csl and practicum guide -...

Université d’Ottawa | University of Ottawa

Faculty of Education 613-562-5800 ext. 4299 | [email protected]

education.uOttawa.ca

CSL and Practicum Guide

Faculté d’éducationFaculty of Education

Teacher Education - B.Ed. 2016 - 2017

Practicum Experiences: CSL and Practicum Guide

September 1, 2016

Table of Contents Calendars..........................................................................................................................................................................2

Practicum Experiences: Community Service Learning and Practicum..................................................................5

Introduction and Overview.......................................................................................................................................5 Collaborative Teaching and Learning Inquiry Model: Value of the Practicum Experience.........7 Collaborative Teaching and Learning Inquiry Model...................................................................................8 Collaborative Teaching Process: Roles & Responsibilities ..........................................................................9 Placement Process ..................................................................................................................................................... 10 Roles and Responsibilities: ..................................................................................................................................... 11

Associate Teachers.......................................................................................................................................... 11 Mentoring and Collaboration ..................................................................................................... 11 Honorarium ........................................................................................................................................ 12

Teacher Candidates ........................................................................................................................................ 12 Inquiry, Learning, and Collaboration Expectations:......................................................... 13 Absences ............................................................................................................................................... 14 Police Record Check Reports ....................................................................................................... 14 Workplace Training ........................................................................................................................ 15 Workplace Safety and Insurance Board Form .................................................................... 15 Co-curricular Activities .................................................................................................................. 15 Arrival and Departure Times ...................................................................................................... 15 Unqualified Supply Teaching ...................................................................................................... 15

Principals and Lead Associate Teachers: .............................................................................................. 16 Faculty Representative: PED 3150/3151 Professor......................................................................... 16

Expectations for Community Service Learning............................................................................................. 17 What does CSL entail? ................................................................................................................................... 17 What are the expectations for Lead Associate Teachers and Principals in Year 1?........... 17 What are the expectations for Teacher Candidates for Year 1? ................................................. 18 What are the expectations for Associate Teachers?......................................................................... 18 What are some possible examples of CSL Projects?.......................................................................... 18 What to expect for the two-week block in December? .................................................................... 19

Expectations for Year 2 Community Service Learning.............................................................................. 19 Expectations for Practicum................................................................................................................................... 19

Year 1 Practicum Timeframe..................................................................................................................... 20 Year 2 Practicum Timeline.......................................................................................................................... 21

Assessment and Evaluation ................................................................................................................................... 23 Assessment & Evaluation Checklist.......................................................................................................... 23 Steps to take if a Teacher Candidate is experiencing difficulty: ................................................. 25

Make-up Practicum Placements: Reasons for arranging a make-up practicum........................... 26 Withdrawal from CSL & Practicum: Professional Ethics.......................................................................... 27 Forms (Available on Faculty Web-site) ............................................................................................................ 27

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September 1, 2016

Calendars

MONDAY WK 2016- 2017: YEAR 1 TEACHER CANDIDATES

Aug. 29 ORIENTATION (Aug 30)

Sept. 6 1

Sept.12 2 September 14- Federation Day

Sept. 19 3 Wed. Sept. 21- CSL Begins (Every Wednesday to December )

Sept. 26 4 CSL- September 28

Oct. 3 5 CSL- October 5, OCT Presentation- October 6

Oct.10 6 Thanksgiving Monday CSL- October 12

Oct.17 7 CSL- October 19

Oct. 24 READING WEEK

Oct 30 8 CSL- November 1

Nov. 7 9 Building Futures – November 9

Nov. 14 10 CSL- November 16



Dec. 5 CSL

Dec. 12 CSL

Dec. 19 Mid-Year Break

Dec 26 Mid-Year Break

Jan.2 Mid-Year Break

Jan. 9 1 Wed. Jan. 11- Practicum Observation (Every Wednesday to February 1)

Jan.16 2

Jan.23 3

Jan. 30 4

Feb.6 Practicum

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September 1, 2016

Feb.13 Practicum

Feb. 20 Practicum

Feb.27 Practicum

Mar.6 Practicum

Mar. 13 March Break

Mar.20 Practicum

Mar. 27 Practicum

April 3 Practicum

April 10 5

April 17 6

April 24 Professional Learning & Celebration

May 1 Deferred

Practicum

8 Weeks

May 8

May 15

May 22

May 29

June 5

June 12

June 19

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September 1, 2016

MONDAY WK 2016-2017 : YEAR 2 TEACHER CANDIDATES

Aug. 29 ORIENTATION (August 30)

Sept. 6 Practicum

Sept.12 Practicum

Sept. 19 1 September 21- Practicum

Sept. 26 2 September 28- Practicum

Oct. 3 3 October 5- Practicum, October 6- OCT Presentation

Oct.10 4 Thanksgiving Monday October 12- Practicum

Oct.17 5 October 19- Practicum

Oct. 24 READING WEEK

Oct 30 6 November 1- Practicum

Nov. 7 Practicum

Nov. 14 Practicum

Nov. 21 Practicum

Nov. 28 Practicum

Dec.5 Practicum

Dec. 12 Practicum

Dec. 19

Dec 26 Mid-Year Break

Jan.2

Jan. 9 1

Jan.16 2 January 18- Building Futures

Jan.23 3 January 25- Federation Day

Jan. 30 4 Wed. Jan. 11- Voluntary CSL Continues (Every Wednesday to March 29), February 2-Career Fair

Feb.6 5

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PracticumExperiences:CSLandPracticumGuideSeptember1,2016

5

Feb.13 6

Feb.20 READINGWEEK

Feb.27 7

Mar.6 8

Mar.13 9

Mar.20 10 March23-CollaborativeInquiries

March27 11

April3 CSL

April10 CSL

April17 CSL

April24 ProfessionalLearning&Celebration

May1 Deferred/Make-Up

Practicum

8Weeks

May8

May15

May22

May29

June5

June12

June19

PracticumExperiences:CommunityServiceLearningandPracticum

IntroductionandOverviewWelcometotheTeacherEducationprogramattheUniversityofOttawa.Thisguidebookisdesignedto provide teacher candidates, associate teachers, faculty representatives and school partners anoverviewofthepracticumexperienceinournewextendedprogram.Werecognizethatourprogramcontinues to be a work in progress and we welcome your insights and suggestions as we workthroughthisyear.Wearecommittedtocreatingateachereducationprogramthatreflectsthebestinteaching and learning andwe certainly couldnotdo thiswithout your commitment, expertise and


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understanding inmentoringourteachercandidates.Thestrengthof thispartnership isreflected inthevideoaboutthevalueofAssociateTeachersonourfacultyweb-site.1

WeseethepracticumexperienceasadevelopmentalandcollaborativeprocessbetweentheTeacherCandidate,theAssociateTeacher,theFacultyRepresentativeandthehostschoolpartners.Ourpracticumexperiencesreflectaclearandconsistentlinkbetweentheoryandpractice,consistingoftwoparts:CommunityServiceLearningandPracticum.

