UNIVERSITY OF WINDSOR | 401 Sunset Ave. Windsor ON N9B 3P4

Technological Studies Field Experience Handbook

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STANDARDS OF PRACTICE

Commitment to Students and Student Learning Members are dedicated in their care, commitment, equitable treatment and respect to students. They are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.

Professional Knowledge Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.

Professional Practice Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.

Leadership in Learning Communities Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize shared responsibilities and leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.

Ongoing Professional Learning Members recognize that a commitment to professional learning is integral to effective practice and student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

ETHICAL STANDARDS Care includes compassion, acceptance, interest and insight for developing students’ potential. Members express commitment to students’ well-being and learning through positive influence, professional judgment and empathy.

Trust embodies fairness, openness and honesty through members’ professional relationships with students, colleagues, parents/guardians and the public.

Respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment honours human dignity, emotional wellness and cognitive development.

Integrity embodies honesty, reliability and moral action. Continual reflection assists in exercising integrity in professional commitments and responsibilities.

Please visit the Ontario College of Teachers website.

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Welcome to “Field Experience” Welcome to the field experience practicum. Past graduates often describe this as an enjoyable and rewarding part of their education program. Associate/Mentor Teachers often report that the presence of teacher candidates in their classroom adds to their own professional and personal enrichment. At the University of Windsor we are proud of the long-standing and successful partnership between the Faculty of Education and the local school boards. We, therefore, also extend a warm welcome to our Associate/Mentor Teachers. Your hard work and dedication to our program is vital for its ongoing success and is truly appreciated. We hope to offer as much support as possible. Please do not hesitate to direct any questions to the Field Experience Office or to any of the Faculty representatives. The Field Experience Handbook informs candidates, associate/mentor teachers, principals, faculty advisors and school board personnel about the expectations, policies and procedures that are designed to make this experience effective and enjoyable for all participants. With our best wishes for a successful and enjoyable year, Dr. Geri Salinitri Associate Dean, Pre-Service

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IMPORTANT CONTACTS

Faculty Advisors:

Associate/Mentor Teachers: All teacher candidates are assigned an Advisor. The Advisor is responsible for the 80-498 course which includes the e-portfolio, service learning and internship as well as monitoring the 80 days of field experience.

Field Experience Office:

Leslie Borg Field Experience Coordinator lborg@uwindsor.ca (519) 253-3000 ext. 3807 Karen Bourdeau Practice Teaching Assistant educexternal@uwindsor.ca (519) 253-3000 ext. 3869 Carol Kong-Dai Practice Teaching Secretary carolk@uwindsor.ca (519) 253-3000 ext. 3827

Program Office

Dr. Geri Salinitri Associate Dean, Pre-Service and Technological Studies sgeri@uwindsor.ca (519) 253-3000 ext. 3804

Lina Nardone Secretary to Associate Dean, Pre-Service lnardon@uwindsor.ca (519) 253-3000 ext. 3804

Dana Datta Program Office Secretary dana.wiley@uwindsor.ca (519) 253-3000 ext. 3805

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TABLE OF CONTENTS

SECTION A: ROLES AND RESPONSIBILITIES ......................................................................... 1 TEACHER CANDIDATES ................................................................................................................... 1 ASSOCIATE/MENTOR TEACHERS ...................................................................................................... 2 FACULTY ADVISOR ........................................................................................................................ 3 SCHOOL ADMINISTRATORS ............................................................................................................. 4

SECTION B: FIELD EXPERIENCE POLICIES ............................................................................. 5 FIELD EXPERIENCE REQUIREMENTS .................................................................................................. 6 PLACEMENT SCHEDULE .................................................................................................................. 6 LOG SHEETS/HOURS CALCULATION.................................................................................................. 6 REQUIREMENTS FOR PASSING PRACTICE TEACHING ............................................................................ 7

Notification Letter ............................................................................................................... 7 Practicum Failure ................................................................................................................ 7 Professional Standards Committee .................................................................................... 7 Teacher Candidates in Difficulty ......................................................................................... 8 Learning Plan ...................................................................................................................... 8 Complaints Regarding Associate/Mentor Teachers ........................................................... 9 Immediate Withdrawal from a Placement ......................................................................... 9

SECTION C: FIELD EXPERIENCE PROCEDURES .................................................................... 10 PRESENCE IN SCHOOL .................................................................................................................. 10 STUDENT ACCESSIBILITY SERVICES .................................................................................................. 10 RELIGIOUS NEEDS ....................................................................................................................... 10 PROFESSIONAL DEVELOPMENT DAYS .............................................................................................. 10 ABSENCE FROM PRACTICE TEACHING ............................................................................................. 10 PRACTICUM ABSENCE REPORT ...................................................................................................... 10 SCHOOL CLOSURE FOR EMERGENCIES ............................................................................................. 11 ABSENCE OF ASSOCIATE/MENTOR TEACHER ................................................................................... 11 ACCIDENTS AND INJURIES ............................................................................................................. 11 WITHDRAWAL FROM THE PROGRAM .............................................................................................. 11

