The place of School Attachment in Teacher education at University of Rwanda-College of Education ( Part III)

22 Mar 2022

Duration of School Attachment

As stipulated in the programme specification, school attachment length will vary depending on the study programme : diploma, degree and postgraduate diploma in education. Student teachers are not allowed to end their placement or school duties earlier than required. The length of school attachment periods at URCE is 6 months (3 months in year 2 and 3 months in year 3) for degree programme, 3 months for diploma programme and Postgraduate Diploma in Education (PGDE).

Participation of student teachers in School Attachment

Student teachers are assigned to full working days during the school attachment periods as per the daily schedule of the hosting school. Through the school attachment coordinator, UR-CE will determine the exact dates upon which specific assignments take place within each period.

During school attachment, the student teacher is required to attend every day schedule of the cooperating school to which he/she is assigned and they are required participate in all required curricula and extra curricula activities to get the real school life experience. All absences (including those for illness) require sufficient notice. Absences due to illness of three or more days in succession require a doctor’s excuse to be provided to the Mentors and school authorities upon return. The school administration, in consultation with the Office in charge of school attachment may determine if additional time at the placement is required.

Personal grooming/etiquette

There is no written dress code for student teachers during school attachment. However, they should dress professionally in a manner similar to other school staff. Clothing may be an important factor in 5 the students’ perception of the student teacher, both as an adult and as a teacher. Student teachers must dress professionally, be neat and well-groomed at all times.

Teaching Load

During the school attachment period, student teachers are considered learners at this stage in their program. They should not start out by carrying a heavy teaching load, but should gradually assume more responsibility throughout the experience.

To allow a strong focus on quality of preparation, reflection and deep evaluation, the expectation is that each student teacher will be involved in full teaching as follows : 6 to 8 hours/week of teaching in Science education, 8 to 12 hours/week in Humanities and languages education and 6 to 8 hours/week in PGDE.

Duties of student teacher

Student teachers are expected to share school duties and responsibilities as governed by cooperating school rules for professional conduct and confidentiality. The duties may include such activities as classroom instruction and planning, student assessment, parent-teacher meetings, staff meetings, supervisory duties, observing other teachers.

Pedagogical documents

During school attachment, student teachers must make and maintain a file of pedagogical documents including written lesson plans, scheme of work, class diary, student attendance record, assessment record, for all instructions they are responsible for and these documents must be readily available upon request by the school leaders, mentor and the supervisor. All these pedagogical documents should comply with the national standards.

Classroom Observation by the mentor

The student teacher must be supervised by the Mentor at all times possible. The Mentor must be readily available to assist with classroom situations that arise unexpectedly. It is in this regard that they should be a mentorship session bringing together all student teachers at least once a month.

Classroom Observation by Supervisors

During school attachment supervisors will be required to conduct a lesson observation Student teachers will be observed, supervised and evaluated by supervisors from the teacher training institutions during formal teaching sessions of at least one period (50 min) each. This will include an advisory observation and an evaluative evaluation. The number of required observations per student teacher are 2 per subject for degree programmes, diploma degree and PGDE.

At least one supervisory observation must include a briefing and debriefing session that involves all members of the Triad (Student teacher, supervisor and the Mentor).


Protocols for assessment are found in Appendix A. It is recommended that the student teacher and Mentor discuss progress and evaluation on a regular basis throughout the placement. It should be noted that student teaching must be evaluated in reference to evaluation criteria (Appendix D) and not to norms referring to any other student teacher or teacher.

Any indication that a student teacher might be failing to meet these criteria must be fully documented and remediated at the earliest possible opportunity. The Mentor final report must be signed by both the mentor and the student teacher and be filed to the institution office in charge of school attachment within one week of the completion of school attachment.

Grades and marks
The grade assigned for student teaching through will be „pass’ (50% and above), „fail‟ (below 50%).

The overall mark for School attachment and Action Research will be weighted as follows :
For UR-CE undergraduate students, formative assessment has 40 of Weight (%) Summative assessment (by supervisors) : 40, while school Attachment Report has 20. PGDE and DTP, formative assessment : 40, summative assessment (supervisors) : 60
DGDE and DTP are not requested to write School Attachment Report

Code of Conduct during School attachment

As far the code of conduct and discipline during school attachment are concerned, the responsibilities, conduct, misconduct, and disciplinary measures against misconduct of a student- teacher have been developed based on the Ministerial order n° 004/2016 of 08/01/2016 determining rules governing code of conduct of headmasters, teachers and students ; University of Rwanda Policy on student conduct and discipline as well as student regulations and disciplinary procedures in higher education authored by HEC.

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