Forthe2016/2017academicyear:YEAR1TeacherCandidates

• Communityservicelearningwillconsistofonedayaweek(Wednesdays)fromSeptembertoDecember2015andatwo-weekblockfromDecember7to16,2015.

• Practicumwillconsistofonedayaweek(Wednesdays)inJanuaryasobservationdaysfollowedbyaneight-weekblockfromFebruary8toApril8,2016.

Forthe2016/2017academicyear:YEAR2TeacherCandidates

• Practicumwillconsistofatwo-weekblockfromSeptember6to16,2016followedbyonedayaweek(Wednesdays)inSeptemberandOctoberandasix-weekblockfromNovember7toDecember16,2016.

• Voluntarycommunityservicelearningwillconsistofone-dayaweek(Wednesdays)fromJanuary4toMarch29,2017followedbyamandatorythree-weekblockfromApril3to21,2017.

Forliabilitypurposes,whencompletingdutiestheTeacherCandidatemustbesupervisedatalltimesbyamemberoftheOntarioCollegeofTeachers.

TheTeacherEducationprogramiscommittedtothedevelopmentofcriticallyreflectiveprofessionalswhodevelopastanceofinquiryasthey:

• Create,promote,andparticipateincommunitiesofinquiry

• Showcommitmenttostudentlearning,engagement,andsuccess

• Continuouslydevelopandenhancetheirprofessionalknowledgealongwithknowledgeofselfasaneducator

• Continuouslydevelopandenhancetheirprofessionalpracticethroughcyclesofinquiry

• Showcommitmenttoongoingprofessionallearningandprovideleadershipinthecommunity

1http://education.uottawa.ca/en/programs/undergraduate-studies/teacher-education/practicum-information


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CollaborativeTeachingandLearningInquiryModel:ValueofthePracticumExperience

Theteachereducationprogramisanopportunityforbeginningteacherstoengageinadynamicandcollaborativecycleofinquirywithinavarietyofcommunities,includingtheschoolsetting.ItiswithinthesevariouscommunitiesthatourTeacherCandidatesareexposedtoideasofteachingandlearning,engageindiscussionsabouttheseideas,andareprovidedwithopportunitiestodeveloptheirprofessionalknowledgeandpractice.Thisinquiryissupportedbytwocourses:PED3150“BecomingaTeacherThroughInquiryintoTeaching”inYear1andPED3151“EnactingCollaborativeInquiryinProfessionalPractice”inYear2.

Thecommunityservicelearningandthepracticumarebasedonacollaborativeteachingandlearninginquirymodelthat:

• AllowsTeacherCandidatestolearnandgrowasteachersthroughobservingandparticipatingandengagingintheday-to-dayrealitiesofteachingandlearning;

• ProvidesTeacherCandidateswithperiodsofobservation,co-planningandcollaborativeclassroominteractioninmultipleschoolsettingswhetherinPrimary/Junior,Junior/IntermediateandIntermediate/SeniorDivisions;

• AllowstheTeacherCandidatestoappreciateandgaininsightsregardingschoolcultureandtheprofessionalcommunityinwhichtheywork;

• ProvidesacontextwithinwhichTeacherCandidatesareabletoquestion,reflect,andentertainuncertaintyastheyexamineandarticulatetheirownunderstandingsofteachingandlearningandtheirdevelopmentofselfasateacher;

• Provides opportunities for Teacher Candidates to grow as adaptive experts who start withstudentengagementandindividualneedsatthecoreoftheirteachingpractices.This“inquiryhabit of mind” requires educators to unpack their assumptions of schooling, learning, andteaching,aspartofacycleofinquirytobetteraddressthediverseneedsofthelearnersintheirclassrooms.

Adaptiveexperts:“…theyareabletoflexiblyretrieve,organiseandapplyknowledgetonewproblemsandarenotrestrictedtoexecutingestablishedroutinesofpractice.Adaptiveexpertsknowwhattodowhenknownroutinesdonotwork,andwhentheyneedtoexpandthedepthandbreathofcurrentexpertisebyintegratingknowledgefromvariousdomainstosolvenewproblemsthatcannotbesolvedbywhattheydidpreviously”(Timperley,2010,p.6).


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CollaborativeTeachingandLearningInquiryModel

Thismodelofteachereducationrecognisesthatthecycleoflearningiscontinuousandisenhancedwithexperience.TeacherCandidateswillcontinuetodeveloptheirknowledgeandskillsinasimilarwayinbothyearsoftheprogram.ThecomponentsofCSLandpracticumaresimilartotheapproachesandgradualreleaseusedinbalancedliteracyprograms.,wheretheTeacherCandidateisexpectedtodevelopmoreindependenceandcompetencyoverthecourseofthepracticum.

UnderstandingthejobmarketandcontextinwhichourTeacherCandidatesfindthemselvesoncetheygraduate,theemphasisinCSLandpracticumisonthequalityofteachingversusthequantityofteaching.


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CollaborativeTeachingProcess:Roles&ResponsibilitiesTeacherCandidate:

• Co-planningandco-teachingwithassociateteacher• Gradualincreaseofresponsibilityandindependenceinteachingrole• Buildingpositiverelationshipswithstudentsandschool,community,staff• Schoolcommunityinvolvement• Developingskillsofself-awarenessasateacherthroughreflection,self-assessmentandgoal

settingAssociateteacher:

• Appropriatemodelingofbestteachingpractices• Providingconstructive,ongoingfeedback• Gradualreleaseofteachingresponsibilities• Professionalmentorship• SupportingTeacherCandidatesinnavigatingcurriculum,OMEinitiatives,andschoolcontext

Facultyrepresentative:

• LiaisonbetweenFacultyofEducation,TeacherCandidate,andassociateteacher• SupportingtheassociateteacherandtheTeacherCandidateinCSLandpracticum

experiences• ProvidingfeedbacktoTeacherCandidatethroughschoolvisitsandobservations• Providingprofessionalandethicalfoundationsforteachingpractice• Introducingandencouragingreflectivepractice

AdaptiveExpert(multiple

experiences)

Observation-modeledpractice

Co-planning

Co-teaching

GuidedPractice

Independentpractice

RedlectiononPractice

ProfessionalDialogue-

collaboration


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Schoolpartners:

• BuildingconnectionsbetweenTeacherCandidatesandvariousstakeholdersintheschoolcommunity

• SupportingTeacherCandidatesininquirybasedlearningthroughmentorshipandmodelingofprofessionallearning

PlacementProcess

ThePracticumteammakesCommunityServiceandPracticumplacementsaccordingtoprotocolsoftheindividualschoolboards.

• ThePracticumteamworkstoestablishpartnershipsbetweenAssociateSchoolsandtheUniversityofOttawa.ThisteamincludestheCoordinator,PracticumAssistant,andFacultyRepresentativesfromtheUniversityofOttawa,andAssociateSchoolPrincipalswhoapproveallTeacherCandidateplacements.

