Field Experience Handbook

2023-24 Academic Year

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• STANDARDS OF PRACTICE
• ETHICAL STANDARDS
• WELCOME TO "FIELD EXPERIENCE"
• IMPORTANT CONTACTS
   
• SECTION A: ROLES AND RESPONSIBILITIES
  • TEACHER CANDIDATES
  • ASSOCIATE/MENTOR TEACHERS
  • FACULTY ADVISOR
  • SCHOOL ADMINISTRATORS

• ​SECTION B: FIELD EXPERIENCE POLICIES
  • FIELD EXPERIENCE REQUIREMENTS
  • REQUIREMENTS FOR PASSING PRACTICE TEACHING
    • ​​Unsatisfactory Summative Assessments
    • Practicum Failure
    • Professional Standards Committee
    • Teacher Candidates in Difficulty
    • Learning Plan
    • Complaints Regarding Associate/Mentor Teachers
    • Immediate Withdrawal from a Placement
• SECTION C: FIELD EXPERIENCE PROCEDURES
  • PRESENCE IN SCHOOL
  • ABSENCE FROM PRACTICE TEACHING
  • PRACTICUM ABSENCE REPORT
  • EXTENDED MEDICAL LEAVE OF ABSENCE
  • STUDENT ACCESSIBILITY SERVICES
  • RELIGIOUS NEEDS
  • PROFESSIONAL DEVELOPMENT DAYS (PD Days)
  • SCHOOL CLOSURE FOR EMERGENCIES
  • SCHOOL CLOSURE DUE TO SEVERE WEATHER
  • ABSENCE OF ASSOCIATE/MENTOR TEACHER
  • ACCIDENTS AND INJURIES
  • WITHDRAWAL FROM THE PROGRAM
• SECTION D: PRACTICE TEACHING EXPECTATIONS
  • ORIENTATION
  • ACTIVE OBSERVATION AND CRITICAL REFLECTION JOURNAL
  • LESSON PLANNING
  • DAYBOOK
  • WORKLOAD EXPECTATIONS
  • PRACTICUM ONE (Consecutive Year 1, Concurrent Year 3, and Concurrent Music Year 4)
    Areas of Focus
  • ​​PRACTICUM TWO (Consecutive Year 1, Concurrent Year 3, and Concurrent Music Year 4)
    ​Areas of Focus
  • PRACTICUM THREE (Consecutive Year 2 & Concurrent Year 5)
    ​Areas of Focus
  • PRACTICUM FOUR (Consecutive Year 2 & Concurrent Year 5)
    ​Areas of Focus
• SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION
  • COMPLETION AND SUBMISSION OF REPORTS
  • FORMATIVE ASSESSMENT
  • SUMMATIVE ASSESSMENT
  • TEACHER CANDIDATE ABSENCES
  • GUIDELINES FOR ASSOCIATE/MENTOR TEACHER'S ASSESSMENTS
• FORMS

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STANDARDS OF PRACTICE

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ETHICAL STANDARDS

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IMPORTANT CONTACTS 

FIELD EXPERIENCE OFFICE
Leonard and Dorothy Neal Education Building
3rd floor, Room 3300

Leslie Borg
Field Experience Coordinator
lborg@uwindsor.ca
(519) 253-3000 ext. 3807

Carol Kong-Dai
Practice Teaching Specialist
carolk@uwindsor.ca
(519) 253-3000 ext. 3827

Karen Bourdeau
Practice Teaching Assistant
educexternal@uwindsor.ca
(519) 253-3000 ext. 3869

PROGRAM OFFICE
Leonard and Dorothy Neal Education Building
3rd floor, Room 3300

Dr. George Zhou, PhD, Professor
Acting Associate Dean of Teacher Education
lnardon@uwindsor.ca
(519) 253-3000 ext. 3804

Lina Nardone
Secretary to the Associate Dean of Teacher Education
lnardon@uwindsor.ca
(519) 253-3000 ext. 3804

Dana Datta
Program Support Assistant
dwiley@uwindsor.ca
(519) 253-3000 ext. 3805

Nadia Hachem
Student Success Coordinator (currently on leave until further notice)
nadiah@uwindsor.ca
(519) 253-3000 ext. 3808

DEAN'S OFFICE
Leonard and Dorothy Neal Education Building
2nd floor, Room 2205

Dr. Ken Montgomery
Dean
deanofed@uwindsor.ca
(519) 253-3000 ext. 3801

Abby Nakhaie
Manager, Finance and Administration
abbyn@uwindsor.ca
(519) 253-3000 ext. 3837

Maria Argoselo
Secretary to the Dean
deanofed@uwindsor.ca
(519) 253-3000 ext. 3811

Janet Coop
Secretary, Dean's Office
Janet.Coop@uwindsor.ca
(519) 253-3000 ext. 3801

