2023-24 Academic Year
- STANDARDS OF PRACTICE
- ETHICAL STANDARDS
- WELCOME TO "FIELD EXPERIENCE"
- CONTACTS
- SECTION A: ROLES AND RESPONSIBILITIES
- SECTION B: FIELD EXPERIENCE POLICIES
- SECTION C: FIELD EXPERIENCE PROCEDURES
- PRESENCE IN SCHOOL
- ABSENCE FROM PRACTICE TEACHING
- PRACTICUM ABSENCE REPORT
- ACCOMMODATION FOR DISABILITY
- ACCOMODATION FOR RELIGIOUS NEEDS
- PROFESSIONAL DEVELOPMENT (PD) DAYS
- SCHOOL CLOSURE FOR EMERGENCY
- SCHOOL CLOSURE FOR SEVERE WEATHER
- ABSENCE OF ASSOCIATE/MENTOR TEACHER
- ACCIDENTS AND INJURIES
- WITHDRAWAL FROM THE PROGRAM
- SECTION D: PRACTICE TEACHING EXPECTATIONS
- SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION
STANDARDS OF PRACTICE
Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and 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 their shared responsibilities and their 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 to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
See: the Ontario College of Teachers' Standards of Practice for the teaching profession
ETHICAL STANDARDS
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.
Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.
See: the Ontario College of Teachers' Ethical Standards for the teaching profession
WELCOME TO "FIELD EXPERIENCE"
Greetings and welcome to Field Experience—our teacher education program's vital experiential learning component where theory meets practice and the foundations of education take on real-world significance. We are excited to collaborate on this journey with our Teacher Candidates and those in the school system who support them.
In teaching, experiential learning is a powerful catalyst for growth and development. Field placements are designed to provide hands-on experiences, allowing Teacher Candidates to apply classroom knowledge to the dynamic realities of educational settings.
During field experience, Teacher Candidates not only observe and assist in classrooms but also actively engage in the daily life of a teacher. This immersion is designed to deepen the understanding of pedagogical strategies, classroom management, and the diverse needs of learners. Through this experience, we aim to foster reflective educators who seamlessly translate theory into effective, student-centered practices.
Teacher Candidates will be paired with experienced mentors and educators who are members of the Ontario College of Teachers and are eager to share their insights and offer guidance and support. The expertise of the Associate Teachers, combined with the enthusiasm of the Teacher Candidates, will contribute to a vibrant learning community. Experiential learning placements are not just about what the Teacher Candidate will learn but also about what they bring to teaching. Teacher Candidates' unique perspectives, creativity, and passion for education are invaluable assets that will enrich the field experience.
While practice teaching is the formal and compulsory core element of field experience, we also provide alternative experiential learning opportunities locally and internationally. Through field experiences, Teacher Candidates are exposed to and immersed in a professional network of educators and school leadership, which can significantly help establish a teaching career. We are confident that field experience will be a pivotal chapter in the teacher education journey of our Teacher Candidates, preparing them for the rewarding road ahead. Teacher Candidates are invited to contact the Field Experience Office if they have questions or ideas or want to share their experiences.
The basis of Teacher Candidates' success in teaching practice is the mentorship they receive from our school partners and leadership, Faculty Advisors, and especially Associate Teachers. By providing meaningful field experience, our school partners have supported the professional journeys of our Teacher Candidates and contributed significantly to enhancing the teacher education program. Through Associate Teachers’ guidance and commitment to excellence, our Teacher Candidates have gained invaluable hands-on experience, honing their skills and nurturing their passion for teaching. The support of our school partners is pivotal in helping Teacher Candidates transition from aspiring educators to confident, capable teachers. Please accept our heartfelt appreciation for the unwavering commitment and care given to shaping the future of education. We warmly welcome our school partners to let us know how we can better support the practical learning of our Teacher Candidates by contacting our Field Experience Office directly or through their Principals or representatives of the Faculty of Education.
The Field Experience Handbook, found below, informs Teacher Candidates, Associate/Mentor Teachers, Principals, Vice-Principals, Faculty Advisors, and school board personnel about the expectations, policies, and procedures designed to make this experience effective and enjoyable for all. We look forward to continuing to provide our Teacher Candidates with exceptional field experience, knowing that together, we are making a significant difference in the field of education.
With sincerest gratitude,
Lindsey Jaber, Ph.D., C.Psych.