• TeacherCandidateswillnotbeplacedataschoolatwhichafamilymemberisonstafforanyschoolwheretheyhavechildrenwhoattendandtheymustinformthePracticumOfficeiftheyareplacedinaschoolwheretheyhaverelatives.

• ToprovideflexibilitytoschoolsandmodelcollaborativepracticespracticumplacementsmaybedividedbetweentwoormoreAssociateTeachers.AttherequestoftheAssociateTeacher,twoTeacherCandidatesmaybeassignedtooneAssociateTeacher.

• AssociateTeachersmayarrangeopportunitiesforTeacherCandidatestoobserveandperhapsteachclassesofothercolleagues.Whilethesecolleaguesmayprovidesomeinputintotheevaluationprocess,theresponsibilityfordeterminingtheformalevaluationoftheTeacherCandidate(s)restswiththeAssociateTeacher(s)towhomtheTeacherCandidateshavebeenassigned.

• FacultyRepresentativeswillobservetheTeacherCandidateandprovidefeedbacktoboththeAssociateTeacherandtheTeacherCandidate.

• Foranyquestionsorconcerns,pleasecontactthePracticumOffice:[email protected].

Changes in school enrolment, staffing, administration, and grade assignment mayoccurbeforeorduringtheschoolyear.Asaresult,CommunityServiceLearningandPracticum placements may change. For this reason, the Faculty of Education asks allthose involved to be patient and demonstrate professional etiquette regarding thisplacementprocess

A Teacher Candidate’s eligibility to undertake Community Service Learning and PracticumrequirestheapprovaloftheDirectorofTeacherEducation.Approvalwillbebaseduponthefollowing:

• TheDirector,theAssistantDirectorofTeacherEducationandthePracticumCoordinatorwillmeetpriortoeachplacementblocktodetermineeachTeacherCandidate’seligibilitytoundertakethePracticumexperience.


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• TeacherCandidatesidentifiedashavingincompletecourseworkorbeinginrepeatedbreachoftheFacultyofEducationattendancerequirementswillmeetwiththeDirectororAssistantDirectorofTeacherEducationinordertoaddressissuesandconcerns.

• Basedontherelevantinformation,theDirectorofTeacherEducationwillmakeadecisionregardingtheTeacherCandidate’seligibilitytoproceedtoaPracticumplacement,orbedeferreduntilallrequirementsaremet.

• Intheeventofadeferral,whentheDirectorofTeacherEducationissatisfiedthattheTeacherCandidatehasmettherequirements,stepswillbetakentoarrangeafuturePracticumplacement,whichmayinvolveanadditionaladministrativefeetobepaidbytheTeacherCandidate.

Note:TwosuccessfullycompletedevaluatedpracticaarerequiredforthecompletionoftheTeacherEducationProgram.IfaCandidatereceivestwoPracticumfailurestheTeacherEducationProgramwillbeterminatedforthatCandidate,asperFacultyRegulations2.

RolesandResponsibilities:

AssociateTeachersAsmodelsofexcellenceinclassroomteaching,professionalism,andcollaboration,AssociateTeachersarecriticaltopreparingTeacherCandidatesinbecomingteachers.TheyalsoprovidetheessentialfeedbackandmentoringtotheTeacherCandidateastheydeveloptheirprofessionalpractice.

DuringCommunityServiceLearningandPracticum,theroleoftheAssociateTeacheristhree-fold:

• TomentorandguidetheTeacherCandidateinhis/herdevelopmentasateacherbyprovidingongoingfeedback(oralandwritten)onprofessionalism,planning,communication,instruction,studentengagement,classroommanagement,andassessment.

• DuringthepracticumtoassessandevaluatetheperformanceoftheTeacherCandidateinthefiveteachingcompetenciesusingthePracticumEvaluationRubricandtheInterimandFinalReports.

• ToinformtheFacultyRepresentativethatthereareconcernswiththeTeacherCandidate’sprogressbyfollowingtheStepstoTakeifaCandidateisExperiencingDifficulty

MentoringandCollaborationThefollowingaresuggestionstofacilitatethementoringprocess:

• WelcomeandintroducetheTeacherCandidatetotheschoolandtheclassroomcommunity.

• EncouragetheTeacherCandidatetobecomeinvolvedinthelifeoftheschool.,withschooladministrationandLeadAssociateteacherprovidingarangeofschoolexperiencesduringcommunityservicelearning.

• DiscussexpectationsandsetgoalscollaborativelywiththeTeacherCandidate. 2http://www.education.uottawa.ca/en/undergrad/teachered/faculty-regulations


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• Planforobservation,co-planning,modelling,guidedpractice,andco-teachingtimethroughouttheplacement,andprovideacollaborativelydeterminedandwell-pacedincreaseinresponsibilitiesandindependence.

• ProvideopportunitiesfortheTeacherCandidatetoassumeresponsibilityforgeneralschoolandclassroomresponsibilitiesandroutines.

• Co-planactivitiessothattheTeacherCandidatecanlearnandpracticeengagingstrategiesinordertodevelopknowledgeoftheclassroomcontextandstudentneeds.

• SetasidetimeeachdaytoengageinconversationswiththeTeacherCandidatetodiscussstrengthsandareasforimprovement.Feedbacksessionsshouldbearrangedatyourconvenience,suchasbeforeorafterschoolorduringplanningandevaluationtime.Afeedbacksheetisprovidedthatyoumayfindhelpfultouse.

• GuidetheTeacherCandidateinthedevelopmentofeffectivelessonandunitplanning.TeacherCandidatesbenefitfromco-planning,modelling,andspecificsuggestionsforplanningandimplementinglessons.AsTeacherCandidatesdeveloptheirconfidenceandcompetencetheymoveintoplanninglessonsandunitsofstudymoreindependently.

• ReviewalllessonplanspreparedbytheTeacherCandidateandprovidefeedbackonplanningandassessmentwithadequatetimefortheCandidatetomakenecessarychanges,preferablythedaybefore.

• IftheTeacherCandidatefailstoprovideanadequatewrittenlessonplan,theyshouldnotteachtheclassandtheFacultyRepresentativeshouldbeinformed.AstheAssociateTeacher,pleasefeelfreetouseyourprofessionaljudgementandintervenewhennecessary,asyouareresponsibleforthelearningandmanagementinyourclassroom,.

• Review,observe,andprovidewrittencommentsaboutlesson/unitplansandtheirimplementationbygivingalternativestrategies,suggestions,andrecommendationsforbetterengagementandconnectionwithstudents.

Honorarium

• TheUniversityofOttawawillprovideAssociateTeachersanhonorariumof$320perTeacherCandidatepersession.IfaCandidateissharedbytwoAssociateTeachersshareaCandidate,thehonorariumissharedbetweenthetwo.Thishonorariumispaiddirectlytotheteacher.Acheque,madeouttotheAssociateTeacher,willbesenttotheschooladdress.Pleaseallow6–8weeksforprocessingafterthecompletionofpracticum.

