Mr. Temesgen Deboch and Mr. Sileshi Argaw
Candidate: Mr. Dagne Tesfaye
Subject: Psyccholgy Date: 17/04/2016E.c
Title of the lesson: Adlerian theory and therapy Number of students: 23 Absent: no
Comment on teacher plan and activity and student activity:
4.1Teacher plan and activity:
 The teachers outlined SMART general and specific objectives.
 Utilized student-centered instructing strategy and empower to include all the
understudies.
 The educator utilized assortment of evaluation strategies to assist survey how much
information that the understudies had learned from the day's lesson.
 The instructor was able to control the lesson so that all understudies seem pay full
consideration to the lesson.
Student activity:
 Students were actively participated in group and paired discussions, asking and
answering questions
 The students were actively taking the given note and attentively following the given
explanations.
 The students were well-disciplined and actively engaged in the teaching and learning
process.
 Were all the students fully engaged? YES
7
 Was there a range of activities? YES (demonstrative question, discussion question and
homework questions)
 Were they appropriate? YES
 Other comments on the lesson: It was an interesting class as all the students
participate in the practical activities by their teacher order and advising.
 How successful was the lesson? Highly successful, since the teaching method was
student-centered.
 What is the evidence? We observed that the evaluation part, in which all students were
participated and responded the question.
 Could the lessons have been improved? No, the lesson was interesting because it included
all the components and the criteria that the lesson plan needed to fulfill.
8
5.Data Collection
5.1. Interview with the School principals
Date: 12/04/2016
Time: 30 minutes
Name of the school: Shaleka Jatani Ali Secondary School Level of the school: Grade 9 – 12
Name of interviewee: Mr. Wako Kura
Number of Teachers: 106
Position: School principal
Male: 82 Female: 24
Name of HDP Candidate (Interviewer): Mr. Dagne Tesfaye
Questions for the interviewee:
1. What are the main objectives/goals of the school?
As one of the secondary schools in Ethiopia, the main objectives are: providing the learner with
opportunities to acquire necessary knowledge, skills, and attitudes for the development of
themselves and the nation; providing students with a well-rounded education that prepares them
for higher education or the workforce; developing their intellectual, social, and emotional skills
while also fostering critical thinking, creativity, and independence; and producing competent and
problem-solver generations.
2. Do you carry out a training need analysis within the school? If yes, how is this
done?
Yes, we conducted training needs survey analysis. This is based on the problem in teaching and
learning process of the school, classroom observation and formal discussions forums.
3. What do you consider are the main training and development needs of the teachers
in this school?
Our teachers are very interested if they have the following training: pedagogical training; lesson
plan preparation; active learning methods and classroom management; assessment and
evaluation; professional development; and English language improvement training.
4. What relationship does the school have with your local university?
The school has relationship with Borana University in the past, especially in providing tutorial
classes in preparation for grade 12 students for university entrance examinations through
9
community services; the university’s teachers have supported us by teaching our students in
arranged tutorial schedule sessions. However, we want to work together more than this.
5. How could Borana University help you in the training and development of your
teachers?
Our interest from Borana University is helping in the training and professional development of
the school teachers in the following areas of training: Such as providing professional
development, pedagogy and teaching methodology, lesson plan preparation and English
language improvement.
5.2. Individual Interview with school teachers
Date: 16/04/2016 E.C Time: 30 minutes.
Name of the School: Shaleka Jatani Ali secondary school
School’s level: Grade 9-12
Name of HDP Candidate (Interviewer): Mr. Dagne Tesfaye ,
Individual interviews with two school teachers (a female and a male) in your report consider the
following
 The specific roles and responsibilities of the teachers’
 Teachers perceptions of their roles and responsibilities
 The challenges the teachers face
 The roles teachers can play to enhance the quality of education in the school
 Measures your university should take to better prepare student teachers for their
profession.
I interviewed two (a female and a male) teachers, Mrs. Genet Temesgen, who is an English
language teacher with long years of teaching experience in the profession, and Mr. Sufa Negare,
who is a chemistry teacher with long years of teaching experience in the profession, during
school placement at Shaleka Jatani Ali Secondary School, and they gave me the following
answer:
10
Interviewee1: Mrs. Genet Temesgen (Female)
The first question I raised for her was: What are the specific roles and responsibilities of
the teachers?
According to her response, the specific roles and responsibilities of teachers are:
 Teachers must be time-oriented and punctual.
 The teacher should have sufficient knowledge and skills for the lesson that he or she
teaches (subject matter knowledge);
 Having good classroom management skills, managing students’ behavior in the
classroom,
 Needed to have pedagogical knowledge on how to deliver his or her knowledge to
learners in the classroom, etc. are what she mentioned as the main areas of teacher
responsibilities.
 Planning and preparing lessons
 Researching and developing new teaching materials
The second question we forward for her was: How do you see teachers’ perceptions of
their roles and responsibilities?
