Field Experience Handbook 2021-22

STANDARDS OF PRACTICE

Commitment to Students and Student Learning
Members are dedicated in their care, commitment, equitable treatment and respect to students. They are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
 
Professional Knowledge 
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. 
 
Professional Practice 
Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. 
 
Leadership in Learning Communities 
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize shared responsibilities and leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. 
 
Ongoing Professional Learning 
Members recognize that a commitment to professional learning is integral to effective practice and 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 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: the Ontario College of Teachers' Ethical Standards for the teaching profession
 

George Zhou, PhD, Professor Acting Associate Dean of Teacher EducationWELCOME TO "FIELD EXPERIENCE" 

Teacher Candidates, field experience is a critical component of our pre‐service teacher education program. This is the experiential component of your pre-service teacher preparation. It provides you with opportunities to learn and grow under the guidance and mentorship of successful and experienced members of the Ontario College of Teachers whom we have carefully selected. While practice teaching is the formal and compulsory core element of field experience, we also provide alternative experiences for experiential learning locally and internationally. Through field experiences, Teacher Candidates are exposed to and immersed in a professional network of educators and administrators which can significantly help you to establish your career in teaching. Past graduates often describe field experience as an enjoyable and rewarding part of their education program. Associate/Mentor Teachers often report that the presence of Teacher Candidates in their classroom adds to their own professional and personal enrichment.

The basis of Teacher Candidates’ success in teaching practice is the mentorship they receive from Faculty Advisors, Principals, Vice Principals and especially Associate Teachers. Your work is invaluable to the overall success of our program. We are proud of the long‐standing and successful partnership between the Faculty of Education and our local school board partners. We, therefore, also extend a warm welcome to our school partners and thank you for your tireless work to develop the next generation of teachers and school administrators. Please let us know how we can better support you to help our Teacher Candidates. Please do not hesitate to contact our Field Experience Office directly, or through your Principals or representatives of the Faculty of Education.

The Field Experience Handbook informs Teacher Candidates, Associate/Mentor Teachers, Principals, Faculty Advisors, and school board personnel about the expectations, policies and procedures that are designed to make this experience effective and enjoyable for all participants.

Best wishes for a successful and enjoyable year.

George Zhou, PhD, Professor
Acting Associate Dean of Teacher Education

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IMPORTANT CONTACTS 

Due to COVID-19, many Faculty of Education staff continue to work remotely until further notice, and phone extensions may not be answered directly. Contact by email is strongly recommended for efficient response time.

FIELD EXPERIENCE OFFICE

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

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 Secretary & Technological Studies Liaison
dwiley@uwindsor.ca
(519) 253-3000 ext. 3805

DEAN'S OFFICE

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. 3801

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

CONTINUING TEACHER EDUCATION OFFICE
 
Radha Patel
Continuing Education Program Coordinator
radha@uwindsor.ca
(519) 253-3000 ext. 6725
 
Valerie Newell
Continuing Education Secretary
vnewell@uwindsor.ca
(519) 253-3000 ext. 6734
 

SECTION A: ROLES AND RESPONSIBILITIES

Teacher Candidates

As a Teacher Candidate, you are expected to:
  • 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;
  • 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.

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Associate/Mentor Teachers

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;
  • 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:

  1. We ask that Associate/Mentor Teachers contact the Advisor and/or Field Experience Office 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.
     
  2. Teacher Candidates are not to be left alone/unsupervised with students under any circumstances. Such actions may lead to serious issues for Associate/Mentor Teachers and Teacher Candidates.

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Faculty Advisor

As a Faculty Advisor, you are expected to*:
  • Draft a letter for advisees to give to each Associate/Mentor Teacher describing the advisor role as a MENTOR for Teacher Candidates and support for the Associate/Mentor Teacher;
  • Be available and in town during all practicum blocks;
  • 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;
  • Provide a Summative Portfolio/Practicum Report on all Teacher Candidates based on self-assessment, in-group seminar participation, Associate/Mentor Teacher’s Formative and Summative assessments, and provide a summary of absenteeism reports for the Field Experience Office at the end of each school year;
  • 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; and
  • Hold a debrief/reflection session with the Advisory group at the end of each practicum block.
Note:
 
It is up to each Advisor to decide whether or not to visit Teacher Candidates in practicum. However, ALL advisors are to visit Teacher Candidates if/when they have been requested 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 submitted to the Associate Dean of Teacher Education, and a follow-up meeting with the Teacher Candidate/Advisee and Associate Dean of Teacher Education.
 
