SCHOOL OF EDUCATION

DEPARTMENT OF EDUCATION
ARTS/SCIENCE

COMMUNITY EXPERIENCE PRACTICUM LOGBOOK

NAME OF STUDENT TEACHER: ………………………………………… REG.NO: ……………………………….

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 PREAMBLE

Teaching practicum is an exploration real teaching profession under the guidance of a Cooperating teacher. In
addition to professional responsibilities like consultations, being on duty, training for extracurricular
activities, seminars, and more, it entails the student teacher preparing for and supervising actual teaching
under the guidance of a cooperating teacher assigned expressly for this purpose. There are numerous
configuration options. In the sciences, for instance, a teaching practicum can involve creating,
supervising, and tutoring laboratory experiments. In addition to receiving the advantages of mentorship
from a cooperating teacher, the student teacher gains real-world experience. Opportunities to interact
with students in the school and community are given to the student teacher in a variety of ways: Prior to
beginning their actual teaching practice, it first helps the student teacher to grasp and put into practice all
of the concepts, principles, skills, and values. Secondly, the teaching practicum contributes to the
identification of a successful classroom teacher. Finally, the student teacher will not only be competent
in the classroom but also have the ability to manage extracurricular activities. In conclusion, the program
provides the student teacher with the fundamental experiences outlined in the Competency-Based
Curriculum, enabling them to enhance their professional competencies.

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PRACTICUM DIARY
TEACHING SUBJECTS

Dates (dd/mm/yyyy): From …………………………….. To: …………………… Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PART II –To be filled by the Cooperating teacher

Comments
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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 LIBRARY

Dates (dd/mm/yyyy): From …………………… To: ……………………………… Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENTS

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: ………………………………………….. REG. NO: ………………………… DATE: …………………

PART II – To be filled by the librarian

Comments
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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………..

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 CURRICULUM DEPARTMENT/DEAN OF STUDIES OFFICE

Dates (dd/mm/yyyy): From………………… To: ……………………………… Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/ OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: ………………………………………….. REG. NO: ………………………… DATE: …………………

PARTII–To be filled by the dean of studies/Head of Curriculum Department

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 ACCOUNTS OFFICE

Dates (dd/mm/yyyy): From ………………………To: ………………………………. Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: ………………………………………….. REG. NO: ………………………… DATE: …………………

PARTII–To be filled by Bursar/ Account’s officer

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 CO-CURRICULAR OFFICE

Dates (dd/mm/yyyy): From……………………… To: ………………………………. Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by co-curricular Master/Mistress

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 BOARDING

Dates (dd/mm/yyyy): From………………………To: ……………………………….Grade/Level………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Barding Master/Mistress

Comments

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NAME: ……………………………….. SIGNATURE& STAMP: …………………………….. DATE: ………...

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 KITCHEN
Dates (dd/mm/yyyy): From………………………To: ……………………………….Grade/Level………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Caterer/Cateress

Comments

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NAME: ……………………………….. SIGNATURE& STAMP: …………………………….. DATE: ………...

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 DUTY ROTA

Dates (dd/mm/yyyy): From………………………To: ……………………………….Grade/Level………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Cooperating Teacher

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 CLUBS AND SOCIETIES

Dates (dd/mm/yyyy): From………………………To: ……………………………….Grade/Level………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Patron clubs and Societies

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 LABORATORY

Dates (dd/mm/yyyy): From………………………To: ………………………………. Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Cooperating Teacher

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 COMMUNITY ENGAGEMENT

Dates (dd/mm/yyyy): From………………………To: ………………………………. Grade/Level ………………..

PART I - to be filled by the student teacher

DAY WORK DONE/OBSERVATION COMMENT

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

NAME: …………………………………………..REG. NO: …………………………DATE: …………………

PARTII–To be filled by Cooperating Teacher

Comments

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NAME: ……………………………….. SIGNATURE & STAMP: …………………………….. DATE: ………...

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 GENERALOBSERVATIONS

Observations by student teacher

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NAME: …………………………… REG.NO: ……. SIGNATURE: ………………. DATE: ………

Observations by cooperating teacher

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NAME: ………………… DESIGNATION: ………… SIGNATURE & STAMP: …………….DATE: ………

Comments by University Supervisor

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1. NAME: …………………………… SIGNATURE& STAMP: ………………………. DATE: ………

2. NAME: …………………………… SIGNATURE& STAMP: ……………………….DATE: ………

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 GUIDELINES FOR THE COOPERATING TEACHER