SECTION D: PRACTICE TEACHING EXPECTATIONS ............................................................. 12 ORIENTATION ............................................................................................................................. 12 ACTIVE OBSERVATION AND CRITICAL REFLECTION JOURNAL ............................................................... 12 LESSON PLANNING ...................................................................................................................... 12 DAYBOOK .................................................................................................................................. 12 WORKLOAD EXPECTATIONS .......................................................................................................... 13

Areas of Focus ................................................................................................................... 13 TEACHING EXPECTATIONS/ASSESSMENT SCHEDULE .......................................................................... 14 WEEKLY EXPECTATIONS ............................................................................................................... 16

SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION .................................... 19 FORMATIVE ASSESSMENT ............................................................................................................. 19 SUMMATIVE ASSESSMENT ............................................................................................................ 19 TEACHER CANDIDATE ABSENCE(S) ................................................................................................. 20 COMPLETION AND SUBMISSION OF REPORTS ................................................................................... 20 GUIDELINES FOR ASSOCIATE/MENTOR TEACHER’S ASSESSMENTS ....................................................... 20

Satisfactory ....................................................................................................................... 20 Unsatisfactory ................................................................................................................... 21

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SECTION A: ROLES AND RESPONSIBILITIES

Teacher Candidates As a Teacher Candidate, you are expected to:

Perform professional duties and obligations in accordance with the Standards of Practice

and the Duties of Teachers;

Recognize and acknowledge student welfare as the ultimate concern and that the

Associate/Mentor Teacher has the final responsibility for what occurs in the classroom;

Be professional by arriving prepared, dressed appropriately, and half an hour before the

school's start time;

Maintain professional and appropriate interactions with students in and outside of the

classroom. Teacher candidates are not to contact students through social media or phone

calls under any circumstances;

Be mindful of the conversations you engage in, both in and out of the classroom and

staffroom. You are always a teacher and always a professional;

Use what is observed to familiarize yourself with the school's culture and create and plan

lessons that meet the needs of all learners in each classroom;

Take initiative to support and assist Associate/Mentor Teachers and make professional

and meaningful connections with students and colleagues;

Be detailed, organized, and prepared in your lesson planning. When you are more

experienced, you will not need to prepare such detailed lesson plans; right now you

should provide your lesson plans to your Associate/Mentor Teacher at least one day

before to ensure all needs are being met, make revisions as necessary;

Get involved with extra-curricular activities within your school community. You are

expected to be a part of ALL activities that your Associate/Mentor Teacher is a part of,

unless specified otherwise;

Reflect on your experience, lessons and feedback;

Implement feedback received from your Associate/Mentor Teacher;

Complete Active Observation and Critical Reflection Journal.

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Associate/Mentor Teachers As an Associate/Mentor teacher, you can support your teacher candidate by:

Continuing to perform professional duties and obligations in accordance with

the Standards of Practice for the Teaching Profession and Ethical Standards as

articulated by the Ontario College of Teachers;

Welcoming and orienting the teacher candidate to the school and classroom;

Sharing and familiarizing teacher candidate with your expectations;

Modeling your best classroom pedagogical practices and discussing them with

your teacher candidate(s);

Assisting teacher candidate in planning teaching strategies and in selecting and

designing appropriate materials, lessons and assessments;

Guiding teacher candidate in developing sound classroom organization and

management strategies;

Expecting and approving written lesson plans to ensure the needs of your

classroom and students are being met, as well as your own expectations;

Supporting teacher candidate using the 3Cs of Mentoring;

Providing feedback that is continuous, constructive, and realistic for the purpose

of strengthening teacher candidate’s strategies, professionalism and

performance.

1. Associate/Mentor teachers must contact the Advisor as soon as possible if the

teacher candidate is experiencing difficulties or they believe the teacher

candidate is at risk of failing practicum.

2. Teacher candidates may not be left alone with students under any

circumstances. Such actions may lead to serious issues for the

Associate/Mentor Teacher and teacher candidate.

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Faculty Advisor As a Faculty Advisor, you are expected to:

Draft a letter for advisees to give to each Associate/Mentor Teacher describing the advisor role as a MENTOR for teacher candidates and support for the Associate/Mentor Teacher;

Be available and in town during all practicum blocks for any at-risk situations;

Collect and review copies of the Formative and Summative reports for each placement and determine next steps for improvement and growth;

Collect Active Observation and Reflection Journal from all teacher candidates after each practicum;

Provide a final advisor report on all students based on the self-assessment, in-group seminar participation, Associate/Mentor Teacher’s Formative and Summative assessments, and provide a summary of absenteeism reports for the Field Experience Office;

NOTIFY the Field Experience Office of any borderline or at-risk students as soon as possible so that we can seek additional support;

Provide a Learning Plan for at risk teacher candidates;

Mediate conflicts between teacher candidates and Associate/Mentor Teachers;

Act as a liaison between the schools and the Faculty of Education;

Monitor and verify the completion of the required practice teaching hours.

* The above roles and responsibilities for the Faculty Advisors does not include the duties to be carried out in the EDUC 5498 course along with service learning.