Associate Dean, Teacher Education
Associate Professor, Faculty of Education
CONTACTS (for TECHNOLOGICAL EDUCATION)
Tim Tiegs
Coordinator of Technological Studies B.Ed. Degree/Diploma Program
Tim.Tiegs@uwindsor.ca
Teacher Candidates are assigned a Faculty Advisor and an Associate/Mentor Teacher(s). The Faculty Advisor is responsible for the components of the EDUC-5498 (Practicum) course, which includes an e-portfolio, and supervises Teacher Candidates' required 80 days of field experience (practicum)
Leslie Borg
Field Experience Coordinator
lborg@uwindsor.ca
Karen Bourdeau
Practice Teaching Assistant, External Placements
educexternal@uwindsor.ca
PROGRAM OFFICE
Dr. Lindsey Jaber
Associate Dean, Teacher Education
assocdeanteachered@uwindsor.ca
Lina Nardone
Secretary to the Associate Dean, Teacher Education
lnardon@uwindsor.ca
Dana Datta
Program Support Assistant (currently on leave)
dwiley@uwindsor.ca
Thuy Shiu
Program Support Assistant (temporary)
educ@uwindsor.ca
SECTION A: ROLES AND RESPONSIBILITIES
As a Teacher Candidate, it is your responsibility to do as follows:
- Perform professional duties and obligations in accordance with the Ontario College of Teachers’ 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 at least one, half-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/school, and staffroom. You are always a teacher, and always a professional.
- Use what you observe 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 your 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. For the time being, however, you should provide your lesson plans to your Associate/Mentor Teacher at least one day in advance to ensure the needs of all students are being met, and make revisions as necessary.
- Be involved with extra-curricular activities within your school community. You are expected to participate in the activities that your Associate/Mentor Teacher(s) is involved with, unless they specify otherwise.
- Reflect on your experiences, lessons, and feedback.
- Implement feedback received from your Associate/Mentor Teacher.
- Complete Active Observation and Critical Reflection Journal and weekly blog.
As an Associate/Mentor Teacher, you can support your Teacher Candidate(s) 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 your Teacher Candidate(s) to the school and classroom.
- Sharing and familiarizing your Teacher Candidate(s) with your expectations.
- Modeling your best classroom pedagogical practices and discussing them with your Teacher Candidate(s).
- Assisting your Teacher Candidate(s) in planning teaching strategies, and in selecting and designing appropriate materials, lessons, and assessments.
- Guiding your Teacher Candidate(s) in developing sound classroom organization and management strategies.
- Reviewing written lesson plans to ensure that the needs of your classroom and students, as well as your own expectations, are being met.
- Supporting your Teacher Candidate(s) using The 3Cs of Mentoring.
- Providing feedback that is continuous, constructive, and realistic for the purpose of strengthening your Teacher Candidate(s)’ strategies, professionalism, and performance.
Important Notes:
- Associate/Mentor Teachers must contact the Faculty Advisor at the earliest opportunity if their Teacher Candidate is not progressing as expected, or if they believe the Teacher Candidate is at risk of failing practicum.
- Teacher Candidates are not to be alone/unsupervised with students under any circumstances. Such actions may lead to serious repercussions for the Associate/Mentor Teacher and Teacher Candidate.
As a Faculty Advisor, it is your responsibility to do as follows:
- Draft a letter for Advisees (Teacher Candidates) to give to each Associate/Mentor Teacher in which the role of Faculty Advisor as “Mentor” for Teacher Candidates, and a source of support for Associate/Mentor Teachers, is delineated.
- Be available and in close proximity during all practicum blocks in the event of at-risk situations and/or serious issues that arise.
- Collect and review copies of the Formative and Summative Assessments for each practicum block and determine individualized plans for improvement and growth.
- Collect and review the Active Observation and Reflection Journals from all Teacher Candidates after each practicum.
- Review weekly blogs published by all Teacher Candidates.
- Provide a final Advisor Report for each Teacher Candidate based on their respective self-assessments, in-group seminar participation, and Associate/Mentor Teacher Formative and Summative Assessments. Submission of a summary of Absenteeism Reports to the Field Experience Office is also required.
- Notify the Field Experience Office of any borderline or at-risk Teacher Candidates at the earliest opportunity so that additional supports are put in place expediently.
- Provide individualized Learning Plans for at-risk Teacher Candidates.
- Mediate conflicts between Teacher Candidates and Associate/Mentor Teachers.
- Act as Liaison between host schools and the Faculty of Education.
- Monitor and verify the completion of the required practice teaching hours.
It is up to the discretion of the Faculty Advisor to determine if they will visit Teacher Candidates at their host schools during practicum. However, the Faculty Advisor is required to visit a school upon the request of the Associate/Mentor Teacher, Teacher Candidate, or Field Experience Office. If a Teacher Candidate is at risk of failing a practicum, an individualized Learning Plan must be devised following the school visit. The Learning Plan is submitted to the Associate Dean, Teacher Education, for review, to be followed by a meeting between the Teacher Candidate/Advisee and the Associate Dean, Teacher Education.
The above roles and responsibilities for the Faculty Advisor do not include the duties entailed in the EDUC 5498 (Practicum) course along with service learning.
Principals and Vice-Principals facilitate practice teaching in many ways, including:
- Recruitment of Associate/Mentor Teachers.
- Assisting with the orientation of Teacher Candidates assigned to their school.
- Facilitating Teacher Candidates’ involvement in activities beyond the classroom setting (e.g., staff meetings, staff socials, student functions, professional development days, parent/teacher conferences, etc.).
- Cooperating with the Faculty Advisor in solving problems that may arise.
- Providing both positive and constructive feedback to the Field Experience Office on the general performance of Teacher Candidates and the administration practicum components.