TeacherCandidates

TheFacultyofEducationrequiresthatTeacherCandidatescarryouttheirprofessionaldutiesinaccordancewiththeexpectationsofmembersoftheprofessionasoutlinedintheStandardsofPracticefortheTeachingProfessionandEthicalStandardsoftheOntarioCollegeofTeachers.


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TheTeacherCandidateisconsideredanassociatememberoftheOntarioTeachers’FederationandmustthereforeactinaccordancewiththeDutiesofTeacherscontainedintheRegulationmadeundertheTeachingProfessionAct(June1,2006)

FailuretocomplywithanyofthestandardsmayresultintheimmediatewithdrawalfromtheCommunityServiceLearningand/orPracticumplacementandpossiblyfromtheBachelorofEducationprogram.ThisisinaccordancewiththeFacultyofEducation’sethicspolicy.

Inquiry,Learning,andCollaborationExpectations:• Becomefamiliarwith,understand,andfollowschool,board,andtheUniversityofOttawapolicies,aswellasschool-specificprocedures.

• Demonstrateinitiative,apositiveengagingprofessionalattitude,andawillingnesstolearninallinteractionsintheschoolcommunity.

• ObserveandrecordtheAssociateTeacher’sinstructionaltechniques,strategies,andmethodsofestablishinganeffectiveandapositivelearningenvironment,includingwaystoengageandbuildrapportwithstudents.

• Clarifyandproblem-solvewiththeAssociateTeacherastohowtoengageindividualstudents.

• MaintainaCSL/Practicumplacementdaybook.ThisisanessentialtoolforTeacherCandidatesasitreflectstheirprofessionalpresenceintheclassroomandschool.ItshouldreflectdailyplanningandprofessionalresponsibilitiesthroughoutCommunityServiceLearningandPracticum.

• CompleteadministrativetasksnormallycompletedbytheAssociateTeacher(e.g.,attendance,distributionorcollectionofforms)aspartofdailyroutinesoftheclassroom.

• Participateinanyout-of-classregularlyscheduleddutieswiththeAssociateTeacher(e.g.,lunchduty,busduty,yardduty,hallduty-forthefulldurationoftheduty),ProfessionalDevelopment(PD)days,ProfessionalLearningCommunities(PLCs)andmeetingswithstaffandparents(asappropriate).

• Planandpreparelessonsusingtheappropriatelessonplantemplates.SubmitlessonplanstotheAssociateTeacheratleast24hourspriortoimplementationtoreceivefeedbackwhererequired.UploadlessonandunitplansonBlackboardLearnforPED3150/3151professor.

• Ensurethatanymaterialsneededforthelessonarepreparedwellaheadoftime.

• WiththesupportoftheAssociateTeacherplanandinstructlessons/unitstobothsmallandlargegroupsofstudentsandassesstheirprogress.Asyoudevelopyourskillsandconfidenceintheclassroom;planning,implementingandassessingstudentlearningwillbedonemoreindependently.

• Reflectdailyontheexpectationsofthelesson,theactualexperienceofteachingthelesson,andonwhatwaslearnedthroughthisprocess.Reflectionsshouldidentifystrengths,areasforgrowth,andoneortwoSMARTGoalsforimprovingtheeffectivenessofstudentlearning.


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• MakearrangementswiththeAssociateTeachertoobtainregularfeedbacktoidentifyareasforimprovement.Regularfeedbackshouldoccur–beforeschool,afterschoolorduringplanningtime-attheAssociateTeacher’sdiscretion.

• Displayopennesstonewideas,andaresponsiveattitudetotheAssociateTeacher’ssuggestions,alternativestrategies,andrecommendations.

• MaintainawrittenrecordofcommentsandsuggestionsmadebytheAssociateTeacher.Thesecommentsshouldbecomeandreflectonhowthesestrategiescanhelptheirprofessionalgrowth.

• IncorporatetheAssociateTeacher’ssuggestionsandguidanceintoprofessionalpracticethroughaninquirymodelofadaptivepractice.

• Completeandsubmitgoal-settingandself-evaluationsforCommunityServiceLearningandPracticum.

Absences

• TeacherCandidatesareremindedtokeeptheirstudentshealthandsafetyinmindinthecaseofanillness.

• IntheeventofanabsencenotifytheschoolandtheAssociateTeacherwellinadvanceofthebeginningoftheschoolday.Anylessonplansandmaterialsforthedaymustbee-mailedtotheAssociateTeacher.

• NotifythePracticumofficeatpractica@uottawa.caandtheFacultyRepresentativeofallabsences.

• AmedicalcertificatemustbeprovidedtothePracticumOfficeintheeventofabsencestotalling3daysormore.TeacherCandidatesmaybeexpectedtomakeupabsencestocompletetherequirementsofthePracticum.

• ATeacherCandidatewholeavesapracticumforanyreasonotherthanillness,withoutpermissionoftheDirectorofTeacherEducation,willbeconsideredtohavefailedtheplacement.Followinganinterviewandpossibleremediation,amake-uproundmaybearranged.Thefeeforafailedpracticumwillbeapplied.

PoliceRecordCheckReports

• Allpublicandprivateschoolboardsrequireapolicerecordcheck,includingaVulnerableSectorScreening.TeacherCandidatesmustsubmitthisreportfromalocalorregionalpoliceserviceforeachyearoftheprogrambeforethepracticum(TheSafeSchoolAct20003).

• TeacherCandidateswillnotbepermittedtocommencethepracticumuntilthisreportisreceived.TheUniversityofOttawawillnotbeheldresponsibleifthepracticumcannotbeheldasaresultofthepolicerecordcheck.

• TeacherCandidatesshouldcarrytheiroriginalpolicerecordchecktotheirpracticumschool.

3http://www.edu.gov.on.ca/safeschl/eng/ssa.html


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WorkplaceTraining• TeacherCandidatesareexpectedtocompleteon-lineworkplacetrainingappropriatetothe

BoardofEducationtowhichtheyareassigned.ThecertificatefromthetrainingshouldbeincludedintheirCSL/practicumdaybook.

WorkplaceSafetyandInsuranceBoardForm

• Completion of the Student Declaration of Understanding form is mandatory prior toparticipation in Community Service Learning andPracticum. It providesWorkplace SafetyandInsurancecoverageforTeacherCandidatesandwillbedistributedtoTeacherCandidatesthroughPED3150/3151.IftheTeacherCandidateisinvolvedinanaccidentwhileatschool,thismustbereportedinwritingand/orbyphonetothePracticumOfficeassoonaspossible.

Co-curricularActivities• Teacher Candidates are encouraged to engage in the school community and make acontribution to co-curricular activities. Teacher Candidates must conduct any co-curricularactivitiesunderthesupervisionofamemberoftheOntarioCollegeofTeachers.