It is up to each Advisor to decide whether or not they would like to visit the students in practicum. However, ALL advisors are to visit students when they have been requested by the Associate/Mentor Teacher, teacher candidate or Field Experience Office. If a teacher candidate is at risk of failing a practicum, the school visit must be followed up with a learning plan submitted to the Associate Dean and a follow-up meeting with the Teacher Candidate/Advisee and Associate Dean.

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School Administrators Principals and Vice-Principals facilitate practice teaching in many ways, including:

Cooperating with the recruitment of Associate/Mentor Teachers;

Assisting in the orientation of teacher candidates assigned to their school;

Facilitating teacher candidate’s involvement in activities beyond the classroom setting (e.g., staff meetings, staff socials, student functions, professional development days, parent/teacher conferences);

Cooperating with Faculty Advisors in solving problems that may arise;

Providing both positive and critical feedback to the Field Experience Office on the general performance of teacher candidates and the administration of the practicum;

Processing the forms for payment of Associate/Mentor Teachers;

Cooperating with teachers to ensure the prompt return of assessment reports to the Faculty

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SECTION B: FIELD EXPERIENCE POLICIES

All of the policies below are applied equally and without exception to all teacher candidates.

1. Classroom placements are arranged with the school board identified by the teacher candidate, where possible.

2. All placement arrangements are made by the Faculty of Education. Candidates may not be involved in arranging their own placements. The Field Experience Office will email the “Confirmation of Teaching Placement” sheet to each school approximately 2 weeks prior to the placement start date. Teacher candidates will receive notice of placement through email approximately 1 week prior to the placement start date.

3. Requests for changes of placement cannot be considered for reasons of convenience of transportation. You are required to sign “Practice Teaching Registration Form B” confirming your agreement and understanding of the following:

Teacher candidates are responsible for making all necessary transportation arrangements, to and from placements. Many school boards cover geographical areas up to 100km or more. Since some schools are not available by public transit, a vehicle may be required to reach candidates’ placements. The Field Experience Office cannot become involved in facilitating any car pool arrangements.

4. Placements are not permitted in a school where a candidate’s relative(s) is a

member of the school community, including a school attended by the candidate’s children. Practicum situations involving possible conflicts of interest of any kind, should be brought to the attention of the Field Experience Office.

5. It is crucial that throughout the year local addresses, telephone numbers, and email addresses remain current. It is sometimes necessary to communicate placement changes at short notice. It is the responsibility of the teacher candidate to inform the Field Experience Office of any changes to their contact information, as soon as possible.

6. All official Faculty correspondence will be sent to your University email address

only. You are also advised that this address must be used for all communication with your Associate/Mentor Teacher, Advisor and Faculty members.

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Field Experience Requirements The program requires the completion of a minimum of 80 days (400 hours) of classroom teaching and observation. All placements will be completed at the Secondary school level in the teacher candidate’s broad based area of Technological Studies. To attain a transitional teaching certificate, the Teacher Candidate:

must have successfully completed one or more sessions of a program of professional education delivered over two or more sessions, a transcript of the session or sessions; (1/2 of the in-course component),

must have successfully completed 10 days of practicum in a secondary school in the program of study,

must provide evidence from the Associate Teacher through validated Log Sheets to the Advisor and Field Experience Office that the candidate has met the requirements of a successful 10-day practicum,

request the Faculty of Education to forward a document to the Ontario College of Teachers providing the evidence above,

must register with the Ontario College of Teachers for the transitional certificate.

Placement Schedule Teacher candidates must complete at least 80 full days (400 hours) of practice teaching in the broad-based teachable area between September and April. *Placement dates can be arranged between the teacher candidate and Associate/Mentor teacher at a mutually convenient time.

Log Sheets/Hours Calculation Teacher candidates are responsible for maintaining a detailed record of their practice teaching hours. Logged hours must be validated (initialed) by the Associate Teacher, and logs must be provided to the Advisor and Field Experience Office (educexternal@uwindsor.ca) at the end of each month. Candidates may only receive credit for hours of practice teaching in their teachable subject. This is calculated as follows:

# periods # days #hours

1 period observation/teaching (broad based area only) .25 days 1.25

1 period observation/teaching (broad based area only) + 1 prep* 0.5 days 2.5

2 periods observation/teaching (broad based area only) + 1 prep* 0.75 days 3.75

3 periods observation/teaching (broad based area only) + 1 prep* 1 day 5

*credit can only be given for prep time when the Teacher Candidate participates/assists the Associate Teacher during their prep period.

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Requirements for Passing Practice Teaching Teacher candidates receive a Pass/Fail grade for Practice Teaching (EDUC 5498). A pass is required for the B.Ed. degree/Diploma in Education - Technological Studies and recommendation for Ontario College of Teachers certification. The Faculty/Advisor determines the final grade based on the final practicum report and a portfolio assessment.

In order to pass, a teacher candidate must receive a “Satisfactory” Summative assessment. If a teacher candidate receives an “Unsatisfactory” Summative Evaluation, their status will be reviewed by the Associate Dean, Pre-Service.

