Field Experience Handbook

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.

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.

See: Ontario College of Teachers' Ethical Standards for the teaching profession

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As a Teacher Candidate, you are expected to:

• Adhere exactly to the placement days as outlined on the B.Ed. program calendar;
• 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, Ethical Standards, and the Duties of Teachers;
• ​Recognize and acknowledge student welfare as the ultimate concern and that the Associate Teacher has the final responsibility for what occurs in the classroom;
• Be professional and practice good time management skills by being prepared, arriving half an hour before the school's start time, and expecting to stay beyond dismissal, unless otherwise directed by your Associate Teacher or School Administration;
• Maintain professional and appropriate interactions with students in and outside of the classroom. Teacher Candidates are not to contact students directly through social media, email, or phone calls under any circumstances;
• Be mindful of the conversations you engage in, both in and out of the classroom and staff room. This includes conversations about students and their families, school staff, Faculty of Education personnel, and Teacher Candidates;
• Use what is observed to familiarize yourself with the school's culture and create lesson plans 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 have their own unique teaching styles. Teacher Candidates must be respectful and follow the rules and expectations of the school and their Associate Teacher;
• Be detailed, organized, and prepared in your lesson planning. At the direction of your Associate Teacher, you should provide your lesson plans in advance 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 teaching experience and lessons, and Implement the feedback from your Associate Teacher and Faculty Advisor;
• Complete the Critical Reflection Journal; and
• Engage in regular communication with your Faculty Advisor throughout your placement. Your Advisor should be kept apprised of your progress and work with you to address any areas needing further development.

As an Associate Teacher, you can support your Teacher Candidate(s) by:

• Continuing to perform professional duties and obligations in accordance with the Ontario College of Teachers’ Standards of Practice, Ethical Standards, and the Duties of Teachers;
• Welcoming and orienting your Teacher Candidate(s) to the school and classroom;
• Sharing and familiarizing your expectations with your Teacher Candidate(s);
• 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;
• Expecting and approving 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; and
• Providing feedback that is continuous, constructive, and realistic for the purpose of strengthening your Teacher Candidate(s)’ strategies, professionalism, and performance.

Important Notes:

• Associate Teachers must contact the Advisor as soon as possible if a Teacher Candidate is experiencing difficulties or if they believe the Teacher Candidate is at risk of failing the practicum.
• Teacher Candidates are not to be left alone/unsupervised with students under any circumstances. Such actions may lead to serious consequences for Associate Teachers and Teacher Candidates.

As a Faculty Advisor*, you are expected to:

• Provide a letter for Teacher Candidates to give to each Associate Teacher describing the Advisor role as a mentor for Teacher Candidates and support for the Associate Teacher;
• Be available during all practicum blocks and respond to all communications from Teacher Candidates, Associate Teachers, and the Field Experience Office within one business day;
• Collect and review copies of the Formative and Summative reports for each placement and work with the Associate Teacher and Teacher Candidate to determine the next steps for improvement and growth;
• Collect and review the Critical Reflection Journal from all Teacher Candidates after each practicum;
• Notify the Field Experience Office of any at-risk Teacher Candidates as soon as possible so that improvement strategies can be implemented;
• Develop a Learning Plan with at-risk Teacher Candidates in consultation with their Associate Teacher;
• Mediate conflicts between Teacher Candidates and Associate Teachers;
• Act as a liaison between the schools and the Faculty of Education; 
• Submit the mid-year "IP" grade and all final grades (P/NP) for your section of EDUC 5499 through UWinsite Student, in accordance with the Senate Bylaws.Teacher Candidates who are making up placement days should receive a grade of “IN” until they have completed all placement days, at which point, a grade change request must be submitted through UWinsite Student.

Important Note:

Advisors are encouraged to visit Teacher Candidates while on placement; however, all Advisors must visit Teacher Candidates if they have been requested to do so by the Associate 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 developed with the Teacher Candidate in consultation with the Associate Teacher, and submitted to the Associate Dean, Teacher Education.