- Processing the forms and/or facilitating the payment of Associate/Mentor Teachers.
- Cooperating with Associate/Mentor Teachers to ensure the prompt return of Teacher Candidate evaluations to the Faculty of Education.
SECTION B: FIELD EXPERIENCE POLICIES
The following policies apply equally and without exception to all Teacher Candidates:
- Where possible, classroom placements are arranged with one of the two the school boards identified by the Teacher Candidate in PART B: Practice Teaching Placements (Practicum) of the mandatory Incoming Technological Studies Teacher Candidate Registration survey.
- Only the Faculty of Education makes placement arrangements. Teacher Candidates are not permitted to make their own placement arrangements. The Field Experience Office will email a “Confirmation of Teaching Placement” sheet to each school approximately two (2) weeks prior to the start of a placement block. Teacher Candidates will receive notice of their placement via email approximately one (1) week prior to the placement start date.
- Requests for changes in placements will not be considered for reasons of convenience nor due to transportation issues. In signing PART B of the aforementioned registration survey, you confirm that you agree to and understand the following:
Teacher Candidates are responsible for making all necessary transportation arrangements to and from placements. Many school boards cover geographical areas of 100 kilometres or more. Since some schools are not on public transit routes, a vehicle or another form of direct transportation may be required to reach a placement destination. The Field Experience Office will not assist with facilitating any shared transportation arrangements. -
Teacher Candidates are not placed in schools where relatives are members of the school community – as employees, students, or otherwise. Moreover, any placement situations involving possible conflicts of interest of any kind are to be brought to the attention of the Field Experience Office.
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It is crucial that the Faculty of Education retains current and accurate contact information for each Teacher Candidate. This is of particular importance in the rare occurrence that a change to a placement arrangement takes place on short notice. It is the responsibility of the Teacher Candidate to keep the Field Experience Office apprised of any changes to their contact information.
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All official correspondence from the Faculty of Education/university is sent to Teacher Candidates' UWindsor-assigned email addresses only. In turn, Teacher Candidates must only correspond with Associate/Mentor Teachers, the Faculty Advisor, and other university members via their UWindsor-assigned email accounts.
This teacher education program requires the completion of a minimum of 80 days (400 hours) of classroom teaching and observation.
All practicum placements are at the English secondary school level in the Teacher Candidate’s broad-based Technological Teaching Subject.
To obtain a Transitional Certificate of Qualification and Registration from the Ontario College of Teachers, a Teacher Candidate must meet all of the following criteria:
- Successful completion of one or more semesters of technological studies teacher education program courses. A University of Windsor-issued transcript must be obtained and show the semester(s) completed (at least half [½] of the required course components).
- Successful completion of 10 days of practicum at the English secondary school level in the technological teaching subject.
- Submission of practicum Log Sheets, validated (initialed) by the Associate/Mentor Teacher(s), to the Faculty Advisor and the Field Experience Office. Official Log Sheets are required as evidence that the Teacher Candidate has successfully met the requirements of a 10-day practicum.
- Submission of a written request to the Faculty of Education to forward documentation to the Ontario College of Teachers that attests to their successful completion of 10 days of practicum.
- Official registration with the Ontario College of Teachers.
Teacher Candidates must complete at least 80 full days (400 hours) of practice teaching in their technological teaching subject between September 2022 and April 2023.
The Faculty of Education permits mutually convenient placements dates arranged between the Teacher Candidate and their Associate/Mentor Teacher(s).
LOG SHEETS/CREDIT HOURS CALCULATION
Teacher Candidates are responsible for maintaining a detailed record of their practice teaching hours. Logged hours must be validated (initialed) by Associate/Mentor Teacher(s), and complete/validated logs must be submitted to the Faculty Advisor and the Field Experience Office (educexternal@uwindsor.ca) promptly at the end of each month.
Teacher Candidates will only receive credit for hours of practice teaching in their technological teaching subject. Credit is allotted, as follows:
| applicable to observation/teaching/prep in technological teaching subject only | ||
| # of periods | # of days | # of hours |
| 1 period observation/teaching | 0.25 | 1.25 |
| 1 period observation/teaching + 1 prep* | 0.5 | 2.5 |
| 2 periods observation/teaching + 1 prep* | 0.75 | 3.75 |
| 3 periods observation/teaching + 1 prep* | 1 | 5 |
REQUIREMENTS FOR PASSING PRACTICE TEACHING
Teacher Candidates receive a Pass/Fail grade for the Practicum course (EDUC 5498). A Pass is required for the awarding of a B.Ed. Degree/Diploma in Education - Technological Studies, and for official recommendation by the Faculty of Education to the Ontario College of Teachers for certification. The Faculty of Education and the Faculty Advisor determine the final grade based on the Summative Assessment and a portfolio assessment.
In order to pass practicum, a Teacher Candidate must receive a “Satisfactory” Summative Assessment. If a Teacher Candidate receives an “Unsatisfactory” Summative Assessment, their status in the program is under review by the Associate Dean, Teacher Education.