Notification Letter Teacher candidates who receive an “Unsatisfactory” Summative assessment will receive a letter that he/she is in danger of not meeting the standard required in order to obtain a Pass in Practice Teaching (EDUC 5498). This letter will prescribe mandatory intervention strategies and includes the completion of an additional placement. Other mandatory intervention strategies may also be prescribed. The letter must be signed and returned to the Field Experience Office.

Practicum Failure It should be noted that failure or termination of practicum may result from any serious contravention of the Ontario College of Teachers Standards of Practice and Ethical Standards for the Teaching Profession, including, but not limited to:

Professional/ethical misconduct during the practicum component of the Bachelor of Education program;

Academic misconduct during the practicum component of the Bachelor of Education program; and/or

Neglect of teaching responsibilities and/or poor teaching performance during the practicum.

Failure due to issues related to performance in teaching practice, including, but are not limited to:

Unsatisfactory performance in teaching practice (unsatisfactory summative assessment); and/or

An unsatisfactory portfolio assessment by the Faculty Advisor. All cases are referred for investigation and decision to the Associate Dean, Pre-Service, who may refer the matter to the Professional Standards Committee.

Professional Standards Committee The Professional Standards Committee (PSC) reviews referrals from the Associate Dean, Pre-Service, regarding the performance and professional conduct of teacher candidates. The teacher candidates who are referred to the PSC are required to appear before the Committee in person.

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Chaired by the Associate Dean of Pre-Service Education, committee members include two Faculty members who are not the teacher candidate’s Advisor. The teacher candidate and Advisor are required to attend a meeting of the Committee in order to respond to questions and/or share additional information. The PSC decides each case on its own merit and communicates its decision to the teacher candidate in writing through the Associate Dean (Pre-Service). Candidates have the right to appeal the decision through the Dean of Education, University of Windsor.

Teacher Candidates in Difficulty When teacher candidates are experiencing difficulties in placement, it is essential that the problem(s) is identified and resolved as soon as possible. The following steps are prescribed for teacher candidates:

Talk to Associate/Mentor Teacher.

Contact Faculty Advisor.

If further intervention or support is needed, contact the Field Experience Office, who may direct you to either the Associate Dean, Pre-Service or Field Experience Coordinator.

The following are steps prescribed for Associate/Mentor Teachers:

Consistently provide feedback and debrief with your teacher candidate

Contact the Faculty Advisor who will make arrangements to visit the school and observe, discuss concerns and provide advice, as appropriate, and

If further intervention or support is needed, contact the Field Experience Office, who may direct you to either the Associate Dean, Pre-Service or Field Experience Coordinator.

Should a candidate be at risk of failing a practicum placement, it is imperative that the Associate/Mentor Teacher contact the Advisor before completing an “Unsatisfactory” Summative Assessment. This will allow the opportunity for review of the candidate’s standing and the area(s) of concern. The candidate will then be in a position to make the necessary informed decisions, ranging from engaging in remediation measures to voluntary withdrawal.

Learning Plan When a teacher candidate is experiencing serious difficulty, the Advisor, in consultation with the Associate/Mentor Teacher, will complete a Learning Plan for the teacher candidate. The Learning Plan identifies area of strength and the areas that require improvements to assist the teacher candidate to achieve a successful result. This is to be submitted to the Associate Dean, Pre-Service when the Advisor has been requested to visit the school.

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Complaints Regarding Associate/Mentor Teachers If a teacher candidate decides to make an adverse report about a teacher to a third party, the following policy applies: Under the Teaching Profession Act (Section 4.2), teacher candidates are associate members of the Ontario Teachers’ Federation (OTF). It follows that teacher candidates are also subject to the regulations under the Teaching Profession Act. This regulation requires that, on making an adverse report on another member, a member shall “furnish him/her with a written statement of the report at the earliest possible time and not later than three days after making the report.” The OTF has provided a resource entitled, “Guidelines Regarding Harassment Complaints that Arise During Practicum Placements”.

Immediate Withdrawal from a Placement It may be deemed necessary and/or appropriate to immediately withdraw a teacher candidate from a placement. Should a teacher candidate be asked to leave a placement, the placement is deemed to be “Unsatisfactory”. In these situations, the Associate/Mentor Teacher may not necessarily complete a Summative Report; however, the Faculty documents this placement as an “Unsatisfactory” Summative assessment. Immediate withdrawal from placement will occur if the teacher candidate:

Displays conduct that contravenes the Standards of Practice and Ethical Standards of the Teaching Profession or that violates the provisions of the Education Act, The Teaching Profession Act and the Ontario College of Teachers Act;

Engages in physical or sexual abuse, harassment or other misconduct;

Constitutes a threat to, or compromises the physical or emotional well-being of students;

Fails to act professionally (ex: absenteeism, lateness, lack of planning and preparation, behaviour demonstrating lack of commitment to the profession, etc.);

Continuing in the placement is not in the best interest of the school, the Faculty of Education and/or school personnel;

Is at risk of failing the placement.