She responded to the question by trying to compare the differences between previous
teachers and current ones; she explained that it is often seen that nowadays teachers
focus on their economic problems instead of their role and responsibility, and they go
into different efforts to solve their economic demands, and this is having a negative
impact on their professional responsibility and leads them to enter a dilemma.
Our third question was: What are the challenges teachers faces? She gave her response to
the question as follows:
Challenges that teachers will face:
 Students' academic ability to receive the lesson and the negligent attention of
students to education;
 Lack of educational resources such as books, especially now because of the new
curriculum, has become a great challenge.
11
 Student discipline and the negative impact of social media distorted students'
mentalities. And also, the teacher's economic problem with the current inflation has
made life very difficult.
The fourth question that we raised was: What role can teachers play to enhance the
quality of education in the school?
Mrs. Genet's response to this is as follows:
 Teachers should conduct adequate preparation and teach students by referencing
helpful guidebooks and references rather than only relying on students'
textbooks.
 Providing the lesson by using the student-centered teaching method and inclusive
mechanisms; students should be active participants in the classroom;
 Always be ready to help his or her students by providing tutorial classes and
narrowing the knowledge and skills gap among students.
The fifth and final question we asked was: What kind of measures can be taken to help
teachers make changes in their profession and help students? Teacher Gent's response
was:
 The school must meet adequate requirements.
 Work cooperatively and harmoniously or in a spirit of unity (team sprit among
co-workers and all stockholders);
 Teachers need to up-date their monitoring tactics;
 Likewise, she responded by saying that teachers can do better work and bring
about professional change through continuous professional training, upgrading
their educational level.
Interviewee 2: Mr. Sufa Negare, (Male)
The first question we raised for him was: What are the specific roles and responsibilities
of the teachers?
According to his response, the specific roles and responsibilities of teachers are:
 The teacher's work is determined by the hour, so the teacher must be faithful to the hour.
The teacher must lead with a plan.
12
 The teacher should use the time available to equip himself with knowledge and skills, and
for this, he should read and study and always be ready.
 Counseling and guiding students and monitoring as a parent should always try to change
the students; these are the main and primary responsibilities of a teacher.
The second question we put to him was: How do you see teachers’ perceptions of their
roles and responsibilities?
His response to the question was the following: Teachers differ in terms of fulfilling their
professional responsibilities. This can be seen from the perspective of shaping and
monitoring students' behavior, assuming that responsibilities belong to others, or avoiding
responsibility and assuming that it belongs to others. Sometimes it is observed that the
responsibilities of teachers are decided on teaching only after entering the classroom, which
causes differences in responsibilities between teachers to be noticed. Therefore, it does not
mean that a teacher will not fulfill his responsibilities.
Our third question was: What are the challenges teachers faces? He gave his response to
the question as follows:
The challenges teachers are currently facing are as follows:
 Falling quality of education;
 A student's unpreparedness and always being dependent on others
 Student misbehavior;
 Disrespecting the school hours
 Teachers not fulfilling their responsibilities properly; carelessness;
 The government's lack of attention and encouragement for teachers and a lack of
encouragement for teachers to conduct research are some of the challenges that can be
observed.
The fourth question that we raised was: What role can teachers play to enhance the
quality of education in the school?
Mr. Sufa's response to this is as follows: to maintain the quality of education,
 Teachers should use teaching methods that involve students.
 enable students to grasp the relevant knowledge and gain sufficient
understanding,
 doing work with a spirit of responsibility
 It is through self-evaluation, improvement, and striving to change.
 School principals, unit leaders, department heads, and teachers must work
together for a common goal with strong team spirit.
13
5. 2. Design, implement and evaluate
5.2.1. Planning and delivering the intervention
Based on our findings from the pilot survey, we were able to identify some training areas and
develop a plan with the school principals. In our discussion with the school principals, we were
able to discuss the work being done at the school, the major problems they were facing, and their
solutions. According to their explanation at the moment, the main challenge in the school is that
teachers go into the classroom and teach the lesson without lesson plan preparation, and the
situation negatively affects the teaching and learning process of the school. Hence, from our
discussion, we understood that we can play our important role in solving the problem by
engaging and giving training on the preparation and implementation of the lesson plan, which
will enable the problem to be addressed. Since our focus is to address the school's problems in
our best possible capacity, we were happy because that provided an opportunity to practice what
we had learned from the HDP, including session planning, preparation, time management, using
appropriate active learning methods, and more. Therefore, we have stated that our training will
focus on preparation and utilization of the lesson plan, and the school's principals have told us
that they are very happy with this and will facilitate the necessary conditions for its effectiveness
and work together in everything else. From this, we gave the training as follows:
 Title of the intervention (training /workshop): Lesson Plan preparation and Utilization
 Date and time: 23/04/2016 E.C
 Venue: Shaleka Jatani Ali Secondary School
 Number and description of participants: Male: 26
from social science departments
14
Female: 1 Total: 27; teachers
5.3 Objectives of the intervention

To update teacher’s skill in preparation and implementation of the lesson plan.

To update the skills to design the three domains and action verbs in the lesson
plan preparation.