A Teacher Candidate that receives an “Unsatisfactory” Summative Assessment receives a letter as notification that they are in jeopardy of falling short of the expectations required to pass the Practicum course (EDUC 5498). The letter delineates that an additional placement is required, and prescribes individualized mandatory intervention strategies. As an acknowledgement of and agreement to the contents, the letter is signed by the Teacher Candidate, and the signed copy is submitted to the Field Experience Office.
Note that failure or termination of the practicum component in the Technological Studies program may be the result of a serious contravention of the Ontario College of Teachers’ Standards of Practice and Ethical Standards for the Teaching Profession, which includes, but is not limited to the following:
- Professional/ethical misconduct;
- Academic misconduct; and/or
- Neglect of teaching responsibilities and/or poor teaching performance during the practicum.
Failure due to unmet expectations related to performance in teaching practice include, but are not limited to, the following:
- Unsatisfactory performance in teaching practice (leading to an unsatisfactory Summative Assessment ); and/or
- An unsatisfactory portfolio assessment by the Faculty Advisor.
Any such cases are referred to the Associate Dean, Teacher Education, for further investigation and determination of outcome. The Associate Dean of Teacher Education, in turn, may refer the case to the Professional Standards Committee.
Professional Standards Committee
The Professional Standards Committee (PSC) reviews referrals from the Associate Dean, Teacher Education, regarding the performance and professional conduct of Teacher Candidates. A Teacher Candidate under review by the PSC is required to appear before the Committee in person.
Chaired by the Associate Dean of Teacher Education, the committee is also comprised of two (2) Faculty Members who are not the Teacher Candidate’s Faculty Advisor. The Teacher Candidate and Faculty Advisor are required to attend a meeting of the Committee to respond to questions and/or share additional, relevant information. The PSC determines an outcome for each case on its own merit and communicates its decision to the Teacher Candidate in writing by way of the Associate Dean of Teacher Education. Teacher Candidates have the right to appeal the decision through the Dean of the Faculty of Education.
Teacher Candidates in Difficulty
If a Teacher Candidate is experiencing difficulty during practicum, it is essential that the issue(s) is addressed and resolved in an appropriate and expedient manner.
A Teacher Candidate experiencing difficulty is to take the following steps:
- Talk to Associate/Mentor Teacher(s).
- Contact the Faculty Advisor.
- If further intervention or support is needed, contact the Field Experience Office where you may be directed to the Associate Dean of Teacher Education.
An Associate Teacher/Mentor is to take the following steps:
- Consistently debrief with and provide constructive feedback to your Teacher Candidate(s).
- Contact the Faculty Advisor who will schedule an in-class observation, discuss concerns, and provide advice, where appropriate.
- If further intervention or support is needed, contact the Field Experience Office where you may be directed to the Associate Dean of Teacher Education.
If a Teacher Candidate is at risk of failing a practicum placement, it is imperative that the Associate/Mentor Teacher(s) contacts the Faculty Advisor prior to completing and submitting an “Unsatisfactory” Summative Assessment. This gives the Faculty Advisor opportunity to review and address the Teacher Candidate’s standing, and the area(s) of concern. In turn, the Teacher Candidate is able to make necessary and informed decisions, ranging from engaging in remediation measures to voluntary withdrawal from the program.
If a Teacher Candidate is experiencing serious difficulty, the Faculty Advisor, in consultation with the Associate/Mentor Teacher(s), will complete an individualized Learning Plan for the Teacher Candidate. The Learning Plan identifies areas of strength and areas that require improvement with the intent to help the Teacher Candidate achieve positive results in practice teaching. The Learning Plan is submitted to the Associate Dean of Teacher Education when the Faculty Advisor is summoned to the host school.
Complaints Regarding Associate/Mentor Teachers
If a Teacher Candidate decides to make an adverse report about an Associate/Mentor 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, upon making an adverse report pertaining to another member, the 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.”
Refer to the OTF-provided resource entitled, “OTF Guidelines Regarding Harassment Complaints that Arise During Practicum Placements.”
Immediate Withdrawal from a Placement
If immediate withdrawal of a Teacher Candidate from a placement is deemed necessary, the grade assigned for the Practicum course (EDUC 5498) is “Unsatisfactory." In such situations, the Associate/Mentor Teacher(s) may or may not complete and submit a Summative Assessment; regardless, the Faculty of Education officially documents the Summative Assessment as “Unsatisfactory.”
Immediate withdrawal of a Teacher Candidate from placement is deemed necessary if, in part or whole, the following circumstances apply:
- Display of conduct that contravenes the Standards of Practice and Ethical Standards of the Teaching Profession or that violates the provisions of the Ontario Education Act, The Teaching Profession Act, and the Ontario College of Teachers Act.
- Engagement in physical or sexual abuse, harassment, or other misconduct.
- Display of conduct that constitutes a threat to, or compromises the physical or emotional well-being of, students.
- Failure to act professionally (e.g. absenteeism, tardiness, lack of planning and preparation, behaviour demonstrating lack of commitment to the profession, etc.).