*The above roles and responsibilities for the Faculty Advisors do not include the in-class roles and responsibilities for EDUC 5499, as outlined in the Program Guide.

 

Principals and Vice-Principals support practice teaching in many ways, including:

• Recruiting Associate Teachers;
• Assisting in the orientation of Teacher Candidates assigned to their school;
• Facilitating Teacher Candidates’ involvement in activities beyond the classroom setting (e.g., extra-curricular activities, staff meetings, staff socials, student functions, professional development days, parent/teacher conferences, etc.);
• Cooperating with Faculty Advisors in solving problems that may arise; 
• Providing feedback to the Field Experience Office on the general performance of Teacher Candidates and the administration of the practicum; and
• Processing the honorarium payment forms.

 

All policies below are applied equally and without exception to all Teacher Candidates:

1. Classroom placements are arranged with the following four school boards only:
   
   Greater Essex County District School Board
   Windsor-Essex Catholic District School Board
   Lambton Kent District School Board (LKDSB graduates only)
   St. Clair Catholic District School Board
   
   Note: 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 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 will be referred to the Associate Dean, Teacher Education, and may lead to the requirement to withdraw from the B.Ed. program.
   
   Practice teaching assignments will be confirmed with each school approximately two (2) weeks prior to the placement start date. Teacher Candidates will receive notice of their placement approximately one (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, including all relatives who are part of the school in any capacity (i.e., any staff member or 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. This address must be used for all communication with your Associate Teacher, Advisor, and all Faculty of Education personnel. 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.

The program provides a minimum of 80 days for observation and practice teaching. 

Requirements by Division

Division	Placement Requirements
Primary/Junior	At least one Primary (grades JK-3) At least one Junior (grades 4-6)
Intermediate/Senior	At least one placement in at least one teachable area Note: I/S Teacher Candidates may be placed in grade 7 or 8 classrooms

 

Teacher Candidates receive a Pass/Non-Pass grade for Practice Teaching (EDUC-5499). A Pass is required for both the successful completion of the B.Ed. degree and recommendation to the Ontario College of Teachers for certification. The Faculty Advisor determines the Pass/Non-Pass based on practicum reports and course assignments/assessments.

To pass, a Teacher Candidate must receive a “Satisfactory” Summative assessment at the end of each placement.  

It may be deemed necessary to immediately withdraw a Teacher Candidate from a placement. If a Teacher Candidate is asked to leave a placement, the placement is considered terminated and deemed unsuccessful. In these situations, the Associate Teacher may or may not complete a Summative Report. If a Summative Report is not completed, the placement will be documented as “Unsatisfactory”.

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

• The Teacher Candidate displays conduct that contravenes the Standards of Practice and Ethical Standards of the Teaching Profession;
• Violation of the provisions of the Ontario Education Act, The Teaching Profession Act, and the Ontario College of Teachers Act;
• The Teacher Candidate engages in physical or sexual abuse, harassment, or other misconduct;
• The Teacher Candidate constitutes a threat to, or compromises the physical or emotional well-being of students;
• The Teacher Candidate fails to act professionally (e.g., 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; or,
• The Teacher Candidate is at risk of failing the placement.

When a Teacher Candidate is experiencing serious challenges in placement, the Advisor and Teacher Candidate will develop a Learning Plan, in consultation with the Associate Teacher. The Learning Plan identifies areas of strength and areas requiring further development to support the Teacher Candidate’s growth and learning.  A copy of the Learning Plan must be submitted to the Associate Dean, Teacher Education and Field Experience Coordinator.

Teacher Candidates must adhere exactly to the placement days on a full-time basis as outlined on the B.Ed. program calendar. Unless directed otherwise by your Associate Teacher or School Administration, Teacher Candidates must arrive a minimum of half an hour before the school's start time and stay beyond dismissal. 

When not teaching a class or group, Teacher Candidates are expected to be actively involved in planning, observing and other appropriate activities. Teacher Candidates are expected to participate in all activities that your Associate Teacher is a part of, including extra-curricular activities.