*The above roles and responsibilities for the Faculty Advisors do not include the duties to be carried out in the EDUC 5499 course during the in-class weeks. The in-class roles and responsibilities are outlined in the program guide.
 

School Administrators

Principals and Vice-Principals facilitate practice teaching in many ways, including:
  • Cooperating with the recruitment of Associate/Mentor Teachers;
  • Assisting in the orientation of Teacher Candidates assigned to their school;
  • Facilitating Teacher 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

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
    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 four boards cover a geographical area up to 100 km from the Faculty 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 inform the Field Experience Office of any changes to contact information as soon as possible.

    *Please note that changes made through UWinsite Student will not be reflected in our internal system. It is important to also notify the Program Office of any changes to your contact information by emailing educ@uwindsor.ca
  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

The program provides for a minimum of 80 days of classroom teaching and observation. 
 
Requirements by Division
Division Placement Requirements
Primary/Junior At least one Primary (grades JK-3)
At least one Junior (grades 4-6)
Junior/Intermediate At least one Junior (grades 4-6)
At least one Intermediate (grades 7-8)
Intermediate/Senior At least one placement in each teachable area

Requirements for Passing Practice Teaching

Teacher Candidates receive a Pass/Fail grade for Practice Teaching (EDUC-5499). A pass is required for both the B.Ed. degree and recommendation for Ontario College of Teachers certification. The Faculty/Advisor determines the Pass/Fail based on practicum reports and a portfolio assessment. 
 
In order to pass, a Teacher Candidate must receive a “Satisfactory” Summative assessment at the end of each placement.  If a Teacher Candidate receives an “Unsatisfactory” Summative Evaluation, their status will be reviewed by the Associate Dean of Teacher Education. 
 

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 from Spring to Fall.

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Practicum Failure

It should be noted that failure or termination of practicum will result from any serious contravention of the Ontario College of Teachers' Standards of Practice and Ethical Standards for the Teaching Profession, including, but not limited to:
  • Professional/ethical misconduct during the practicum component of the Bachelor of Education program;
  • Academic misconduct during the practicum component of the Bachelor of Education program; and/or
  • Neglect of teaching responsibilities and/or poor teaching performance during the practicum.
Failure due to issues related to performance in practice teaching include, but are not limited to:
  • Unsatisfactory performance in practice teaching (unsatisfactory summative assessment); and/or
  • An unsatisfactory portfolio assessment by the Faculty Advisor.
All cases are referred for investigation and decision to the Associate Dean of Teacher Education, who may refer the matter to the Professional Standards Committee. 
 

Professional Standards Committee

The Professional Standards Committee (PSC) reviews referrals from the Associate Dean of Teacher Education, regarding the performance and 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.

*The following steps are prescribed for Teacher Candidates:

  • Talk to Associate/Mentor Teacher
  • Contact Faculty Advisor
  • If further intervention or support is needed, contact the Field Experience Office, who may direct you to the Associate Dean of Teacher Education.

The following are steps prescribed for Associate/Mentor Teachers:

  • Consistently provide feedback and debrief with your Teacher Candidate
  • Contact the Faculty Advisor who will arrange to visit the school and observe, discuss concerns and provide advice, as appropriate
  • If further intervention or support is needed, contact the Field Experience Office, who may direct you to the Associate Dean of Teacher Education.

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

*Under no circumstances should a Teacher Candidate “walk away” from placement. Doing so automatically results in an “Unsatisfactory” practicum. Teacher Candidates are strongly urged to connect with their Advisor if they are experiencing any difficulty in their practicum.

Learning Plan

When a Teacher Candidate is experiencing serious difficulty, the Advisor, in consultation with the Associate/Mentor Teacher, will complete a Learning Plan for the Teacher Candidate. The Learning Plan identifies area of strength and the areas that require improvements to assist the Teacher Candidate to achieve a successful result. A copy of the Learning Plan is also to be submitted to the Associate Dean of Teacher Education and Field Experience Coordinator.

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.

Immediate withdrawal from placement will occur if the Teacher Candidate:

  • 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 ActThe Teaching Profession Act, and the Ontario College of Teachers Act.
  • Engages in physical or sexual abuse, harassment or other misconduct;
  • Constitutes a threat to, or compromises the physical or emotional well-being of students;
  • Fails to act professionally (ex: absenteeism, lateness, lack of planning and preparation, behaviour demonstrating lack of commitment to the profession, etc.);
  • Continuing in the placement is not in the best interest of the school, the Faculty of Education and/or school personnel;
  • Is at risk of failing the placement.