- Continuation of placement is not in the best interest of the school, the Faculty of Education and/or school personnel.
- At-risk standing of failure of practicum.
SECTION C: FIELD EXPERIENCE PROCEDURES
Full attendance during practicum placement is required. Teacher Candidates must be physically present in their host schools at all times during the school day. When not teaching a class or group, Teacher Candidates are to be actively involved in planning, observing, and other appropriate/related activities.
ABSENCE FROM PRACTICE TEACHING
Teacher Candidates must obtain prior approval from the Field Experience Coordinator or the Associate Dean of Teacher Education for all absences that are not due to illness. All absences must be reported to all of the following personnel:
1. The Field Experience Office via email
2. The Faculty Advisor via email
3. The Associate/Mentor Teacher(s)
4. The school Principal
Absence due to illness lasting more than two days requires a medical note. Regardless of the reason(s), Teacher Candidates must complete the Practicum Absence Report for all absences.
All missed practicum days require make-up days. These days are arranged at times that are convenient for the Associate/Mentor Teacher(s) and their classroom(s). Make‐up days may only take place on days when there are no scheduled technological studies course classes or compulsory special events hosted by the Faculty of Education. When make-up days are satisfied, the Associate/Mentor Teacher(s) confirms this by signing the Practicum Absence Report(s). The Faculty Advisor must verify that practicum days are satisfied by also signing the Practicum Absence Report. The Teacher Candidate must submit copy of the Practicum Absence Report that is signed by all required parties to the Field Experience Office.
If a Teacher Candidate has a disability, and requires specific in-program accommodations, they are strongly encouraged to register with the University of Windsor’s Student Accessibility Services (SAS). If a Teacher Candidate requires accommodations during practicum, specifically, they are to first register with the SAS Office, and subsequently contact the Field Experience Coordinator to ensure appropriate arrangements are in place.
ACCOMMODATION FOR RELIGIOUS NEEDS
If a Teacher Candidate has religious observations that require specific accommodations during practicum, the University of Windsor, Faculty of Education, and partner School Boards are committed to supporting the diverse religious needs of Teacher Candidates. If desired, anyone with such considerations is encouraged to discuss with them with the Program Coordinator, and/or Associate/Mentor Teacher(s), and/ or the Field Experience Coordinator.
PROFESSIONAL DEVELOPMENT (PD) DAYS
PD days count as practicum days and participation is mandatory unless Teacher Candidates are informed otherwise by the Faculty of Education. The Associate/Mentor Teacher(s) is to document any Teacher Candidate's PD Day(s) participation in the Summative Assessment. If the Principal cannot permit Teacher Candidate participation in planned PD Day(s), Teacher Candidates are to proceed with practicum responsibilities or other tasks, as assigned.
Teacher Candidates are required to make up scheduled practicum periods/days that are missed/shortened due to an emergency school closure (e.g. sanitary or heating problems).
SCHOOL CLOSURE FOR SEVERE WEATHER
Teacher Candidates are required to make up scheduled practicum periods/days that are missed/shortened due to severe weather school closure (e.g. fog, snow, ice, etc.). If schools are closed, Teacher Candidates are not required to be present, and will make up the lost time. If buses are canceled due to severe weather, but the school(s) remain open, Teacher Candidates are required to be present.
ABSENCE OF ASSOCIATE/MENTOR TEACHER
Teacher Candidates must notify the Field Experience Office if their Associate/Mentor Teacher is absent for more than two consecutive days.
Teacher Candidates have coverage through Workplace Safety Insurance for accidents and injuries sustained during unpaid practicum placements. 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, Teacher Candidates must complete and submit the University of Windsor Unpaid Practicum Accident Incident Reporting Form to the Field Experience Office within two (2) 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 practicum, the Teacher Candidate must notify the Field Experience Office of the leave and submit the following documents:
If a Teacher Candidate is considering withdrawing from the program, they must directly contact the Technological Studies Program Coordinator or the Associate Dean, Teacher Education.
SECTION D: PRACTICE TEACHING EXPECTATIONS
Upon arrival to host schools, Principals and Associates/Mentor Teachers assist Teacher Candidates in becoming acquainted with their schools, routines, and organization. Orientation activities often and can include the following:
- Initial greetings and welcome;
- Tour of the school and its facilities;
- Introductions to support staff/other teachers;
- Information about the school’s philosophy, accomplishments, policies and initiatives;
- Information about parent and community relations.
ACTIVE OBSERVATION AND CRITICAL REFLECTION JOURNAL
As a critical component of the Practicum course (EDUC 5498), Teacher Candidates are required to complete an Observation and Reflection Journal. This component is explained to Teacher Candidates in advance and in detail through discussions led by the Faculty Advisor.
Teacher Candidates must maintain weekly blogs throughout the secondary school year, and until they return to the University of Windsor's campus for their second summer of courses. This component is explained to Teacher Candidates in advance and in detail through discussions led by the Faculty Advisor.
Teacher Candidates are encouraged to collaborate with Associate/Mentor Teachers in the process of creating lesson plans, and they must share final plans prior to delivery to ensure the needs of all students/the classroom are met.