1. ASSIGN THE STUDENT TEACHER TO AN EXPERIENCED OFFICER in the following areas/offices in

your institution for at least one week in each office/area:
(i) Teaching subject
(ii) Institution’s library,
(iii) Bursar’s office,
(iv) Kitchen,
(v) Curriculum/dean of studies’ office,
(vi) Co-curricular activities, Boarding, clubs and societies
(vii) Laboratory(where applicable), and
(viii) Community engagement.
2. AT YOUR OFFICE: let the student teachers physically attend at least TWO of your lessons; observe your teaching
methodology, allowing him/her to ask any relevant questions after the lesson. You may also assign him/her any non-
teaching roles of your choice before, during and after your actual teaching. This may include but not limited to;
setting/marking quizzes, marking student register, setting up practical, preparing instructional materials etc.
3. AT THE LIBRARY: Through your guidance, let the student teacher gain skills from the librarian on library
organization and management, taking note of any challenges experienced by the library users
4. AT THE BURSAR’S OFFICE: Through your guidance, let the bursar teach the student teacher the various
financial records available therein, allowing him/her enter data in non-sensitive documents, under the supervision.
5. AT THE LABORATORY: Under supervision of the laboratory technician, let the student teacher observe and learn
the various activities/aspects of laboratory management. The laboratory technician, in consultation with you, may
assign the student teacher some roles e.g. setting up experiments, cleaning apparatus, filling record books,
supervising students during experiments etc.
6. At the KITCHEN/ hospitality department, let the caterer, cateress teach the student teacher the various aspects of
kitchen activities, organization, management etc.
7. AT THE CO-CURRICULAR OFFICE: Through your guidance, let the head of curricular activities attach the
student teacher to any sport of their choice, contributing to or learning about coaching, officiating, student discipline,
preparation for competitions etc.
8. DUTY ROTA: Through the relevant office, let the student teacher be assigned to the school duty rota, under
guidance from the main teacher on duty.
9. COMMUNITY ENGAGEMENT: Let the student teacher, through the relevant office interact with the community
by taking up some roles of your choice e.g. during parents day, AGM, community outreach etc.
10. At no point should the student teacher engage the learners in your institution directly or indirectly without your
supervision or permission.

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 SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATION ARTS/SCIENCE
PRACTICUM OBSERVATION GUIDE
Reg.No………………………Name of the student teacher………..………………………….
Institution…………………… Period…………………………………………………………………
Key: 5-Exceeds Expectations (EE), 4-MeetsExpectations (ME), 3-Approaching Expectations (AE), 2-
Below Expectations (BE), and 1-Far Below Expectations (FBE). Tick [√] Appropriately

PERSONAL ATTRIBUTES EE ME AE BE FBE Comments

i. Punctuality (Arrival at school, meetings, 5 4 3 2 1
class & assigned duties, meets set
deadlines)

ii. Modesty in dress code 5 4 3 2 1

(As per the TSC Code of Regulations of
2015)
CORE COMPETENCIES
i. Communication and collaboration 5 4 3 2 1
(Speaks clearly, shows confidence,
listens, asks questions, learns from
others, is passionate/enthusiastic, shows
respect, self- motivated, interested in
teamwork)
ii. Creativity and imagination 5 4 3 2 1
(Able to improvise, Focused, curious,
generates new ideas etc.)

iii. Critical thinking and problem solving 5 4 3 2 1

(Solves problems, offers alternative
solutions, pay attention, seek clarification,
is flexible, adapts to different situations,
reflects and assesses etc.)

iv. Digital literacy 5 4 3 2 1

(Operates digital devices, uses technology
in a variety of ways, observes

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 Safety while using digital devices, diagnoses
and Fixes faults in digital devices)

v. Self-efficacy 5 4 3 2 1
(Shows interest in learning, portrays a
sense of self-worth, shows resilience
after setbacks, embraces challenges, is
persistent and committed)

vi. Learning to learn 5 4 3 2 1

(Is organized, self- disciplined, develops
new working relationships, Adjusts
accordingly)

vii. Citizenship 5 4 3 2 1
(Adheres to regulations, respects those in
authority, cares for environment,
appreciates school culture, participates in
school activities both inside and outside
the classroom, participates in community
service, accommodates others, observes
chapter six of our constitution etc.)

viii. Core values 5 4 3 2 1

(Portrays caring attitude, resolves conflicts,
displays trustworthiness, respects others,
honest, displays humility, open-minded,
puts the interest of others before own
interest, is patient)

TOTAL (OUT OF 50)

General comments of the cooperating teacher

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Teacher’s/supervisor’s Name …………….. Signature ………………… Date ………………………