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SECTION C: FIELD EXPERIENCE PROCEDURES

Presence in School Full attendance during all practicum placements is required. Teacher candidates must be in school at all times of the day. When not teaching a class or group, candidates are expected to be actively involved in planning, observing and other appropriate activities.

Student Accessibility Services If you are a teacher candidate with a documented disability, you are encouraged to register with Student Accessibility Services (SAS). Should you require accommodations in your practicum, please then contact the Field Experience Coordinator to discuss how we can best support you.

Religious Needs Teacher candidates who have special religious needs and require accommodation in their placement, must complete and submit Form D: Religious Practices and School Placements Form to the Field Experience Office.

Professional Development Days PD days are counted as placement days and should be attended unless advised otherwise by the Faculty. If attended, Associate/Mentor teacher is to record the PD day in the Summative Report. If the principal is not able to include teacher candidates in the planned PD, the teacher candidate is to resume their responsibilities on placement or tasks as assigned.

Absence from Practice Teaching Candidate must obtain prior approval from the Associate Dean (Pre-Service) or Field Experience Coordinator for all absences, other than illness. All absences must be reported to: Field Experience Office via email (Karen Bourdeau: educexternal@uwindsor.ca or Leslie Borg: lborg@uwindsor.ca), Faculty Advisor (via email), Associate/Mentor Teacher and School Principal. Absence due to illness of more than two days requires a medical note. Teacher Candidates must complete the Practicum Absence Report for all absences.

Practicum Absence Report All missed practicum days must be made up. These days must be arranged at a time that is convenient for the Associate/Mentor teacher and their classroom. Make-up days can only be arranged when there are no scheduled classes or special events at the Faculty. When practicum days are made up, the Associate/Mentor Teacher confirms by signing the Practicum Absence Report. Faculty Advisors must verify that practicum days are completed by signing a Practicum Absence Report. Teacher Candidate must return a signed copy of the Practicum Absence Report to the Field Experience Office.

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School Closure for Emergencies

Scheduled practicum time/days that are missed due to closure for emergency reasons (e.g. sanitary or heating problems) will require make-up time.

School Closure Due to Severe Weather

Practicum time/days that are missed due to closure for severe weather (e.g. fog, snow, ice, etc.) will require make-up time. If schools are closed, teacher candidates are not required to attend but a missed scheduled day will need to be made up. If buses are canceled due to weather, but the schools are still open, teacher candidates are required to attend.

Absence of Associate/Mentor Teacher Teacher candidates must notify the Field Experience Office if the Associate/Mentor Teacher is absent for more than two consecutive days.

Accidents and Injuries Teacher candidates are covered for accidents and injuries sustained during unpaid practicum placements through Workplace Safety Insurance. All teacher candidates must complete the Student Declaration of Understanding Workplace Safety and Insurance Board or Private Insurance Coverage for Students on Program Related Placements. In all circumstances the University of Windsor Unpaid Practicum Accident Incident Reporting Form for reporting incidents must be completed and returned to the Field Experience Office within two days of the incident.

Extended Medical Leave of Absence

If a teacher candidate requests an extended medical leave of absence that will affect the completion of a practicum(s), the teacher candidate is required to notify and submit the following to the Field Experience Office:

Complete the Practicum Absence Report

Complete the University of Windsor Student Medical Certificate

Withdrawal from the Program

Teacher Candidates considering withdrawing from the program must contact the Technological Studies Program Coordinator or the Associate Dean, Pre-Service.

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SECTION D: PRACTICE TEACHING EXPECTATIONS

Orientation When candidates first arrive, Principals and Associates/Mentor teachers are asked to assist them in becoming acquainted with the school, its routines and organization. Orientation activities could include:

Initial welcome;

Tour of the school and its facilities;

Introductions to support staff;

Information about the school’s philosophy, accomplishments, policies and initiatives;

Information about parent and community relations.

Active Observation and Critical Reflection Journal As a part of the Practice Teaching course (EDUC 5498), teacher candidates are required to complete an Observation and Reflection Journal. This will be discussed and explained in detail by the Faculty Advisors.

Lesson Planning Teacher Candidates are encouraged to collaborate with the Associate/Mentor teacher when creating plans and must share the final plans prior to delivery to ensure all needs are being met. Effective planning:

Takes into account Curriculum Expectations, Learning Goals, and Success Criteria, Accommodations and Modifications,

Differentiates instruction to meet the needs of all learners in the classroom,

Incorporates assessment as, of, and/or for learning.

Daybook Suggested Sections to include*:

School and classroom policies, School Handbook;

Teaching timetable;

Supervision duties: Yard, Lunch, Bus;

Seating plans;

Information regarding students who require accommodations;

Observation notes;

Unit plans; lesson plans with relevant materials and resources;

Self-reflection of each lesson; general daily or weekly reflection of teaching experiences and lessons learned.

*Associate/Mentor Teachers may require additional sections or information to be kept in the daybook.

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Workload Expectations

All of the following Workload Expectations are guidelines. Due to the nature of the Technological Studies Program, it is possible that teacher candidates will not complete the placement in 5-6 week blocks.