• Under no circumstances should a school activity interfere with Practicum classroomresponsibilitiesorUniversitycoursework.

ArrivalandDepartureTimes• TeacherCandidatesareexpectedtoarriveattheirassignedclassroomatleast30minutespriortotheofficialschoolstarttimeandstayattheschoolatleast30minutesattheendofthedayorasdeterminedbytheAssociateTeacher.

• Schoolsrequirenon-staffmemberstosigninatthemainofficeandadheretothevisitorpolicyoftheindividualschool.

UnqualifiedSupplyTeaching• OurTELC(TeacherEducationLiaisonCommittee),whichrepresentstheteacherfederationsinOntario,haveaskedustoremindteachercandidatesofthepotentialrisksofunqualifiedsupplyteaching in Ontario or in other jurisdictions. Although Teacher Candidates are an associatememberofOTFandareexpectedtoactaccordingtotheStandardsofPractice,theydonothavethesameprotectionprovidedtofullmembersifanallegation,anincident,orsignificantissuearises.AsTeacherCandidatesarepursuingteachingasacareer,anyincidentorinvestigationofanallegationmayimpactupontheirabilitytocompletetheTeacherEducationprogramorbecertifiedbytheOntarioCollegeofTeachers.Wewantallpartnerstobewellawareoftherisks.


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PrincipalsandLeadAssociateTeachers:

• ConsultandencourageteacherstobecomeAssociateTeachers.

• CollaboratewithLeadAssociateTeacherandschoolstafftodetermineschool-basedcommunityservicelearningpriorities.

• WelcometheTeacherCandidatestotheschoolandprovideinformationtheTeacherCandidatemayrequireregardingschoolorboardpolicies.

• Providemodelling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.

• HelpfacilitateopportunitiesforTeacherCandidatestoexperienceallfacetsoftheschoolcommunity[e.g.,inviteTeacherCandidatestostaffmeetings,assistwithextra-curricularactivities,andattendstudent/parentinterviews(asappropriate)].

• EnsurethatwheneverTeacherCandidatesarewithstudents,theyareunderthesupervisionofamemberoftheOntarioCollegeofTeachers.

• CollaboratewithAssociateTeacherstocompletesummativeandformativeevaluationsoftheTeacherCandidateifnecessaryandparticipateintheprocessifaTeacherCandidateexperiencesdifficulty

• Report,asrequiredforotherstaffmembers,anyaccidentinvolvingtheTeacherCandidatewhileonschool/boardproperty.

FacultyRepresentative:PED3150/3151Professor• FacilitatethePED3150“BecomingaTeacherThroughInquiryintoTeaching”and/orPED3151“EnactingCollaborativeInquiryinProfessionalPractice”classes.

• OverseepreparationoftheTeacherCandidateforCommunityServiceLearningandPracticum,including:goalsetting,lettersofintroduction,andclarificationofexpectations.

• DuringCommunityServiceLearningandPracticum,maintainregularcontactwithTeacherCandidatesandAssociateTeachersthroughtelephoneorelectroniccommunicationtoprovidesupportandtoclarifyinformationand/orexpectationsasneeded.

• VisitTeacherCandidatesintheircommunityservicelearningandpracticumsettingatleastonceduringtheacademicyear.ReturnPracticumFeedbackFormtothePracticumOfficeelectronicallytopractica@uottawa.caorinpersonshortlyaftercompletion.

• ProvideguidancetoTeacherCandidatesbasedonprofessionalcollaborationanddiscussionbetweenallpartners.

• AdvisethePracticumOffice,DirectorofTeacherEducationandtheAssistantDirectorofTeacherEducationofanyTeacherCandidatesindifficulty.FollowproceduresforTeacherCandidatesexperiencingdifficultytoensuretheyaresupported.Afinaldeterminationwillbemadeastohis/herperformanceafterthistime.

• AssesstheTeacherCandidates’placementdaybook,reflections,goals,andself-assessment,andadviseonareasforimprovement.ApprovetheTeacherCandidate'srecordofCSLhoursonCommunityNavigator.


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ExpectationsforCommunityServiceLearningTheultimatepurposeofCSListoprovideTeacherCandidateswithopportunitiestobecomefamiliarwithschoolcommunities,toparticipateinandcontributetothewiderangeofeducationalexperiencesinschool,andtolearnandgaininsightsregardingschoolcultureandtheprofessionalcommunity.Itisanessentialcomponentofthepracticumexperience.Anexampleofthetypeofschool-basedcollaborationisdemonstratedinthisstoryfromAdrienneClarksonElementarySchool,OCDSB.:http://education.uottawa.ca/en/news/teacher-candidates-adrienne-clarkson

WhatdoesCSLentail?• TeacherCandidateswillcomplete90-150hoursofCSLoverthecourseoftheyear.• ForYear1TeacherCandidatesCSLwillconsistofonedayaweek(Wednesdays)September

toDecember2016andatwo-weekblockfromDecember5to16,2016.Theseschool-basedplacementsarelinkedtotheirpracticumplacements.

• ForYear2TeacherCandidatesCSLconsistsofathree-weekblockfromApril3–21,2016inaschool,community,oralternatesetting.AvarietyofeducationalopportunitiesarearrangedinpartnershipwiththeFaculty.

• ApprovedandverifiedCSLactivitieswillberecordedonTeacherCandidates’co-curricularRecord(CCR),auniversitydocumentthatrecognizesservicetothecommunity,andhelpstracethedevelopmentofleadership,compassion,ethics,andself-confidence.

• Withtheadaptiveexpertmodel,thedevelopmentofeachTeacherCandidatemaybedifferentandthereisflexibilityintheprocess.TheFacultyhasexpectationsforhighlevelsofprofessionalism,initiativeandengagementdemonstratedbyTeacherCandidatesintheirCSLplacements.

WhattoexpectatthebeginningofCSLforYear1?

• Becomefamiliarwithschoolcultureandenvironment,includingexpectationsforteachers,students,andvolunteersinthebuilding.

• Gettoknowschoolroutinesincludingproceduresforsigningin,parking,classschedules,dutytimes,andaccesstophotocopierandothertechnologyintheschool.

• FirstintroductionsintheclassroomandbegintobuildrapportbetweenAssociateTeacher,TeacherCandidate,otherstaff,andstudentsintheclassroom.

• MeetwithLeadAssociateTeacherandPrincipaltodiscusspossibleschoolbasedCSLprojects

WhataretheexpectationsforLeadAssociateTeachersandPrincipalsinYear1?• WelcometheTeacherCandidatestotheschoolandprovideinformationtheTeacher

Candidatemayrequireregardingschoolorboardpolicies.• Providemodeling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.• HelpfacilitateopportunitiesforTeacherCandidatestoexperienceallfacetsoftheschool

community.