If Teacher Candidates are absent from practicum for any reason, they must submit the Practicum Absence Request/Report and supporting documentation to Carol Kong-Dai (carolk@uwindsor.ca). Teacher Candidates must seek approval in advance for all expected absences.  In these cases, the Teacher Candidate must submit the completed Practicum Absence Request/Report and supporting documentation a minimum of five business days in advance.

Requests are reviewed by the Field Experience Office, who will make every effort to notify Teacher Candidates of the decision via email within two business days of the request submission. Teacher Candidates are held to the same standards as teachers for absence requests; that is, vacations and other non-essential reasons for practicum absences will not be approved.  If the absence is approved, the Teacher Candidate must notify their Associate Teacher, Principal, and Advisor as early as possible via email.

In cases of illness or emergency, Teacher Candidates must notify their Associate Teacher, Principal, Advisor, and Field Experience Office as early as possible via email. Teacher Candidates must also submit all planned lessons for the missed day(s) to their Associate Teacher. Absences due to illness of more than two days may require a medical note.

All missed practicum days must be made up, preferably during the make-up days identified on the Program Calendar. If alternative or additional make-up days are needed, they must be arranged at a time that is convenient for the Associate 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 Teacher confirms by signing the Practicum Absence Request/Report. The Teacher Candidate must submit a signed copy of the Practicum Absence Request/Report to the Field Experience Office.

If an Associate Teacher is unable to accommodate make-up time, Teacher Candidates are to contact their Advisor and 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.

PD days are counted as practicum days and should be attended unless advised otherwise by the Faculty and/or Principal. If attended, the Associate 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 carry out tasks and responsibilities assigned by the Associate Teacher.

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Practicum missed due to school closure for severe weather (e.g., fog, snow, ice, etc.) does not require make-up time. If buses are cancelled but schools remain open, Teacher Candidates are required to attend. Teacher Candidates who do not follow these policies will be referred to the Associate Dean, Teacher Education.

Teacher Candidates must notify their Advisor and Field Experience Office if their Associate Teacher is absent for more than three consecutive days.

Teacher Candidates are covered for accidents and injuries sustained during unpaid practicum placements through Workplace Safety Insurance. All Teacher Candidates must complete the form, Student Declaration of Understanding - Workplace Safety and Insurance Board or Private Insurance Coverage for Students on Unpaid Placements. Teacher Candidates must follow all School Board policies and procedures.  Additionally, they must complete the University of Windsor Unpaid Practicum Accident Incident Reporting Form,  and submit it to the Field Experience Office within two days of the incident.

Teacher Candidates considering voluntarily withdrawing from the program should contact their Faculty Advisor and the Student Success Coordinator.

Teacher Candidates must collaborate with their Associate Teacher to create lesson plans that meet the curriculum expectations and learning needs of all students. At the direction of the Associate Teacher, Teacher Candidates should provide their lesson plans in advance, including when they will be absent from placement, to make revisions as necessary.

 Effective lesson planning includes, but is not limited to: 

• Considers 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 for learning.

Teacher Candidates are expected to maintain a detailed and organized Daybook.

Suggested sections include, but are not limited to:

• Relevant school and classroom policies;
• Teaching timetable;
• Supervision duties (i.e., yard, lunch, bus);
• Seating plans;
• Information regarding students’ learning strengths and needs;
• Unit plans;
• Lesson plans with relevant materials and resources;
• Self-reflection of classroom experiences.

Associate Teachers may require Teacher Candidates to include additional sections and information in their Daybooks.

Teacher Candidates may be placed with an Associate Teacher either alone or in pairs.  Teacher Candidates can achieve the teaching expectations by:

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

To meet the practicum teaching expectations, Teacher Candidates require balanced and meaningful opportunities in the following areas:

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. Regular and constructive feedback sessions with their Associate Teacher
6. Critical self-reflection and implementation of feedback 

Associate Teachers may use their professional discretion to adjust the Teacher Candidate’s teaching expectations. This should reflect the needs and best interests of the Teacher Candidate(s) and the students in the classroom. 