Associate/Mentor Teachers may use their professional discretion to adjust the workload expectations as necessary. This should reflect the needs and best interests of the teacher candidate(s) and the students in the classroom.

Areas of Focus

Teacher candidates require balanced and meaningful opportunities for the following areas of focus*: (a) Active Observation (b) Scaffolded Interactions with Students (c) Collaborative and Independent Planning and Teaching (d) Collaborative and Independent Assessment, Evaluation and Descriptive Feedback (e) Constructive Feedback Sessions with Associate/Mentor Teacher (formal and informal) (f) Critical Self-Reflection and Implementation of Feedback

*The Listed Areas will be explained in the following charts

In all practice teaching placements, areas of focus should include:

Active Observation Debrief with Associate/Mentor Teacher

Critical Self-Reflection Implement Feedback from Associate/Mentor Teacher

Prior to Practicum: Contact Associate/Mentor Teacher to inquire about parking, bell times, school

allergies, and any other important information;

Fill out Profile Form to give Associate/Mentor Teacher;

Prepare your daybook and ensure you have all necessary materials

During Practicum: Give Associate/Mentor Teacher your Profile Form;

Keep an organized and updated Daybook at all times;

Complete Observation and Reflection Journal Activities;

Obtain specified evaluations from Associate/Mentor Teachers:

o Formative Evaluation

o Summative Evaluation

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Teaching Expectations/Assessment Schedule The following charts provide an example of how the workload/teaching expectations should gradually build. Associate/Mentor teachers are requested to make adjustments depending on the practice teaching schedule agreed upon with the Teacher Candidate. When a new semester begins, teacher candidates may benefit from some additional observation time.

Week 1

(0-25 hours) Week 2

(26-50 hours) Week 3

(51-75 hours) Weeks 4 and 5 (76-125 hours)

Week 6 (126-150 hrs)

Observation

Scaffolded Interaction with

Students

Collaborative Planning and

Teaching

Continue with Areas of Focus from

Week 1

Teaching up to 25%

Continue with Areas of Focus from Weeks

1-2

Teaching 25% to 50%

Collaborative

Assessment of Students

Continue with Areas of Focus from Weeks 1-

3

Teaching 50%

Collaborative Assessment of Students

Continue with Areas of Focus from Weeks 1-5

Formative Assessment

Week 7

(151-175 hours) Week 8

(176-200 hrs) Week 9

(201-225 hrs) Week 10 and 11

(226-275 hrs) Week 12

(276-300 hrs)

Observation

Teaching 50%

Collaborative Assessment of

Students

Continue with Areas of Focus from

Weeks 1-5

Collaborative Planning &

collaborative Teaching

Teaching 50-

75%

Collaborative Assessment of

Students

Continue with Areas of Focus from Week 6

Teaching 75%

Continue with Areas of Focus from Weeks

6-8

Teaching 75%

Continue with Areas of Focus

from Weeks 8-9

Teaching 75% to 100%

Continue with Areas of Focus from Weeks

9-11

Formative Assessment

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Week 13 (301-325 hours)

Week 14 (326-350 hours)

Week 15 (351-375 hours)

Week 16 (376-400 hours)

Observation

Scaffolded Interaction with Students

Collaborative Planning

& Teaching

Collaborative Assessment of

Students

Teaching 100%

Teaching 100%

Continue with Areas of Focus from Week 12

Teaching 100%

Assessment of Students

Continue with Areas of

Focus from Weeks 12-14

Teaching 100%

Assessment of Students

Continue with Areas of Focus from Weeks

14-15

Summative Assessment

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Weekly Expectations Daily Expectations (at all times)

- Observe your Associate/Mentor Teacher at all times calling attention to their interactions

with students, other teachers, and others in the school;

- Assist individual students and small groups during lessons and activities;

- Assist your AT in teaching parts of lessons and activities;

- Assist your AT in out-of-classroom duties and supervision;

- Observe other teachers and other classes, if possible.

Week 1 (0-25 hours)

- Identify parts of lessons you will teach next week with your Associate/Mentor Teacher;

- Identify how your Associate/Mentor Teacher uses Assessment FOR learning in their

lessons;

- Make daily entries in your Observation and Reflection Journal, focusing on the

following:

1) The Classroom Setting 3) Classroom Management 5) Diversity

2) Establishing Community 4) Student Observation

Week 2 (26-50 hours)

- Assist your Associate/Mentor Teacher by teaching parts of lessons as planned in week 1; - Identify lessons and topics you will co-teach during week 3(up to 25%); - Identify how you can implement assessment FOR learning in your lessons; - Review your lessons for week 3 with your Associate/Mentor Teacher; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) The Structure of a Lesson 3) Assessment and Evaluation 2) Differentiated Instruction 4) Daily Timetables and Long-term Planning

Week 3 (51-75 hours)

- Each day, debrief and revise lessons with Associate/Mentor Teacher implementing suggestions and feedback;

- Identify lessons and topics you will co-teach during weeks 4 and 5(up to 50%); - Identify how you can use assessment for learning in your lessons; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) School Programs and Initiatives 2) Individual Education Plans