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SECTION C: FIELD EXPERIENCE PROCEDURES

Presence in School

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

Absence from Practice Teaching

Teacher Candidates must be pre-approved for all absences except those last-minute in nature (e.g. illness). Absences must be requested by submitting a completed Practicum Absence Request/Report and supporting documentation to Carol Kong-Dai (carolk@uwindsor.ca). Your request will be reviewed by the Field Experience Office, who will make every effort to notify you of the decision via email within two (2) business days of the request submission. Please note that absence approvals are only granted for legitimate circumstances. Vacations and other non-essential reasons for practicum absences will not be considered.

In cases of illness or other emergencies, Teacher Candidates must notify their Associate/Mentor Teacher, Principal, Advisor, and Field Experience Office as early as possible via email. Absences due to illness of more than two days may require a medical note. The Practicum Absence Request/Report must be completed for all absences.

Practicum Absence Report

All missed practicum days must be made up. These days must be arranged at a time that is convenient for the Associate/Mentor Teacher and their classroom. Make-up days can only be arranged 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.

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

Student Accessibility Services

If you are a Teacher Candidate with a documented disability, and you require accommodations during your practicum, you are encouraged to register with the University of Windsor’s Student Accessibility Services (SAS). You should 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

The University of Windsor, Faculty of Education, and our Partner Schools are committed to supporting the diverse religious needs of our Teacher Candidates. If you have any religious needs for which you require accommodation during your practice teaching placement, you are encouraged to discuss with them with your Faculty Advisor, and/or Associate/Mentor Teacher, and/or the Field Experience Coordinator, if desired.
 

Professional Development Days

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

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 

Practicum time/days that are missed due to closure for severe weather (e.g. fog, snow, ice, etc.) do not require make-up time. If schools are closed, Teacher Candidates are not required to attend. However, if buses are cancelled due to weather, but the schools are still open, Teacher Candidates are required to attend. Teacher Candidates who do not follow these policies will be required to complete the missed days.
 

Absence of Associate/Mentor Teacher

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

Accidents and Injuries

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

Extended Medical Leave of Absence

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

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Withdrawal from the Program

Teacher Candidates considering withdrawing from the program are strongly encouraged to contact their Faculty Advisor and the Associate Dean of Teacher Education.
 
 

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:

  • Initial welcome;
  • Tour of the school and its facilities;
  • Introductions to support staff;
  • Information about the school’s philosophy, accomplishments, policies and initiatives;
  • School-specific Health & Safety orientation/training;
  • Information about parent and community relations.

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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

Teacher Candidates are encouraged to collaborate with the Associate/Mentor Teacher when creating plans and must share the final plans prior to delivery to ensure all needs and expectations are being met.
 
Effective planning: 
  • Takes into account curriculum expectations, learning goals and success criteria, accommodations and modifications, 
  • Differentiates instruction to meet the needs of all learners in the classroom, and 
  • Incorporates assessment as, of, and/or for learning.

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Daybook

Suggested Sections to include*:

  • School and classroom policies, school handbook;
  • Teaching time-table;
  • Supervision duties: yard, lunch, bus;
  • Seating plans;
  • Information regarding students who require accommodations;
  • Observation notes;
  • Unit plans; lesson plans with relevant materials and resources;
  • Self-reflection of each lesson; general daily or weekly reflection of teaching experiences and lessons learned.
*Associate/Mentor Teachers may require additional sections or information to be kept in daybook.
 

Workload Expectations

Associate/Mentor Teachers may use their professional discretion to change the workload expectations. This should 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*:
 
  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
     
*The listed areas of focus will be explained in the charts below 
 
Note:  Teacher Candidates can be placed alone or in pairs.  They can achieve the teaching expectations by:
  • 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)

Areas of Focus

Week 1 Week 2 Week 3 Week 4 and 5

Observation

Scaffolded Interaction with Students

Collaborative Planning

Collaborative Teaching

Continue with Areas of Focus from 
Week 1

Teaching up to 25%

Continue with Areas of Focus from 
Weeks 1-2

Formative Assessment
(optional)

Teaching up to 50%

Collaborative Assessment of Students

Continue with Areas of Focus from Weeks 1-3

Summative Assessment

AT ALL TIMES: 

Active Observation

 Debrief with Associate/Mentor Teacher

Critical Self-Reflection

Implement Feedback from Associate/Mentor Teacher

Prior to Practicum:
  • 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 
During Practicum:
  • 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 (optional): mid-practicum
    • Summative Assessment: end of practicum block