To motivate the social science teachers applying SMART lesson with the studentcentered methods.
 Schedule: Afternoon (8:00 - 11:00)
 Active learning methods to be used: group discussion, pair discussion, reflection and
demonstration
 Resources required: Power Point note, Laptop, LCD projector, flip charts and Selected
lesson plan format
 Evaluation sheet for participants: lesson plan format preparation, group discussion and
presentation/micro-teaching.
5.4. Evaluation of the intervention
1. Were the training objectives achieved?
The training we gave to the school teachers on the lesson plan preparation and utilization was
very successful and it was able to achieve the goal of the training. This is evidenced by feedback
from trainee teachers and the school principals.
2. Were your planning and preparation sufficient?
Although the training given was very successful and achieved the intended goal; the training
cannot be said that the training is enough.
3. Were the training methods appropriate?
 Yes, it was appropriate, inclusive, and enabled us to achieve the goal.
4. What were the strengths and limitations of the training as evaluated by the participants?
 The strengths:
 All training participant teachers agreed and positively accepted the importance of
the training without exception.
15
 It was possible to reach a consensus among all teachers participating in the
training on the importance of the lesson plan in the classroom teaching and
learning process.
 The training gives teachers an opportunity to share their experiences with each
other.
 The training helped the trainee teachers to understand gaps that were not
previously covered in the lesson plan, even though they had many years of
experience.
 The school is able to pay for the cost of tea or coffee, roasted grain, and water for
the trainees at its own expense so that the training can take place.
 In addition to achieving the intended goal, the training gave us an opportunity to
strengthen the bond between the school and our university, and it was strongly
requested that such forums be strengthened in the future. It also increased the
motivation and interest of the teachers.
 Limitations of the training was:
 Some of the training participant teachers came late to the training or were
latecomers and lacked training hours.
16
6.Report on school placement
Date: 22/04/2016E.C
Time: Morning, 2:30- 4:30
Name of the School: Shaleka Jatani Ali Secondary School
Level of school: Secondary School (9-12) Location: Yabello
Duration of placement: 2 weeks from 08/04/2016 to 24/04/2016 E.C
Total number of hours: 12 hr
Name of the School Principal: Mr. Wako Kura
Position: School Principal
Number of Teachers: 106 Male 82 Female: 24
Name of HDP Candidate: Mr. Dagne Tesfaye Dida
University: Borana University
Grade level: 9th Section: B
Number of students: Males, 31 Females, 36 Total: 67
Number of students with special needs: Males, 1 Females, 2 Total: 3
Student-teacher ratio in the School: 1:28
Average class-student ratio: 1:67, Proportion of girls to boys: 1.16:0.16
Other school information
1. What is the total area size of your school? 10 hectare
2. How many buildings are there in the school? 19
3. How many classrooms are there? 52
4. How many laboratory rooms are there? 3
5. How many toilets are there in the school? Teachers;1 Students; 4
6. Does the school have enough sports facilities? Yes
7. Does the school have a teaching aid resource center? Yes
8. How many clubs are there in the school where students participate and develop their talents?
12 clubs
9. Presence of Sport filed: 3 Sport filed
17
Table 2: Summary of activities and Hours spent
Date
Summary of activities
08/04/2016 E.C
 Setting personal priorities for placement
 Setting objectives
09/04/2016 E.C
 Observing the organization/situational analysis
 Developing data collection tool
 Collect data
 Analyze the data
 Prioritize the problems
 Classroom teaching & Learning observation
 provide comments in Class teaching & Learning
 Prioritize the problems
 Planning for intervention
 Implement the intervention (participate in Class
teaching & Learning)
 Teaching, Coaching & Mentoring to promote
Independent Learning & writing report
 Collect feedback from peer and the school director
 Training for social science department teachers on the
lesson plan preparation and implementation
 Evaluate the intervention
 Reflection on Organizational Placement
12/04/2016 &
16/04/2016 E.C
17/04/2016E.C
18/04/2016
23/04/2016
24/04/2016E.C
Hours spent in the
School
1 Hr.
1 Hr.
2 Hrs.
1 Hrs.
2 Hrs.
3 Hrs.
2 Hrs.
I confirm that the report above is an accurate statement of the time I spent in the organization.
Signature of Candidate: __________________________ Date:24/04/2016
I confirm that the above is a true statement of the candidate.
School Principal name_________________ Signature: ____________Date: _____________
18
7.Final Reflection on School Placement
What did you learn from your school placement?
I have learned a lot from the placements I have attended over the last seven days in the last two
weeks. It has increased my awareness of the different types of teaching and learning methods.
I also think that the firsthand knowledge and experience I have gained by attending the settings
have improved my confidence, and the settings have improved my confidence and the skills
needed when working with practice. I observed and was able to identify the areas of school
limitations that need support for the future.
What did you learn about yourself?
I can provide simple technical support and conduct research to solve the existing problem.
How will your experience on your placement change the way you teach in your
institution?
 It will be good to identify the gaps. This will be important to fill this gap in my lecture of
lessons for the students.
19