TCCP Teacher Practicum Requirement

Part 3. Classroom Observation and Practice Teaching

The classroom observation and supervised practice teaching enable TESOL Core Certificate Program (TCCP) participants to apply the knowledge and skills learned in TCCP Parts 1 and 2. Through observations and practice teaching, participants will observe a variety of language teaching methodologies and fine-tune their personal teaching practice. Participants have 7 months to complete Part 3 of the TCCP and must find the appropriate schools or virtual classrooms ​to facilitate their classroom observations and practice teaching.

Each hour of classroom observation and supervised practice teaching must be carefully planned and followed by some debriefing. The school/institutional supervisor or master teacher guides the candidate throughout the practicum experience.

To complete this portion of the TCCP, participants must identify and work with a school/institutional supervisor or master teacher. The supervisor or master teacher must have at least 3 years of classroom teaching experience, teacher training experience, or experience leading a school/institution's academic program (e.g. dean, principal, academic director).

Working with a supervisor or master teacher with formal TESOL training (e.g., a TESOL Certificate or TESOL degree) and/or experience teaching ESOL is ​encouraged, but not required.

Please provide the following information for your supervisor or master teacher in the TCCP application:
  • Full name
  • Professional title
  • Name of school or institution
  • Relationship to applicant
  • Contact information
  • Education credentials
For Part 3, you are required to complete three tasks:

1.    10 hours of classroom observation
You must observe one or more experienced ESL or EFL teacher(s) teaching English language learners in a classroom setting. To ensure that you are exposed to a variety of pedagogical approaches, TESOL recommends that you observe several teachers (for example, five teachers, for two hours each).

After the 10 hours of observation, you will discuss your observations with your supervisor or master teacher and complete a formal reflection on the lessons you observed. TESOL will provide a template for this reflection.
Participants should start their classroom observations after passing the fundamentals of TESOL foundation course.
2.    10 hours of supervised practice teaching
Your practice teaching must cover 10 hours of instruction. You must reflect on the development and implementation of your lesson plans with your supervisor or master teacher. Your classroom instruction must be observed at least twice by your supervisor or master teacher. After each observation, he/she must provide formal feedback to you and to TESOL.

For planning lessons, you will be able to use your school approved lesson plan template. If your school does not have one, TESOL will provide a lesson plan template. For ​the formal observations, TESOL will provide an observation form that must be completed by your supervisor or master teacher and returned to TESOL directly.

After you have completed your 10 hours of practice teaching, you will need to complete a formal reflection for TESOL based on the lessons you’ve taught. TESOL will provide a template for this reflection.
3.    Two 15-minute videos of your teaching
You are required to videotape and send TESOL two 15-minute videos from your 10 hours of supervised teaching (these do not have to be the same as the observed practice teaching). These videos must show clear examples of your students engaged in language learning.  Videos of teacher lectures will not be accepted.

Make sure to obtain any permissions that your school policies requires.

Examples of high quality teaching videos which show student learning might include
  • setting up group or pair work activities, followed by some video of students engaged in the learning task
  • students engaged in an oral language task (e.g., students might be asking each other questions or engaging in role plays) as the teacher provides assistance and feedback
  • teacher–student interaction (one-on-one, in pairs, or in groups)
  • providing feedback that furthers language acquisition (during or after a task)
  • providing differentiated instruction focused on language acquisition
  • level-appropriate scaffolding strategies for language acquisition
  • using informal assessment to gauge learners’ comprehension and production
If you have questions regarding Part 3 of the TCCP, please email