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• EnsurethatwheneverTeacherCandidatesarewithstudents,theyareunderthesupervisionofamemberoftheOntarioCollegeofTeachers.

WhataretheexpectationsforTeacherCandidatesforYear1?• Becomefamiliarwith,understand,andfollow:school,board,andtheUniversityofOttawa

policies,aswellasschool-specificproceduresforstudentsafety.• Demonstrateinitiative,apositiveengagingprofessionalattitude,andawillingnesstolearnin

allinteractionsintheschoolcommunity.• ObserveandrecordtheAssociateTeacher’sinstructionaltechniques,strategies,andmethods

ofestablishingeffectiveclassmanagementandapositiveenvironment,includingwaystoengageandbuildrapportwithstudents.

• UsetheirobservationstoengageinaprofessionaldialoguewiththeirAssociateTeachers.Thequestionstheyaskshouldhelpintheirunderstandingofthestrategiesandapproachesusedinplanningandimplementingoftheschool-basedand/orclassactivitiesandinunderstandingthewaysstudentsarelearning.

• Completeandsubmitweeklywrittenreflectionsandself-evaluationsforPED3150.• OverthecourseoftheCSLplacementTeacherCandidatescollaboratewithteachersto

supportstudentlearninginschool-basedandclassroom-basedprograms,andshouldbegintoco-planandco-teachclassroomlearningactivities.

• Demonstrategrowthinprofessionalism,initiative,comfortandconfidenceintheclassroomandschoolsettings.

WhataretheexpectationsforAssociateTeachers?• TomentorandguidetheTeacherCandidateinhis/herdevelopmentasateacherbyproviding

ongoingfeedback(oraland/orwritten)onprofessionalism,collaboration,planning,communication,instruction,classroommanagement,andassessment.

• DuringCSLprovidefeedbackregardingtheperformanceoftheTeacherCandidateinthethreeofthefiveteachingcompetencies(professionalism,communication,engagementincommunity)usingtheCSLFeedbacksheet.

WhataresomepossibleexamplesofCSLProjects?• SupportinAT’sclassroom-smallgroup,one-to-one,teachingonceaweekstand-alonesubject• SupportinResourceSetting• Tutoringatlunchorafterschool• Literacyprograms(readingwithstudents)• Numeracysupportprograms• Socialskills/mentoringprojects• Peermediationsupport• Technologytraining-assistivetechnology,makerspace• Assistanceinbreakfastandlunchprograms• Supportforclubsorlunchhourextra-curricularactivities


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Whattoexpectforthetwo-weekblockinDecember?• Thetwo-weekplacementinDecemberprovidestheTeacherCandidatewithanopportunity

toobserveandparticipateintheroutinesandcourseschedule/classesoftheAssociateTeacheroverthecourseoftwoweeks.

• Continuetosupportindividual,smallgroup,and/orlargegrouplearning.Insomeclassesthismightbeanopportunitytoco-planandco-teachaunitofstudy,toconductaninquiry,ortoco-developlearningcenters.

• Continuetoparticipateinorimplementtheschool-basedprojectthatwasdevelopedwiththeschoolstaffassistance.

• IftheTeacherCandidatehasnotalreadydoneso,planwithassistanceatleasttwolargegroupinstructionactivities.

• Assistinco-planningandco-evaluatinganassessmentpieceorpieces.ThisextendstheTeacherCandidate’slearningfromtheircurriculumcourseintoaction.

• ReceivefeedbackregardingtheirprogresstodateintheirCSLplacement.PED3150professorswillprovideabriefchecklistthatwillhelpinprovidingguidanceforsecondsemesterandthestartofaplanforevaluatedpracticum.

• Provideanextrasupportinclassroomsandschoolsataverybusytimeofyearwhenschedulesarenotalwaysconsistent.

ExpectationsforYear2CommunityServiceLearningThegoalofthethree-weekcommunityserviceplacementistoprovideTeacherCandidatesexperiencesinalternateeducationalandcommunitysettings.TheexpectationsandstructureoftheplacementaredependentonthecollaborationbetweentheTeacherCandidate,theFacultyRepresentative,andtheschoolorcommunitypartner.IntheCSLplacementthesiteplacementsupervisorandthePED3151professorsupervisetheTeacherCandidate.TeacherCandidatesareexpectedrecordtheirhoursandtosubmitawrittenreflectionattheendoftheirplacement.

ExpectationsforPracticumLearningtoteachisacomplicatedprocesssotherewillbeindividualvariationsinaTeacherCandidate’sdevelopment.Bytheendoftheeight-weekevaluatedpracticum,theTeacherCandidateshouldshowcompetenceinteachingatthedivisionassigned.Thismeansthattheyshouldmeetmostoftheexpectationsinthefivecompetencyareas(professionalcompetency,communication,knowledge,commitmenttostudents,andplanningandimplementation).Thepracticumevaluationrubricisavailableforclarification.ExamplesofthetimeframeforYear1andYear2areprovidedasaguide.Overtheeight-weekpracticumthetasksforeachpersonare:

• TeacherCandidate:•Gradualincreaseofresponsibilityandindependenceinteachingrole•Demonstratecompetence(meetsmostexpectations)inteachingattheassigned


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division(planning,implementing,managingandassessingstudentlearning)bytheendofpracticum

• Associateteacher:•Constructive,ongoingfeedback•Gradualreleaseofteachingresponsibilitiesandindependenceinplanning,implementing,managing,andassessingstudentlearningbytheendofpracticum•Professionalmentorship

• Facultyrepresentative:•LiaisonbetweenFacultyofEducation,TeacherCandidate,andAssociateTeacher•SupportassociateteacherandTeacherCandidateinpracticumexperiences,especiallyifcandidateexperiencesdifficulty

• Schoolpartners:•SupportAssociateTeacherandTeacherCandidatesinevaluatedpracticumexperience

Year1PracticumTimeframeWeek1-2

• Co-Planning,Co-Teaching• Assumingmoreindependenceandresponsibilityfordailyroutines• IndividualLessonPlanning

Week3-4• IndividualLessonPlanningwithfeedback• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching

InterimEvaluation:March3,2017• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas

Week5-8• Implementingunitplan• Increasedindependenceinplanning,implementing,assessingandmanaginglearning

activitiesFinalEvaluation:

• April7,2017-Demonstratescompetencebymeetingmostexpectationsinthecompetencyareas.


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Year2PracticumTimelineWeek1-2

• Observation• Co-Planning,Co-Teaching• Gettingtoknowroutinesandstudents

Wednesdaysfor6Weeks• Assumingmoreindependenceandresponsibilityforroutines,smallgroupteaching,

independentlessonsWeek3-4

• IndividualLessonPlanningwithfeedback• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching

InterimEvaluation:November18,2016• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas

Week5-8• Implementingunitplan• Increasedindependenceinplanning,implementing,assessingandmanaginglearning

activities

Week1-2-Co-Planning,Co-Teaching-Assumingmoreindependenceandresponsibilityfordailyroutines-IndividualLessonPlanning

Week3-4-IndividualLessonPlanningwithfeedback-Co-planningunitplan-Assumingmoreresponsibilityandindependenceinteaching

InterimEvaluation:March3,2017-Demonstratesdevelopingtowardsexpectationsinallcompetencyareas

Week5-8-Implementingunitplan-Increasedindependenceinplanning,implementing,assessingandmanaginglearningactivities

FinalEvaluation:April7,2017-Demonstratescompetencebymeetingmostexpectationsincompetencyareas.