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SECTION A: ROLES AND RESPONSIBILITIES

Teacher Candidates

• Be responsible for awareness of and respect for all policies and procedures, both at the Faculty of Education and those of your placement school(s);
• 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 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 plan lessons that meet the needs of all learners in each classroom;
• Take initiative to support and assist Associate Teachers and make professional and meaningful connections with students and colleagues;
• Understand that Associate Teachers/Mentors have their own unique teaching styles. Teacher Candidates are invited guests in the schools and classrooms, and should be respectful of the rules and expectations of each individual Associate Teacher/Mentor.
• 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 Teacher at least one day before to ensure all needs are being met and to 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 Teacher is a part of, unless specified otherwise;
• Reflect on your experience, lessons and feedback;
• Implement feedback received from your Associate Teacher; and,
• Complete the Active Observation and Critical Reflection Journal;
• Stay in contact with your Faculty Advisor. You should update your Advisor about your progress and reach out for advice 

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Associate/Mentor Teachers

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Faculty Advisor

• 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;
• Collect and review copies of the Formative and Summative reports for each placement and determine next steps for improvement and growth;
• Collect the Active Observation and Critical Reflection Journal from all Teacher Candidates after each practicum;
• NOTIFY the Field Experience Office of any borderline or at-risk Teacher Candidates 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; 
• Hold a debrief/reflection session with the Advisory group at the end of each practicum block; and
• Submit the mid-year "IP" grade and all final grades for your section of EDUC 5499 (P/F) electronically

School Administrators

• Cooperating with the recruitment of Associate/Mentor Teachers;
• Assisting in 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 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; and
• Cooperating with teachers to ensure the prompt return of assessment reports to the Faculty.

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SECTION B: FIELD EXPERIENCE POLICIES

1. Classroom placements are arranged with the following four school boards only:
   
   Greater Essex County District School Board
   Lambton Kent District School Board (LKDSB graduates only)
   St. Clair Catholic District School Board
   Windsor-Essex Catholic District School Board
   
   As per OCT accreditation regulations, the Faculty of Education is not permitted to place Teacher Candidates in any full-French school boards. Our programs are accredited for English school boards only.
    
2. All placement arrangements are made by and through the Field Experience Office only. Teacher Candidates must not be involved in arranging their own placements. Teacher Candidates must not make requests for their practicum placements. 
   
   The placement arrangement process is incredibly complex, and numerous factors must be considered when assignments are made. It is therefore critical that this policy be respected, and any teacher candidate found to be in contravention of this policy may be subject to disciplinary action.
   
   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.
   
   Requests for changes of placement cannot be considered for reasons of convenience of transportation. You are required to acknowledge and agree to your understanding of the following statement in the Incoming Teacher Candidate Registration Survey:  
   
   I understand that I am responsible for making all necessary transportation arrangements to and from placement. I understand that the partner boards cover a large geographical area and since some schools are not available by public transit, a vehicle may be required. I understand that the Field Experience Office cannot become involved in facilitating any carpool arrangements and that the Faculty of Education will not change placement locations due to transportation issues.
    
3. Placements in schools where any potential conflicts of interest exist are not permitted. This includes schools where relatives are part of the school community, whether as any member of staff or as a student.
   
   The Field Experience Office must be made aware of any potential conflicts of interest by the beginning of the school year so that they may be avoided. It should be noted that a placement will be cancelled immediately if the Field Experience Office becomes aware of a conflict of interest situation at a Teacher Candidate's placement school.
    
4. 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 ensure their contact information is up-to-date via the UWinsite Student platform. 

5. 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.
   Teacher Candidates should check their University email regularly, and respond to all correspondence in a timely manner.

   Teacher Candidates have a professional responsibility to be familiar with and respectful of all Faculty of Education policies. Policy breaches may be considered a case of Professional Misconduct.

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Field Experience Requirements

Requirements for Passing Practice Teaching

Unsatisfactory Summative Assessments

Teacher Candidates who receive an “Unsatisfactory” Summative assessment are in danger of not meeting the standard required to obtain a Pass in Practice Teaching (EDUC-5499) and will be required to attend a meeting with the Associate Dean of Teacher Education. The Associate Dean will determine the Candidate’s status in the program on a case-by- case basis. In some situations, the Associate Dean may refer the case to the Professional Standards Committee. The  Associate Dean will inform the Teacher Candidate in writing,  via email, of detailed intervention strategies and/or conditions for the Candidate’s continuation in the program, which may include the completion of an additional placement. It should be noted that Candidates who need to complete an additional placement in their graduating year may have their convocation postponed.

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Practicum Failure

• 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.

• Unsatisfactory performance in practice teaching (unsatisfactory summative assessment); 
• Failure to adequately meet the teaching expectations as outlined in the Field Experience Handbook and Teaching Expecations Guide; and/or
• An unsatisfactory portfolio assessment by the Faculty Advisor.