PRACTICUM ONE - Weekly Expectations

Daily Expectations (at all times)
  • 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.
Week 1
  1. The Classroom Setting
  2. Classroom Management
  3. Structure of a Lesson
  4. Inclusivity
 
Week 2
  • 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
 
Week 3 (teach up to 25% per day)
  • 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, if applicable;
  • Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:
  1. Lesson Planning
  2. Classroom Management
 
Weeks 4 and  5 (teach up to 50% per day)
  • 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)

Areas of Focus

Week 1 Week 2 Week 3 Week 4

Observation

Scaffolded Interaction with Students

Teaching up to 25%

Collaborative Planning

Collaborative Teaching

Teaching up to 50%

Collaborative Assessment of Students

Continue with Areas of Focus from Week 1

Formative Assessment (optional)

Teaching 50% to 75%

Continue with Areas of Focus from Weeks 1‐2

 

Teaching 75% to 100%

Continue with Areas of Focus from Weeks 1‐3

Summative Assessment

AT ALL TIMES: 

Active Observation

 Debrief with Associate/Mentor Teacher

Critical Self-Reflection

Implement Feedback from Associate/Mentor Teacher

Prior to Practicum:
  • 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 
During Practicum:
  • 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 (optional): mid-practicum
    • Summative Assessment: end of practicum block

PRACTICUM TWO - Weekly Expectations

Daily Expectations (at all times)
  • 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.
Week 1 (teach up to 25% per day, by the end of the week)
  • 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. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
 
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 (50%-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;
  • Review Formative Assessment with AT, if applicable;
  • Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:
  1. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
 
Week 3 (teach 50% - 75% per day)
  • Debrief and reflect on lessons with AT, implementing suggestions and feedback;
  • Identify lessons and topics you will co-teach and teach (75%-100%) in week 4;
  • Identify how you can implement assessment FOR learning 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:
  1. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
 
Week 4 (teach 75% - 100% per day)
  • Debrief and reflect on lessons with AT, implementing suggestions and feedback;
  • Identify how you can implement assessment FOR learning and OF learning in your lessons;
  • Collaboratively assess students with 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. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation

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

Areas of Focus

Week 1 Week 2 Week 3 Week 4 Week 5
Observation
 
Scaffolded Interaction with Students
 
Collaborative Planning
 
Collaborative Teaching
 
Collaborative
Assessment of Students 
 
Teaching 25% to 50%
Teaching up to 50%
 
Continue with Areas of Focus from week 1
 
 
Teaching up to 75%
 
Continue with Areas of Focus from Weeks
 1-2
 
Formative Assessment (optional)
Teaching up to 100%
 
Continue with Areas of Focus from Weeks 
1-3
Teaching up to 100%
 
Assessment

Continue with Areas of Focus from Weeks 1-4

Summative Assessment
 
AT ALL TIMES: 

Active Observation

 Debrief with Associate/Mentor Teacher

Critical Self-Reflection

Implement Feedback from Associate/Mentor Teacher

Prior to Practicum:
  • 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 
During Practicum:
  • 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 (optional): mid-practicum
    • Summative Assessment: end of practicum block

PRACTICUM THREE - Weekly Expectations

Daily Expectations (At all times)
  • 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.
Week 1 
  • 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:
  1. Long Term Planning
  2. Instructional Strategies and Differentiated Instruction (DI)
 
Week 3 (teach up to 75% per day)
  • 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, if applicable;
  • 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 4 (teach up to 100% per day)
  • 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 5;
  • 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;
  • 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 5 (teach up to 100%)
  • Debrief and reflect on lessons with AT, implementing suggestions and feedback;
  • Collaboratively assess students with AT (assessment OF learning);
  • Review Summative Assessment with AT.

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

Areas of Focus

Week 1 Week 2 Week 3 Week 4
Observation
 
Scaffolded Interaction with Students
 
Collaborative Planning & Teaching
 
Collaborative
Assessment of Students
 
Teaching 50-75%
Teaching  75%-100%
 
Continue with Areas of Focus from Week 1
 
Formative Assessment (optional)
Teaching 100%
 
Assessment of Students 
 
Continue with Areas of Focus from Weeks 1-2
 
 
Teaching 100%
 
Assessment of Students
 
Continue with Areas of Focus from Weeks 1-3
 
Summative Assessment
AT ALL TIMES: 

Active Observation

 Debrief with Associate/Mentor Teacher

Critical Self-Reflection

Implement Feedback from Associate/Mentor Teacher

Prior to Practicum:
  • 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 
During Practicum:
  • 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 (optional): mid-practicum
    • Summative Assessment: end of practicum block

PRACTICUM FOUR - Weekly Expectations

Daily Expectations (at all times)
  • Observe AT in the classroom, with students, and in the school;
  • Assist 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.