Effective lesson planning accomplishes the following:
- Takes into account Curriculum Expectations, Learning Goals, 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.
PRACTICUM DAILY PLAN AND RECORD
Suggested sections to include* are as follows:
- School and classroom policies (school handbook);
- Teaching timetable;
- Seating plans;
- Information regarding students who require accommodations;
- Observation notes;
- Unit plans;
- Lesson plans with relevant materials and resources.
*Associate/Mentor Teachers may require the inclusion of additional sections or information in practicum daily plans and records.
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 practicum in consecutive 5-6 week placement blocks.
Associate/Mentor Teachers may use their professional discretion to adjust workload expectations, where necessary. Adjustments must reflect the needs and best interests of the Teacher Candidate(s) and the students in the classroom.
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(s) (formal and informal).
f. Critical self-reflection and implementation of feedback.
*The listed areas of focus are described in charts under "Teaching Expectations/Assessment Schedule" below.
In all practice teaching placements, areas of focus should include the following aspects:
Active observation
Debrief sessions with Associate/Mentor Teacher(s)
Critical self-reflection
Implementation of feedback from Associate/Mentor Teacher(s)
Prior to the start of practicum, all Teacher Candidates are to do the following:
- Contact the Associate/Mentor Teacher(s) to inquire about parking, bell times, school allergies, and any other pertinent information;
- Complete the Profile Form, and provide it the Associate/Mentor Teacher(s);
- Prepare a Practicum Daily Plan and Record book, ensuring all necessary sections/materials are included.
During practicum, Teacher Candidates are to do the following:
- Provide the Associate/Mentor Teacher(s) with a Profile Form;
- Keep an organized and current Practicum Daily Plan and Record at all times;
- Complete Observation and Reflection Journal activities;
- Maintain a weekly blog;
- Obtain required, signed assessments from the Associate/Mentor Teacher(s), which are as follows:
- Formative Assessment Report
- Summative Assessment Report
TEACHING EXPECTATIONS/ASSESSMENT SCHEDULE
The following charts provide guidance for how workload/teaching expectations should gradually build. Associate/Mentor Teachers may 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.
NOTE: Week-by-week lists of expectations are to be followed, if possible. Associate/Mentor Teachers are to contact the Faculty Advisor with questions or concerns.
| Week 1 (0-25 hrs) |
Week 2 (26-50 hrs) |
Week 3 (51-75 hrs) |
Weeks 4 & 5 (76-125 hrs) |
Week 6 (126-150 hrs) |
| observation | collaborative planning and teaching | teaching up to 25% | teaching 25-50% | teaching 50% |
| scaffolded interaction with students | continue with areas of focus from week 1 | continue with areas of focus from weeks 1 and 2 | collaborative assessment of students | collaborative assessment of students |
| continue with areas of focus from weeks 1-3 | continue with areas of focus from weeks 1-5 | |||
| Formative Assessment | ||||
| Week 7 (151-175 hrs) |
Week 8 (176-200 hrs) |
Week 9 (201-225 hrs) |
Weeks 10 & 11 (226-275 hrs) |
Week 12 (276-300 hrs) |
| observation | collaborative planning and teaching | teaching 75% | teaching 75% | teaching 75-100% |
| teaching 50% | teaching 50-75% | continue with areas of focus from weeks 6-8 | continue with areas of focus from weeks 8-9 | continue with areas of focus from weeks 9-11 |
| collaborative assessment of students | collaborative assessment of students | |||
| continue with areas of focus from weeks 1-5 | continue with areas of focus from week 6 | |||
| Formative Assessment | ||||
| Week 13 (301-325 hrs) |
Week 14 (326-350 hrs) |
Week 15 (351-375 hrs) |
Week 16 (376-400 hrs) |
|
| observation | teaching 100% | teaching 100% | teaching 100% | |
| scaffolded interaction with students | continue with areas of focus from week 12 | assessment of students | assessment of students | |
| collaborative planning and teaching | continue with areas of focus from weeks 12-14 | continue with areas of focus from weeks 14 and 15 | ||
| collaborative assessment of students | ||||
| teaching 100% | ||||
| Summative Assessment | ||||
Daily Expectations for Teacher Candidates (at all times):
- Observe Associate/Mentor Teacher(s) (AT), attending to their interactions with students, other teachers, and others in the school/community;
- Assist individual students and small groups during lessons and activities;
- Assist AT(s) in teaching parts of lessons and activities;
- Assist AT(s) in activities, duties, and supervision outside of the classroom;
- Observe other teachers and classes, if/where possible.
REMINDER: Week-by-week lists of expectations are to be followed, if possible. Associate/Mentor Teachers are to contact the Faculty Advisor with questions or concerns.