Professional Standards Committee

The Professional Standards Committee (PSC) reviews referrals from the Associate Dean of Teacher Education, regarding the performance and/or professional conduct of Teacher Candidates. The Teacher Candidate is then required to appear before the Committee in person.

Chaired by the Associate Dean of Teacher 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 of Teacher Education. 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.

Learning Plan

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, 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 will document this placement as an “Unsatisfactory” Summative assessment.

Reasons for immediate withdrawal from placement include, but are not limited to, the following situations:

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SECTION C: FIELD EXPERIENCE PROCEDURES

Presence in School

Absence from Practice Teaching

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 on days when there are no scheduled Education 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 the Practicum Absence Report. The Teacher Candidate must return a signed copy of the Practicum Absence Report to the Field Experience Office.

In the event that an Associate/Mentor Teacher is unable to accommodate make-up time, Teacher Candidates are to contact their Advisor and/or the Field Experience Office for further direction.

Please be aware that required make-up days scheduled after April 30^th of your graduating year may result in you missing inclusion in the convocation program and/or ceremony and/or your graduation may be delayed until Fall convocation.

Extended Medical Leave of Absence

If an extended (medical) Leave of Absence that will affect the completion of a practicum(s) is required, the Teacher Candidate is to submit the request in writing along with the following documents to the Field Experience Office:

• A completed Practicum Absence Report
• A completed University of Windsor Student Medical Certificate (if applicable)

Leave of Absence requests are reviewed by the Associate Dean of Teacher Education. The Field Experience Office will provide the Teacher Candidate with the response in writing, along with requirements for making up the practicum. Please keep in mind that make-up placement time is typically scheduled during the month of May. All efforts will be made to ensure graduation deadlines are met; however, Teacher Candidates must be aware that completing a make-up placement in their graduating year may result in not being included in the Convocation Porgram and/or a delay of graduation until the Fall or following Spring. 

Student Accessibility Services

If you are a Teacher Candidate with a documented disability, and you require accommodations to support you during your practicum, you must register with the University of Windsor’s Student Accessibility Services (SAS) Office. You must then contact the Field Experience Coordinator or Associate Dean of Teacher Education to discuss and provide a copy of your accommodations letter for your file.

Religious Needs

Professional Development (PD) Days

School Closure for Emergencies

Practicum time/days that are missed due to closure for emergency reasons (e.g. sanitary or heating problems) do not require make-up time.

School Closure Due to Severe Weather 

Absence of Associate/Mentor Teacher

Accidents and Injuries

Withdrawal from the Program

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SECTION D: PRACTICE TEACHING EXPECTATIONS

Orientation

When Teacher Candidates first arrive, the Principal and Associate/Mentor Teacher are asked to assist them in becoming acquainted with the school, its routines, and organization. Orientation activities could include:

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Active Observation and Critical Reflection Journal

As a part of the Practice Teaching course (EDUC 5499), Teacher Candidates are required to complete an Active Observation and Critical Reflection Journal. This will be discussed and explained in detail by the Faculty Advisors.

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

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Daybook

Workload Expectations

1. Active observation
2. Scaffolded interactions with students
3. Collaborative and independent planning and teaching
4. Collaborative and independent assessment, evaluation and descriptive feedback
5. Constructive feedback sessions with Associate/Mentor Teacher (formal and informal)
6. Critical self-reflection and implementation of feedback
    

• Team teaching, or
• Teaching small groups of students, or
• Teaching in another class for part of the day.

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PRACTICUM ONE
(Consecutive Year 1, Concurrent Year 3, and Concurrent Music Year 4)

Areas of Focus

Active Observation

 Debrief with Associate/Mentor Teacher

Critical Self-Reflection

Implement Feedback from Associate/Mentor Teacher

• Contact the Associate/Mentor Teacher (AT) to inquire about parking, bell times, school allergies, and any other important information; 
• Fill out Profile Form to give to AT;
• Prepare your daybook and ensure you have all necessary materials 

• Give the AT your Profile Form;
• Keep an organized and updated daybook at all times;
• Complete the Active Observation and Critical Reflection Journal Activities; 
• Obtain specified assessments from ATs:
  • Formative Assessment: mid-practicum
  • Summative Assessment: end of practicum block

PRACTICUM ONE - Weekly Expectations

• Observe your AT 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.