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FinalEvaluation:December16,2016• Demonstratescompetencebymeetingmostexpectationsincompetencyareas.

Week1-2-ObservationCo-Planning,Co-Teaching

-Gettingtoknowroutinesandstudents

Wednesdaysfor6Weeks

-Assumingmoreindependenceandresponsibilityfor

routines,smallgroupteaching,independent

lessons

Week3-4-IndividualLesson

Planningwithfeedback-Co-planningunitplan-Assumingmoreresponsibilityandindependencein

teaching

InterimEvaluation:November18,2016-Demonstrates

developingtowardsexpectationsinallcompetencyareas

Week5-8-Implementingunitplan

-Increasedindependencein

planning,implementing,assessingandmanaginglearningactivities

FinalEvaluation:December

16,2016-Demonstrates

competencebymeetingmostexpectationsincompetencyareas.


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AssessmentandEvaluation

• TheTeacherCandidate’sperformanceinCommunityServiceLearningandPracticumshouldbeassessedasadevelopingteacherratherthancomparedtotheperformanceofanexperiencedteacher.Arubricisavailableforreference.

• TeacherCandidatescontinuetodeveloptheirskillsthroughobservation,guidedpractice,independentpractice,andtheconstructivefeedbackandmentoringofAssociateTeachers.Co-teachingandco-planningareessentialtothisdevelopment.

• IfaTeacherCandidateexperiencesdifficultyduringtheCommunityServiceLearningand/orPracticumplacement,theAssociateTeachershouldrefertothe‘StepstotakeiftheTeacherCandidateisexperiencingdifficulty’.PleasenotethataLetterofConcernmaybecompletedatanypointduringthepracticumexperiencewhenexpectationsarenotbeingmet.

Assessment&EvaluationChecklistThefollowingchartprovidesguidelinesfortheassessmentandevaluationofTeacherCandidates:

Details Given By Date

Dailyfeedback

• Provideoralfeedbackdailyonfivecompetencies:professionalcommitment,communication,knowledge,classroommanagement,andplanningandimplementation.

• MaintainawrittenrecordofsuggestionsprovidedbyAssociateTeacher.

• Reflectoflessonslearnedandincorporateintodailypractice

ASSOCIATETEACHER

TEACHERCANDIDATE

Daily

Weeklyfeedback

• DuringPracticumprovidewrittenfeedbackweeklyonthefullrangeofcompetencies,aslistedabove.ThePracticumFeedbackFormforAssociateTeacherscanbeusedasreference.

• PleasenotethatiftheTeacherCandidateexperiencesdifficultyatanytime,theStepstotakeifaTeacherCandidateisExperiencingDifficultyshouldbefollowed

• PleasenotethataLetterofConcernmaybecompletedatanypointduringtheCSLandpracticumwhenexpectationsarenotbeingmet

• Incorporateweeklyfeedbackintoweeklygoalsandself-reflections

• SubmitLessonplanstoAssociateTeacherinrequiredtimeframe

• SubmitlessonplanstoFacultyRepresentativethroughBlackboardLearnforPED3150/3151.

• ReadgoalsandreflectionsandprovidefeedbackandsuggestionstoTeacherCandidatesasnecessary

ASSOCIATETEACHER

TEACHERCANDIDATES

FACULTYREPRESENTATIVE

Weekly


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CSL • CompleteCSLChecklistprovidedbyFacultyRepresentative

• ApproveCSLHoursonCentreforCommunityandGlobalEngagementWebsite

• CompleteCSLSelf-Reflection

• PreparePosterBoardforJanuaryshowcase(YEAR1TeacherCandidates)

ASSOCIATETEACHER/LEADASSOCIATETEACHER


TEACHERCANDIDATE

YEAR1TeacherCandidates

January19,2017

YEAR2TeacherCandidates

April21,2017

PracticumInterimReport(FormativeEvaluation)

• UsingthePracticumInterimReport,theAssociateTeacherevaluatestheTeacherCandidate’soveralllevelofeachoftheperformanceindicators.

• UsethePracticumEvaluationRubricinpreparingtheInterimReport.

• TheAssociateTeachersharesthePracticumInterimReportwiththeTeacherCandidate.

• TheTeacherCandidatemakesacopyfortheirownrecordsandsignsthePracticumInterimReportwhichindicatesthatthereportwasprovided

• TheTeacherCandidatee-mailsordeliversacopyofthereportinpersontotheFacultyRepresentativeandtothePracticumOffice:[email protected]

• ATeacherCandidatewhoreceivesanyratingsofDoesNotMeetExpectationsonthePracticumInterimReportshouldfollowtheStepstotakeiftheTeacherCandidateisexperiencingdifficulty

ASSOCIATETEACHER

TEACHERCANDIDATE


YEAR1-PRACTICUM

Friday,March3,2017

YEAR2-PRACTICUM

Friday,November18,2016

PracticumFinalReport

(SummativeEvaluation)

• SupportinthepreparationoftheFinalReportisavailablethroughtheFacultyRepresentative.

• TheFinalReportmustbecompletedandsharedwiththeTeacherCandidate.BoththeAssociateTeacherandtheTeacherCandidatemustsigntheFinalReport.TheAssociateTeachershouldkeepacopyandprovidetheoriginaltotheTeacherCandidate.

• TheFinalReportise-mailedordeliveredinpersontothePracticumOfficeandtheFacultyRepresentativepractic2@uottawa.ca

• ItistheCandidate’sresponsibilitytoensurethepracticumofficereceivesacopyoftheFinalReportandthattheoriginaliskeptforpersonalrecords.

ASSOCIATETEACHER

TEACHERCANDIDATE

YEAR1-PRACTICUM

Friday,April7,2017

YEAR2-PRACTICUM

Friday,December16,2016

Practicum• ArtefactsfromthePracticum,includingthecompletedGoalSettingSheet,andThePracticumSelf-EvaluationFormmustbesharedwiththeFacultyRepresentative,followingPracticum.

TEACHERCANDIDATE/FACULTY

REPRESENTATIVE

PED3150/3151Class


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StepstotakeifaTeacherCandidateisexperiencingdifficulty:

Itisimportanttonotethatthesestepsserveasguidelines.Sincesituationsvary,theissuesthatoccurwillbedealtwithinanappropriateandcollaborativemannerbasedontheprofessionaljudgementoftheAssociateTeacher,FacultyRepresentative,DirectorofTeacherEducation,andAssistantDirectorofTeacherEducation.