Week 1 (0-25 hrs)
- Identify parts of lessons you will teach next week with your AT(s);
- Identify the ways in which your AT(s) use assessment for learning in their lessons;
- Make daily entries in your Observation and Reflection Journal, focusing on the following aspects:
1. The Classroom Setting 3. Classroom Management 5. Diversity
2. Establishing Community 4. Student Observation
Week 2 (26-50 hrs)
- Assist AT(s) by teaching parts of lessons as planned in week 1;
- Identify lessons and topics to co-teach during week 3 (up to 25%);
- Identify ways in which to implement assessment for learning in lessons;
- Review lesson plans for week 3 with AT(s);
- Make daily entries in your Observation and Reflection Journal, focusing on the following aspects:
1. The Structure of a Lesson 3. Assessment and Evaluation
2. Differentiated Instruction 4. Daily Timetables and Long-term Planning
Week 3 (51-75 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Identify lessons and topics to co-teach during weeks 4 and 5 (up to 50%);
- Identify the ways in which to use assessment for learning in lessons;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. School Programs and Initiatives 2. Individual Education Plans
Weeks 4 and 5 (76-125 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Assess student work in collaboration with AT(s) (assessment of learning)
- Identify lessons to co-teach and teach (50%) in week 6;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. Extracurricular Activities 2. School Improvement Plan
Week 6 (126-150 hrs)
- Debrief and reflect on lessons with AT(s), implementing suggestions and feedback;
- Assess students in collaboration with AT(s) (assessment of learning);
- Identify lessons to co-teach and teach (50-75%) in week 7;
- Review Formative Assessment with Associate/Mentor Teacher(s).
Week 7 (151-175 hrs)
- Debrief daily with AT(s) and revise lessons to implement suggestions and feedback;
- Identify lessons to teach and co-teach in week 8 (50-75%) with AT(s);
- Identify ways in which AT(s) uses assessment for learning in lessons;
- Review lesson plans for week 8 with AT(s) and revise, as necessary;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. The Classroom Setting 3. Classroom Management 5. Diversity
2. Establishing Community 4. Student Observation
Week 8 (176-200 hrs)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Assist AT(s) by teaching parts of lessons as planned in week 7;
- Identify lessons and topics to co-teach and teach (75%) in week 9;
- Identify ways in which to implement assessment for learning in lessons;
- Review lessons for week 9 in collaboration with AT(s) and revise, as necessary;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
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 daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify lessons and topics to co-teach and teach (75-100%) in weeks 10 and 11;
- Identify ways in which to implement assessment for learning and of learning into lessons;
- Review lessons for weeks 10 and 11 in collaboration with AT(s) and revise, as necessary;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. School Programs and Initiatives 2. Individual Education Plans
Weeks 10 and 11 (226-275 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Identify lessons and topics to co-teach and teach (75-100%) in week 12;
- Identify ways in which to implement assessment for learning and of learning into lessons;
- Review lessons for week 12 in collaboration with AT(s) and revise, as necessary;
- Review Formative Assessment with AT(s);
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. Extracurricular Activities 2. School Improvement Plan
Week 12 (276-300 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Assess students (assessment of learning) in collaboration with AT(s);
- Identify lessons and topics to co-teach and teach (100%) in week 13.
Daily Expectations for Teacher Candidates (at all times):
- Observe AT(s) in the classroom, with students, and in the school environment;
- Assist individual students and small groups during lessons and activities;
- Assist AT(s) in teaching parts of lessons and activities;
- Assist AT(s) in activities, duties, and supervision outside of the classroom;
- Assess students in collaboration with AT(s);
- Observe other teachers and classes, if/where possible.
Week 13 (301-325 hours)
- Identify lessons and topics to co-teach and teach (100%) by the end of the week;
- Identify ways in which to implement assessment for learning and as learning into lessons;
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify and review lessons to co-teach and teach (75-100%) in week 14 and revise, as necessary;
- Make daily entries in Observation and Reflection Journal, focusing on the following aspects:
1. The Classroom Setting 3. Classroom Management 5. Diversity
2. Establishing Community 4. Student Observation
Week 14 (351-375 hours)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify lessons and topics to teach (100%) in weeks 15 and 16;
- Identify ways in which to implement assessment for, as, and of learning into lessons;
- Review lessons for weeks 15 and 16 with AT(s) and revise, as necessary;
- Make daily entries in your Observation and Reflection Journal, focusing on the following aspects:
1. The Structure of a Lesson 3. Assessment and Evaluation
2. Differentiated Instruction 4. Daily Timetables and Long-term Planning
Weeks 15 and 16 (351-400 hours)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify ways in which to implement assessment for, as, and of learning into lessons;
- Review lessons for week 17 with AT(s) and revise, as necessary;
- Assess students;
- Review Summative Assessment with AT(s);
- Make daily entries in your Observation and Reflection Journal, focusing on the following aspects:
1. School Programs and Initiatives 3. Individual Education Plans
2. Extracurricular Activities 4. School Improvement Plan
SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION
When assessing or evaluating Teacher Candidate performance, Associate/Mentor Teachers should remember the following:
- Teacher Candidates should not be assessed based on the same standards applied to experienced teachers.
- Assessment reports should reflect the continual written and oral feedback imparted throughout the placement.
- The Teacher Candidate's stage in the program should be taken into consideration.