Week 4 and 5 (76-125 hours)

- Each day, debrief and revise lessons with Associate/Mentor Teacher implementing suggestions and feedback;

- Collaboratively assess student work with your Associate/Mentor Teacher (Assessment OF Learning);

- Identify lessons you will co-teach and teach (50%) in Week 6;

- Make daily entries in your Observation and Reflection Journal, focusing on the following: 1) Extracurricular Activities 2) School Improvement Plan

Week 6 (126-150 hrs)

- Debrief and reflect on lessons with Associate/Mentor Teacher, implement suggestions and

feedback;

- Collaboratively assess students with Associate/Mentor Teacher (assessment OF learning);

- Identify lessons you will co-teach and teach (50%-75%) in Week 7

- Review Formative assessment with Associate/Mentor Teacher.

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Weekly Expectations cont’d

Daily Expectations (At all times)

- Observe Associate/Mentor Teacher in the classroom, with students, and in the school; - Assist your AT in out-of-classroom duties and supervision; - Assist individual students and small groups during lessons and activities; - Assist your Associate/Mentor Teacher in teaching parts of lessons and activities; - Collaboratively assess students with your Associate/Mentor Teacher; - Observe other teachers and other classes, if possible.

Week 7 (151-175 hours)

- Each day, debrief and revise lessons with Associate/Mentor Teacher implementing suggestions and feedback;

- Identify lessons you will teach and co-teach next week (50%-75%) with your Associate/Mentor

Teacher;

- Identify how your Associate/Mentor Teacher uses Assessment FOR learning in their lessons;

- Review your lessons for Week 8 with your Associate/Mentor teacher, make revisions as necessary;

- Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) The Classroom Setting 3) Classroom Management 5) Diversity

2) Establishing Community 4) Student Observation

Week 8 (176-200 hrs) - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and feedback; - Assist your Associate/Mentor Teacher by teaching parts of lessons as planned in week 7; - Identify lessons and topics you will co-teach and teach (75%) in week 9; - Identify how you can implement assessment FOR learning in your lessons; - Review your lessons for week 9 with your Associate/Mentor Teacher, make revisions as necessary; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) The Structure of a Lesson 3) Assessment and Evaluation 2) Differentiated Instruction 4) Daily Timetables and Long-term Planning

Week 9 (201-225 hrs) - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and feedback; - Identify lessons and topics you will co-teach and teach (75%-100%) in weeks 10 and 11; - Identify how you can implement assessment FOR learning and OF learning in your lessons; - Review your lessons for weeks 10 and 11 with your Associate/Mentor Teacher, make revisions as

necessary; - Make daily entries in your Observation and Reflection Journal, focusing on the following: 1) School Programs and Initiatives 2) Individual Education Plans

Week 10 and 11 (226-275 hrs) - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and feedback; - Identify lessons and topics you will co-teach and teach (75-100%) in week 12; - Identify how you can implement assessment FOR learning and OF learning in your lessons; - Review your lessons for Week 12 with your Associate/Mentor Teacher, make revisions as necessary; - Review Formative Evaluation with Associate/Mentor Teacher; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) Extracurricular Activities 2) School Improvement Plan

Week 12 (276-300 hrs) - Debrief and reflect on lessons with Associate/Mentor Teacher, implement suggestions and feedback;

- Collaboratively assess students with Associate/Mentor Teacher (assessment OF learning);

- Identify lessons and topics you will co-teach and teach (100%) in week 13

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Weekly Expectations cont’d

Daily Expectations (At all times)

- Observe Associate/Mentor Teacher in the classroom, with students, and in the school;

- Assist your AT in out-of-classroom duties and supervision;

- Assist individual students and small groups during lessons and activities;

- Assist your Associate/Mentor Teacher in teaching parts of lessons and activities;

- Collaboratively assess students with your Associate/Mentor Teacher;

- Observe other teachers and other classes, if possible.

Week 13 (301-325 hours)

- Identify lessons you will co-teach and teach (100%) by the end of the week;

- Identify how you can implement assessment FOR and AS learning in your lessons; - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and

feedback; - Identify and review lessons you will co-teach and teach (75% to 100%) in week 14 and make

revisions as necessary; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) The Classroom Setting 3) Classroom Management 5) Diversity 2) Establishing Community 4) Student Observation

Week 14 (351-375 hours)

- Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and feedback;

- Identify lessons and topics you will teach (100%) in weeks 15 and 16; - Identify how you can implement assessment FOR, AS, and OF learning in your lessons; - Review your lessons for weeks 15 and 16 with your Associate/Mentor Teacher, make revisions as

necessary; - Make daily entries in your Observation and Reflection Journal, focusing on the following:

1) The Structure of a Lesson 3) Assessment and Evaluation 2) Differentiated Instruction 4) Daily Timetables and Long-term Planning

Week 15 and 16 (351-400 hours) - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and

feedback; - Identify how you can implement assessment FOR, AS and OF learning in your lessons; - Review your lessons for week 17 with your Associate/Mentor Teacher, make revisions as

necessary; - Make daily entries in your Observation and Reflection Journal, focusing on the following: 1) School Programs and Initiatives 3) Individual Education Plans 2) Extracurricular Activities 4) School Improvement Plan - Debrief and reflect on lessons with Associate/Mentor Teacher implementing suggestions and

feedback; - Assess students; - Review Summative Evaluation with Associate/Mentor Teacher.