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 PRACTICUM REPORT SCORE SHEET
(Student Teacher Practicum Report writing guide)
1. COVER PAGE: Identification details (2marks)
2. PRELIMINARY PAGES (12marks)
Declaration page (1mark)
Acknowledgement (1mark)
Dedication (1mark)
Table of contents (2marks)
List of tables (1mark)
List of figures (1mark)
List of abbreviation and acronyms (1 mark)
Definition of terms (2 marks)
Executive Summary (2marks)
3. SECTION1: INTRODUCTION: School/TVET Profile (12marks)
1.1. Geographical location (2marks)
1.2. Historical background (2marks)
1.3. Vision (2marks)
1.4. Mission (2marks)
1.5. Core values (2marks)
1.6. School structure (2marks)
1.7. Details of placement department (4marks)
4. SECTION2: PRACTICUM EXPERIENCES (20 marks)
2.1. Purpose, set of learning outcomes and general activities undertaken (3 marks)
2.2. Specific activities undertaken (3marks)
2.3. An analysis of learnt knowledge and applied skills (6marks)
2.4. A profile of skills and competencies gained/acquired (3marks)
2.5. Observations and critique: (what learned; what not learned; relevance of experience to training etc.)
(5mrks)
5. SECTION3 (10 marks)
3.1. Summary (4marks)
3.2. Conclusion (3marks)
3.3. Recommendations (3marks)
6. REFERENCES (citation of sources used in report if any) (2 marks)
7. APPENDICES (relevant attached) E.g. Logbook, charts etc. (2 marks
8. NOTE: The report should be typed (Times new roman font 12; 2.0 spaced), bound (spiral) and submitted
within one week upon reporting for the new semester.
 The Practicum report will be marked out of 60%
 Cooperating teacher will constitute 50% of the total mark for the course.
 University Lecturer assessment will constitute 50% of the total mark for the course

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 CHECK LIST FOR CLASSROOM OBSERVATION GUIDELINE
CLASSROOM OBSERVATION CHECKLIST
1. Planning and Lesson Organization
1. What factors are taken into consideration by the cooperating teacher to plan a daily schedule?
2. What type of planning does your cooperating teacher do on daily basis?
3. Do they use their lesson plan on a daily basis?
4. How has classroom organization utilized the space available to maximize student learning?
5. How would you set up the room? Explain your choices.
6. What skills does your cooperating teacher think you will need to best prepare for student teaching?
2. Introduction and Effective Content Delivery
1. How does your cooperating teacher engage the students at the beginning of a lesson?
2. Give an example of a clear explanation by the cooperating teacher. What made it clear?
3. How does your cooperating teacher manifest mastery of content in line with the syllabus?
4. Does your cooperating teacher have lesson notes? Does he/she use them during the lesson?
5. How does your cooperating teacher conclude each lesson?
6. Does your cooperating teacher cover the lesson within the stipulated time? What is the significance of this?
7. What are some of the differences and similarities that you notice between this classroom and what you
remember about your own experience at the same form?
8. How will you use this information as you plan your own lessons?
3. Student Engagement and Communication
1. How did your cooperating teacher make the lesson objectives clear to the students?
2. What methods did your cooperating teacher use to engage the students?
3. How effective were they? Cite examples.
4. How did your cooperating teacher assess the success of the lesson?
5. Look at the corrected assignment. What type of feedback does your cooperating teacher provide?

4. Classroom Management
1. What classroom management techniques were used during the lesson?
2. Which do you think are the most and least effective?
3. Explain why by citing evidence in support of your view.
4. How does your cooperating teacher assist the students with transitioning to new activities?
5. Why is transitioning important to classroom management?

5. Student Assessment and Evaluation

1. What types of assessment does the cooperating teacher use to analyze learning outcomes?
2. How are they evaluated in your subject areas?
3. How different is this evaluation from the one done by KNEC, County and Sub-County Subject Panels?
4. Based on assessment information, what considerations will you keep in mind as you plan your lessons?
5. What are your recommendations on how learning outcomes in your teaching subjects can best
be assessed and evaluated?

6. Promoting Core Values and Competencies

1. What knowledge have you gained from this experience?
2. How will you use it during your actual Teaching Practice?
3. How has this experience helped you become more aware of the needs of students?

7. Handling the Challenges

1. What does your Cooperating Teacher think are the greatest challenges in teaching?
2. What does he/she do to handle them?
3. Describe the challenges you faced while interacting with learners.
4. What do you think are the greatest challenges in teaching? How will you handle them during the actual Teaching
Practice?

8. Self-Evaluation of Performance, Progress, and Learning

1. Include your strengths, weaknesses, areas where you have demonstrated growth, and suggestions for areas in
which you should concentrate during your Teaching Practice.
2. Cite specific examples (evidence) in support of what you write.

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