Associate/Mentor Teachers are obliged to help Teacher Candidates reach their fullest potential. Associate/Mentor Teachers also have an obligation to the teaching profession to ensure that only Teacher Candidates who satisfy practicum expectations are assigned a final grade of "Satisfactory." Associate/Mentor Teachers should not pass undeserving Teacher Candidates either due to pressure and/or compassion.
Teacher Candidates have a responsibility to do the following:
- Become familiar with established procedures and criteria used for assessment of practice teaching.
- Seek clarification pertaining to comments and suggestions provided by the Associate/Mentor Teacher(s) throughout practicum, and during the Formative and Summative Assessment processes.
- Receive all reports/assessments, particularly the final Summative Assessment, in a courteous and professional manner.
Each Teacher Candidate's practicum performance is subject to assessment by the Associate/Mentor Teacher(s). Assessment and evaluation of practicum performance is both formative and summative in nature, in accordance with the proceeding guidelines.
Regular feedback during practice teaching is essential for facilitating Teacher Candidates' professional growth. There are two kinds of formative assessment, which are informal and formal.
Informal
Ongoing, daily (ideally), conferencing occurs between the Teacher Candidate and the Associate/Mentor Teacher(s). Written observations are more helpful than oral comments. Written observations can be constructive in providing feedback regarding strengths and weakness, and for providing concrete suggestions for strengthening areas of weakness. Teacher Candidates are encouraged to include such comments in a section of their Practicum Daily Plan and Record for personal reference and reflection.
Formal
At the mid-way point of a practicum block, Associate/Mentor Teachers are encouraged to complete and submit an Associate/Mentor Teacher Formative Report.
At the end of a practicum block, the Associate/Mentor Teacher is required to complete all pages of an Associate/Mentor Teacher Summative Report. The final assessment should be based on the "average" performance and growth overall, and not just the "high" or "low points." As part of the final Summative Assessment report, Associate/Mentor Teachers are required to check one of two boxes, either "Satisfactory" or "Unsatisfactory", as an overall determination of the outcome of the practicum (Pass or No Pass).
All absences during practicum 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 Teacher(s)' final assessment, the Summative Assessment report is to be withheld until the Teacher Candidate makes up the missed time/work.
Important Notes:
- In cases where a Candidate is assigned to more than one Associate/Mentor Teacher for one practicum, a single Summative Assessment based on the consensus of the Associate/Mentor Teachers involved is submitted.
- Ensure that a final determination ("Satisfactory" or "Unsatisfactory") is entered on the form before it is given to the Teacher Candidate for review and signature. A Teacher Candidate is within their rights to refuse to sign and accept a report that is not complete.
- A Teacher Candidate's signature indicates receipt of the report only and does not reflect agreement with its contents.
- Remember that Teacher Candidates include practicum assessment reports in their professional portfolios and in employment application packages.
COMPLETION AND SUBMISSION OF ASSESSMENT REPORTS
Assessment reports are completed and submitted online. To Associate/Mentor Teachers: Please do these reports in collaboration with your Teacher Candidate(s), and provide them with a copy for their records before you submit. Associate/Mentor Teachers register in the evaluation system with their official school board-issued email address. The Field Experience Office provides detailed registration and report completion instructions to an Associate/Mentor Teacher once a placement arrangement is officially confirmed.
Associate/Mentor Teachers are encouraged to contact the Field Experience Office if they have any questions or require assistance with report submission.
GUIDELINES FOR ASSOCIATE/MENTOR TEACHER ASSESSMENT
The final rating is the result of an integrative assessment, in which the various behaviours/performance observed in the classroom and school setting are weighed and balanced to arrive at an overall decision about the Teacher Candidate’s professional readiness.
A Satisfactory assessment indicates that Teacher Candidates meets the following standards:
- Consistently meets expectations in all or most areas.
- Successfully integrates attitudes, skills and knowledge to provide good quality learning experiences for students.
- Maintains positive and professional relationships with all members of the school community.
- Shows 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 or professionalism. There is always room for development, growth and improvement. A Teacher Candidate’s performance deemed “Satisfactory” ranges between an adequate level of success and an exceptionally high level of success. Use comments that specifically delineate to the Teacher Candidate, Faculty Advisor, and prospective employers, where the Teacher Candidate falls on this spectrum.
An Unsatisfactory assessment indicates that a Teacher Candidate exhibits the following:
- Fails to meet expectations in most areas.
- Displays attitudes, skills, and knowledge that have a negative impact on student learning.
- Experiences difficulty in maintaining positive and professional relationships with all members of the school community.
- Does not integrate attitudes, skills and knowledge that provide good quality learning experiences for students.
- Shows an unwillingness to improve and grow through an inability to accept and implement constructive feedback and does not reflect on their practice.
An Unsatisfactory report indicates that there are significant concerns about the Teacher Candidate’s competence and/or professionalism, and that their performance falls noticeably short of what is considered acceptable. The Associate/Mentor Teacher(s) should consult the Faculty Advisor before an “Unsatisfactory” assessment is officially determined and submitted.