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SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION When assessing or evaluating the performance of teacher candidates:

They should not be judged on the standards for an experienced teacher;

Assessment reports should reflect the written and oral feedback you have given them;

Take into consideration the stage the teacher candidate is at in the program. You have an obligation to help the teacher candidates assigned to you be the best teacher they can be. You also have an obligation to the teaching profession to assist in ensuring that only deserving teacher candidates are successful. Associate/Mentor Teachers should not pass undeserving candidates either because of pressure and/or compassion. Teacher candidates also have a responsibility to:

Become familiar with the established procedures for the assessment of practice teaching;

Seek clarification about comments and suggestions received throughout the session and during the assessment process;

Receive all reports, particularly the final Summative assessment, in a courteous and professional manner.

Each practicum is subject to assessment by the Associate/Mentor Teacher. The form of such assessment will be of a Formative and Summative nature, in accordance with the following guidelines.

Formative Assessment Regular feedback during practice teaching is essential for facilitating candidates’ professional growth. Formative assessment is of two kinds, informal and formal. Informal Ongoing, ideally daily, conferencing occurs between the teacher candidate and the Associate/Mentor Teacher. Written observations are more helpful than oral comments. They are generally used to give feedback concerning strengths and weaknesses and to offer suggestions for overcoming weaker areas. Candidates are encouraged to include these comments in a section of their Day Book for personal reference and reflection. Formal At the mid-point of all time blocks, Associate/Mentor Teachers are asked to complete the Associate/Mentor Teacher’s Formative Report.

Summative Assessment At the end of each specified time period, the Associate/Mentor Teacher is asked to complete all pages of the Associate/Mentor Teacher’s Summative Report. The final assessment should be based on the “average” performance and growth for the session,

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not just the “high” or “low points”. In preparing the final Summative Assessment report, Associate/Mentor Teachers are asked to select the appropriate level (Satisfactory or Unsatisfactory) and check the box for that level.

Teacher Candidate Absence(s) All absences from Practice Teaching must be recorded on the Formative and/or Summative report, as they occur. If a teacher candidate’s absence(s) are thought to impede the Associate/Mentor’s final assessment, the Summative report should be withheld until the teacher candidate makes up the absence(s). Please note:

In cases where a candidate has been assigned to more than one Associate/Mentor teacher, a single Summative Report based on a consensus of the teachers involved should be submitted.

Please ensure that a final rating has been entered on the form before it is given to the candidate to sign. A candidate is within his/her rights in refusing to accept a report on which this information is omitted.

Please note that the candidate’s signature indicates receipt of the report, not agreement with its contents.

Please bear in mind that candidates will include these reports in their professional portfolios and job applications.

Completion and Submission of Reports Assessment forms are completed and submitted online. Associate/Mentor teachers are asked to register for the system using their official school board email address. The Field Experience Office will provide detailed instructions to register for the system and complete the reports at the time of placement confirmation. Associate/Mentor teachers are encouraged to contact the Field Experience Office if they have any questions or require assistance.

Guidelines for Associate/Mentor Teacher’s Assessments The final rating is the result of an integrative assessment, in which the various behaviours observed in the classroom and school setting are weighed and balanced in order to arrive at an overall decision about the candidate’s professional readiness.

Satisfactory A Satisfactory assessment indicates that teacher candidates are:

- Consistently meeting expectations in all or most areas;

- Successfully integrating attitudes, skills and knowledge to provide good quality

learning experiences for students;

- Maintaining positive and professional relationships with all members of the

school community;

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- Showing a willingness to improve and grow by taking initiative, implementing

constructive feedback, and reflecting on their own practice.

A Satisfactory report indicates that there are no major concerns about the teacher candidate’s competence, ability or professionalism. There will always be room for

development, growth and improvement. The performance of a candidate receiving a “Satisfactory” assessment will range between an adequate level of success and an

exceptionally high level of success. Use your comments to specifically indicate to the candidate, faculty advisors and prospective employers, where each candidate falls on this

spectrum.

Unsatisfactory An Unsatisfactory assessment indicates that a teacher candidate is:

- Failing to meet expectations in most areas;

- Displaying attitudes, skills and knowledge that have had a negative impact on

students’ learning;

- Experiencing difficulty in maintaining positive and professional relationships with

all members of the school community;

- Unsuccessfully integrating attitudes, skills and knowledge to provide good quality

learning experiences for students;

- Showing an unwillingness to improve and grow through an inability to accept and

implement constructive feedback and not reflecting on their own practice.

An Unsatisfactory report indicates that there are major concerns about the teacher candidate’s competence, ability or professionalism and that their performance falls

noticeably short of what would be considered acceptable. Before an “Unsatisfactory” assessment is given, consultation should occur with the Faculty Advisor.