 

As an Associate Teacher, when assessing and evaluating Teacher Candidates, it is expected that:

• Teacher Candidates are not judged by the same standards as an experienced teacher;
• Assessment reports reflect the written and oral feedback you have given Teacher Candidates;
• Consideration is given to the Teacher Candidate’s stage in the program.

Associate Teachers have an obligation to help the Teacher Candidate(s) assigned to you be the best teachers they can be. Associate Teachers also have an obligation to the teaching profession to assist in ensuring that only deserving Teacher Candidates are successful. Teacher Candidates should not receive a “Satisfactory” evaluation if they have not met the practicum expectations.

Teacher Candidates have a responsibility to:

• Become familiar with the established procedures for practicum assessment and evaluation;
• Seek clarification about comments and suggestions received throughout practicum and during the assessment process;
• Receive all feedback, particularly the final Summative Assessment, in a respectful and professional manner.

Completion and Submission of Assessment Reports

The Faculty of Education uses an online platform called Sonia to manage our practicum placements and assessments. The Field Experience Office will communicate with each Associate Teacher via their board email to provide log in credentials and instructions on how to create, submit and sign the assessments.  Sonia Resources are available on the web at: Sonia Online Training and Resources | Faculty of Education

Formative Assessment Report

Regular feedback during practice teaching is essential for facilitating Teacher Candidates’ professional growth.  Formative assessment is both informal and formal. 

Informal

Associate Teachers are expected to provide Teacher Candidates with ongoing feedback. Written feedback is recommended because it is more constructive than oral comments and allows for greater Teacher Candidate reflection.  Feedback should include the Teacher Candidate’s strengths and areas requiring improvement with suggestions and strategies for professional development.  Teacher Candidates are encouraged to include these comments in a section of their Daybook for personal reference and reflection.

Formal

At the mid-point of all placements, Associate Teachers complete the Associate Teacher’s Formative Assessment Report.

Summative Assessment Report

At the end of the practicum, the Associate Teacher completes all pages of the Associate Teacher’s Summative Assessment Report. The final assessment should be based on the Teacher Candidate’s overall performance and growth.  In preparing the final Summative Assessment Report, Associate Teachers must deem the Teacher Candidate’s performance in the practicum as Satisfactory or Unsatisfactory, checking the appropriate box on the report. A Teacher Candidate is within their rights to refuse to accept a report in which this information is omitted.

Satisfactory

A Satisfactory assessment indicates that a Teacher Candidate is: 

• Consistently meeting expectations in all or most areas;
• Successfully integrating pedagogy, skills, and knowledge to provide quality learning experiences for all students;
• Maintaining respectful 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.

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. A Satisfactory assessment represents a wide range of teaching ability, falling on a continuum from adequate to exceptional. Use your comments to specifically indicate to the Teacher Candidate, Faculty Advisors, and prospective employers where each Teacher Candidate falls on this continuum.

Unsatisfactory

An Unsatisfactory assessment indicates that a Teacher Candidate is: 

• Not meeting expectations in most areas;
• Negatively impacting students’ learning;
• Experiencing difficulty maintaining respectful and professional relationships with all members of the school community;
• Demonstrating an unwillingness to receive and implement constructive feedback.

An Unsatisfactory report indicates that there are major concerns about the Teacher Candidate’s competence, ability, and professionalism, and that their performance is considered inadequate. Before an Unsatisfactory assessment is given, consultation must occur with the Teacher Candidate's Faculty Advisor.

Important Considerations for Teacher Candidate Assessment Reports

• All absences from practicum must be recorded on the Formative and/or Summative Assessment Report, as they occur.  If a Teacher Candidate’s absences are thought to impede the Associate Teacher’s final assessment, the Summative Assessment Report should be withheld until the Teacher Candidate makes up the absences.
• In cases where a Teacher Candidate has been assigned to more than one Associate Teacher, single evaluations based on a consensus of the Associate Teachers should be submitted;
• The Teacher Candidate’s signature on the assessment reports indicates receipt of the report, and not agreement with its contents;
• Teacher Candidates often include these reports in their professional portfolios and job applications.