• NotifythePrincipal,theFacultyRepresentative,andthePracticumOfficeoftheTeacherCandidate’snameandthekeyareasofdifficulty.AclassroomobservationbyaFacultyRepresentativewillbescheduledincollaborationwiththeAssociateTeacher.

• Usingtheteachingcompetenciesasabasisfordiscussion,theAssociateTeacherandtheFacultyRepresentativeshoulddiscussareasforimprovementand/orconcernswiththeTeacherCandidate.Aplanofactionofferingconstructivesuggestions,guidance,andassistanceshouldbecollaborativelydeveloped.

• Insituationsofseriousconcerns,theAssociateTeacherandtheFacultyRepresentativecollaborativelywriteaLetterofConcern.AcopyoftheLetterofConcernistobeprovidedtothePracticumOffice.PleasenotethataLetterofConcerncanbecompletedatanypointduringthepracticumwhenexpectationsarenotbeingmet.

• TheAssociateTeacherandtheFacultyRepresentativewillensurethattheTeacherCandidateunderstandstheconcernsoutlinedintheLetterofConcern,aswellasthenecessaryactionrequiredtoimproveandcontinueintheplacementbythespecifiedtimeline.

• TheAssociateTeacherandtheFacultyRepresentativewillmonitorsubsequentperformanceoftheTeacherCandidate.TheAssociateTeacherinconsultationwiththeFacultyRepresentativeandthePrincipalwillmakethedeterminationofthefinalevaluation.

• IftheCandidatefailstomeetobjectivesassetoutintheLetterofConcernand/orisdeemedinappropriateforbeinginaclassroom,thePrincipalincollaborationwillterminatethePracticumwiththeAssociateTeacherandtheFacultyRepresentative.TheDirectorofTeacherEducationwillcompletealetterofwithdrawal.

• IfthePracticumisterminated,afinalreportmustbepreparedbytheAssociateTeacherandaFailuremustbeindicatedonthereport.

• TheTeacherCandidatewillmeetwiththeDirectorand/orAssistantDirectorofTeacherEducation.Aplanofactionwillbedevelopedtoaddressareasofconcern.

• TheTeacherCandidatemustmakeawrittenrequesttotheDirectorand/orAssistantDirectorofTeacherEducationforamake-uppracticum.ThewrittenrequestshouldclearlyreflectinsightgainedfromthepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccessinafutureplacement


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Make-upPracticumPlacements:Reasonsforarrangingamake-uppracticum

A:DeferralofPracticumduetoillnessorpersonalcircumstancespriortothecommencementofPracticum.

• TeacherCandidateswhoneedtodefertheirCommunityServiceLearningandPracticumduetomedical/personalorfamilyreasonsmustmeetwiththeAssistantDirectorortheDirectorofTeacherEducation([email protected])inadvanceoftheplacement.Medicalreasonsrequireamedicalcertificate.TheAssistantDirectorandtheDirectorofTeacherEducationauthorizeallsuchdeferrals.CandidateswillbeofferedasubsequentPracticuminconsultationwiththePracticumCoordinator.

• CandidatesdeferringaPracticummaynotgraduatewiththeircohort.B:DeferralfromPracticumafterthecommencementofPracticum:

• CandidateschoosingtoleavepracticumwithoutthepriorapprovaloftheDirectorofEducation,exceptinthecaseofillness,willreceiveanautomaticFailure.

• TheFacultyRepresentativemustbeinvolvedinthedecisiontoleaveaPracticum.

• DeferralsofPracticumafterthecommencementofPracticumaregivenonlyinveryexceptionalcircumstances.CandidatescannotobtainadeferralwithouttheapprovaloftheAssistantDirectorortheDirectorofTeacherEducation.

• Candidateswillnotautomaticallyreceiveamake-upPracticumwithintheacademicyear.

• Anadministrativefeeforthemake-uppracticummaybechargedtotheCandidate.

C:Make-upPracticumasaresultofunsatisfactoryperformance:

• TeacherCandidateswhoreceiveagradeofUnsatisfactory(E)foroneofthePracticumplacementscanrequestamake-upplacement.TheTeacherCandidatemustmakeawrittenrequesttotheDirectororAssistantDirectorofTeacherEducation.ThewrittenrequestshouldclearlyreflectinsightgainedfromthepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccessinafutureplacement.Thewrittenrequestshouldalsodemonstrateappropriateprofessionalconduct.

• TheCandidatemustmeetwiththeAssistantDirectorortheDirectorofTeacherEducation.

• TheDirectorofTeacherEducationwillconsiderthewrittenrequestandexaminealldocumentationtodeterminewhetherornotamake-upplacementisgranted.

• Dependingontheseriousnessoftheissue,make-upplacementsmayberefused,andtheTeacherCandidate’srighttocontinueintheBachelorofEducationprogrammayberevoked.

• Iftherequestisgranted,aCandidatewilltypicallybeaskedtocompletea


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remediationplan.ThePracticumCoordinator,inconsultationwithschoolboardpersonnel,willestablishaplacement.Therewillbeanadditionaladministrativefeelevied.

• Iftherequestisdenied,theDirectorofTeacherEducationwillinformtheTeacherCandidateinwritingthats/hehasbeenremovedfromtheprogram.

• Make-upplacementsmaybecarriedtothefollowingacademicyear.Uponsuccessfulcompletionofthemake-upplacement,theTeacherCandidatewillbepermittedtoparticipateinthesubsequentFacultyofEducationconvocation.

• TheTeacherCandidateispermittedtocompleteonlyonemake-upPracticumplacement.Ifthemake-upattemptisunsuccessful,theTeacherCandidatewillnotbegivenanotheropportunitytoraisethegradeandwillnotberecommendedfortheB.Ed.Degree.

WithdrawalfromCSL&Practicum:ProfessionalEthics• TeacherCandidatesmustatalltimescomplywiththeOntarioCollegeofTeachers’(OCT)

EthicalStandardsfortheTeachingProfession,StandardsofPracticefortheTeachingProfessionandtheTeachingProfessionActandTheFacultyofEducationRegulationonProfessionalEthics.AnyviolationofthesestandardswillresultintheimmediatewithdrawaloftheCandidatefromthePracticumandtheinitiationoftheprocessisoutlinedintheRegulation.

Forms(AvailableonFacultyWeb-site)

• OCTEthicalStandards

• OCTStandardsofPractice

• TeachingProfessionsAct(Excerpt)

• FacultyofEducationRegulationonProfessionalEthics

• NoticeofCollectiveDisclosure

• PracticumFeedbackform(AssociateTeacher)

• PracticumEvaluationRubric

• InterimPracticumReport*thisformmustbedownloadedtosavechanges.

• FinalPracticumReport*thisformmustbedownloadedtosavechanges.

csl and practicum guide -...

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