 

Week 1 (teach 50-75% per day, by the end of the week)
  • 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:
  1. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
  4. Inclusivity
 
Week 2 (teach 50-75% per day)
  • Teach 50%-75% per day;
  • Debrief and reflect on lessons with AT, implementing suggestions and feedback;
  • Identify lessons and topics you will teach (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, if applicable;
  • Make daily entries in your Active Observation and Critical Reflection Journal, focusing on the following:
  1. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
  4. Inclusivity
 
Week 3 (teach 100% per day)
  • 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:
  1. The Classroom Setting
  2. Classroom Management
  3. Assessment and Evaluation
  4. Inclusivity
 
Week 4 (teach 100% per day)
  • 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

When assessing or evaluating the performance of Teacher Candidates:
  • They should not be judged by the same standards for an experienced teacher;
  • Assessment reports should reflect the written and oral feedback you have given them;
  • Take into consideration the stage the Teacher Candidate is at in the program.
You have an obligation to help the Teacher Candidates assigned to you be the best teacher they can be. You also have an obligation to the teaching profession to assist in ensuring that only deserving Teacher Candidates are successful. Associate/Mentor Teachers should not pass undeserving Candidates either because of pressure and/or compassion.
 
Teacher Candidates have a responsibility to:
  • Become familiar with the established procedures for the assessment of practice teaching;
  • Seek clarification about comments and suggestions received throughout the session and during the assessment process;
  • Receive all reports, particularly the final Summative assessment, in a courteous and professional manner.
Each practicum is subject to assessment by the Associate/Mentor Teacher.  The forms are Formative and Summative, in accordance with the following guidelines. 
 

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 (optional)

Regular feedback during practice teaching is essential for facilitating Candidates’ professional growth.  Formative assessment is both informal and formal
 
Informal
Ongoing, ideally daily, conferencing occurs between the Teacher Candidate and the Associate/Mentor Teacher. Written observations are more constructive than oral comments, alone, because the Teacher Candidate can reflect on key comments following any verbal conversations at a later date. They are generally used to give feedback concerning strengths and weaknesses and to offer suggestions for overcoming weaker areas. Candidates are encouraged to include these comments in a section of their Day Book for personal reference and reflection.
 
Formal
At the mid-point of all placements, Associate/Mentor Teachers are asked to complete the Associate/Mentor Teacher’s Formative Report.
 

Summative Assessment

At the end of each placement, the Associate/Mentor Teacher is asked to complete all pages of the Associate/Mentor Teacher’s Summative Report. The final assessment should be based on the “average” performance and growth for the session, not just the “high” or “low points”. In preparing the final Summative Assessment Report, Associate/Mentor Teachers are asked to select the appropriate level (Satisfactory or Unsatisfactory) and check the box for that level.

Teacher Candidate Absences

All absences from practice teaching must be recorded on the Formative and/or Summative report, as they occur.
 
If a Teacher Candidate’s absences are thought to impede the Associate/Mentor’s final assessment, the Summative Report should be withheld until the Teacher Candidate makes up the absences.
 
Please note:
  • 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

The final rating is the result of an integrative assessment in which the various behaviours observed in the classroom and school setting are weighed and balanced in order to arrive at an overall decision about the Candidate’s professional readiness. 
 
Satisfactory
A Satisfactory assessment indicates that a Teacher Candidate is: 
  • 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.
A Satisfactory report indicates that there are no major concerns about the Teacher Candidate’s competence, ability or professionalism. There will always be room for development, growth and improvement. The performance of a Candidate receiving a “Satisfactory” assessment will range between an adequate level of success and an exceptionally high level of success. Use your comments to specifically indicate to the Candidate, Faculty Advisors and prospective employers, where each Candidate falls on this spectrum.
 
Unsatisfactory
An Unsatisfactory assessment indicates that a Teacher Candidate is: 
  • Failing to meet expectations in most areas;
  • Displaying attitudes, skills and knowledge that have 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.
An Unsatisfactory report indicates that there are major concerns about the Teacher Candidate’s competence, ability and/or professionalism, and that their performance falls noticeably short of what would be considered acceptable. Before an “Unsatisfactory” assessment is given, consultation should occur with the Faculty Advisor.