• Identify parts of lessons you will teach next week with your AT;
• Identify how your at uses Assessment FOR learning in their lessons;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

1. The Classroom Setting
2. Classroom Management
3. Structure of a Lesson
4. Inclusivity

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

1. Differentiated Instruction 
2. Daily Timetables and Long-term Planning
3. Individual Education Plans
4. Extra-Curricular Activities

• Each day, debrief and revise lessons with AT implementing suggestions and feedback;
• Identify lessons and topics you will co-teach during weeks 4 & 5;
• Identify lessons and topics you will teach in weeks 4 & 5 (up to 50%);
• Identify how you can use assessment for learning in your lessons;
• Review Formative assessment with AT;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

1. Lesson Planning
2. Classroom Management

• Each day, debrief and revise lessons with AT implementing suggestions and feedback;
• Collaboratively assess student work with your AT (Assessment OF Learning);
• Review Summative Evaluation with AT;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:​

1. Lesson Planning
2. Classroom Management

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PRACTICUM TWO
(Consecutive Year 1, Concurrent Year 3 and Concurrent Music Year 4)

Areas of Focus

PRACTICUM TWO - Weekly Expectations

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PRACTICUM THREE
(Consecutive Year 2 & Concurrent Year 5 Students)

Areas of Focus

PRACTICUM THREE - Weekly Expectations

• Observe AT 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 AT in teaching parts of lessons and activities;
• Collaboratively assess students with your AT;
• Observe other teachers and other classes, if possible.

• Identify lessons you will co-teach and teach (up to 50%) in Week 2;
• Identify how you can implement assessment FOR learning in your lessons;
• Review your lessons for Week 2 with your AT and make revisions, as necessary;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

1. Long Term Planning
2. Instructional Strategies and Differentiated Instruction (DI)

Week 2 (teach up to 50% per day)

• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Assist your AT by teaching parts of lessons as planned in week 1;
• Identify lessons and topics you will co-teach and teach (up to 75%) in week 3;
• Identify how you can implement assessment FOR learning in your lessons;
• Review your lessons for week 3 with your AT and make revisions, as necessary;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Identify lessons and topics you will co-teach and teach (up to 100%) in week 4;
• Identify how you can implement assessment FOR learning and AS learning in your lessons;
• Review your lessons for week 4 with your AT and make revisions, as necessary;
• Review Formative Assessment with AT;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Identify how you can implement assessment FOR learning, AS, and OF learning in your lessons;
• Review your lessons for week 4 with your AT and make revisions, as necessary;
• Collaboratively assess students with AT (assessment OF learning);
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:​

1. Long Term Planning
2. Instructional Strategies and Differentiated Instruction (DI)

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PRACTICUM FOUR
(Consecutive Year 2 & Concurrent Year 5 Students)

Areas of Focus

• Identify lessons you will co-teach and teach (50- 75%) 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 AT, implementing suggestions and feedback;
• Review your lessons for week 2 with your AT and make revisions, as necessary;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

• Teach 50%-75% per day;
• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Identify lessons and topics you will teach (75-100%) in week 3;
• Identify how you can implement assessment FOR, AS and OF learning in your lessons;
• Review your lessons for week 3 with your AT and make revisions, as necessary;
• Review Formative Assessment with AT;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Identify lessons and topics you will teach (100%) in week 4;
• Identify how you can implement assessment FOR, AS and OF learning in your lessons;
• Review your lessons for week 4 with your AT and make revisions, as necessary;
• Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:

• Debrief and reflect on lessons with AT, implementing suggestions and feedback;
• Assess students;
• Review Summative Assessment with AT.

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SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION

• They should not be judged by the same standards as 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.

• 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.

Completion and Submission of Reports

Associate Teachers can access and complete the reports using the Faculty of Education's online evaluation system (web2.uwindsor.ca/education/evaluations). A one-time user account should be created using the Associate/Mentor Teacher’s Board email address. Once this step is complete, Associates can access the appropriate report. Additional instructions are included in the Confirmation of Student placement email or can be obtained by contacting the Field Experience Office.

Associate/Mentor teachers are asked to provide Teacher Candidates with signed hard copies of all completed reports. Teacher Candidates must provide copies of their reports to their Faculty Advisor.

Formative Assessment

Summative Assessment

Teacher Candidate Absences

• In cases where a Candidate has been assigned to more than one Associate/Mentor Teacher, single evaluations based on a consensus of the Associate Teachers involved should be submitted;
• Ensure that a final rating has been entered on the form before it is given to the candidate to sign. A Candidate is within their rights to refuse to accept a report in which this information is omitted;
• Note that the Candidate’s signature indicates receipt of the report, and not agreement with its contents;
• Bear in mind that Candidates will include these reports in their professional portfolios and job applications.

Guidelines for Associate/Mentor Teacher’s Assessments

• 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; 
• Showing a willingness to improve and grow by taking initiative, implementing constructive feedback, and reflecting on their own practice

• Failing to meet expectations in most areas;
• Displaying attitudes, skills and knowledge that have a negative impact on students’ learning;
• Experiencing difficulty in maintaining positive and professional relationships with 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