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Université d’Ottawa | University of Ottawa
Faculty of Education 613-562-5800 ext. 4299 | [email protected]
education.uOttawa.ca
CSL and Practicum Guide
Faculté d’éducationFaculty of Education
Teacher Education - B.Ed. 2016 - 2017
Practicum Experiences: CSL and Practicum Guide
September 1, 2016
Table of Contents Calendars..........................................................................................................................................................................2
Practicum Experiences: Community Service Learning and Practicum..................................................................5
Introduction and Overview.......................................................................................................................................5 Collaborative Teaching and Learning Inquiry Model: Value of the Practicum Experience.........7 Collaborative Teaching and Learning Inquiry Model...................................................................................8 Collaborative Teaching Process: Roles & Responsibilities ..........................................................................9 Placement Process ..................................................................................................................................................... 10 Roles and Responsibilities: ..................................................................................................................................... 11
Associate Teachers.......................................................................................................................................... 11 Mentoring and Collaboration ..................................................................................................... 11 Honorarium ........................................................................................................................................ 12
Teacher Candidates ........................................................................................................................................ 12 Inquiry, Learning, and Collaboration Expectations:......................................................... 13 Absences ............................................................................................................................................... 14 Police Record Check Reports ....................................................................................................... 14 Workplace Training ........................................................................................................................ 15 Workplace Safety and Insurance Board Form .................................................................... 15 Co-curricular Activities .................................................................................................................. 15 Arrival and Departure Times ...................................................................................................... 15 Unqualified Supply Teaching ...................................................................................................... 15
Principals and Lead Associate Teachers: .............................................................................................. 16 Faculty Representative: PED 3150/3151 Professor......................................................................... 16
Expectations for Community Service Learning............................................................................................. 17 What does CSL entail? ................................................................................................................................... 17 What are the expectations for Lead Associate Teachers and Principals in Year 1?........... 17 What are the expectations for Teacher Candidates for Year 1? ................................................. 18 What are the expectations for Associate Teachers?......................................................................... 18 What are some possible examples of CSL Projects?.......................................................................... 18 What to expect for the two-week block in December? .................................................................... 19
Expectations for Year 2 Community Service Learning.............................................................................. 19 Expectations for Practicum................................................................................................................................... 19
Year 1 Practicum Timeframe..................................................................................................................... 20 Year 2 Practicum Timeline.......................................................................................................................... 21
Assessment and Evaluation ................................................................................................................................... 23 Assessment & Evaluation Checklist.......................................................................................................... 23 Steps to take if a Teacher Candidate is experiencing difficulty: ................................................. 25
Make-up Practicum Placements: Reasons for arranging a make-up practicum........................... 26 Withdrawal from CSL & Practicum: Professional Ethics.......................................................................... 27 Forms (Available on Faculty Web-site) ............................................................................................................ 27
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Practicum Experiences: CSL and Practicum Guide
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Calendars
MONDAY WK 2016- 2017: YEAR 1 TEACHER CANDIDATES
Aug. 29 ORIENTATION (Aug 30)
Sept. 6 1
Sept.12 2 September 14- Federation Day
Sept. 19 3 Wed. Sept. 21- CSL Begins (Every Wednesday to December )
Sept. 26 4 CSL- September 28
Oct. 3 5 CSL- October 5, OCT Presentation- October 6
Oct.10 6 Thanksgiving Monday CSL- October 12
Oct.17 7 CSL- October 19
Oct. 24 READING WEEK
Oct 30 8 CSL- November 1
Nov. 7 9 Building Futures – November 9
Nov. 14 10 CSL- November 16
Nov. 21 11 CSL- November 23
Nov. 28 12 CSL- November 30
Dec. 5 CSL
Dec. 12 CSL
Dec. 19 Mid-Year Break
Dec 26 Mid-Year Break
Jan.2 Mid-Year Break
Jan. 9 1 Wed. Jan. 11- Practicum Observation (Every Wednesday to February 1)
Jan.16 2
Jan.23 3
Jan. 30 4
Feb.6 Practicum
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Practicum Experiences: CSL and Practicum Guide
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Feb.13 Practicum
Feb. 20 Practicum
Feb.27 Practicum
Mar.6 Practicum
Mar. 13 March Break
Mar.20 Practicum
Mar. 27 Practicum
April 3 Practicum
April 10 5
April 17 6
April 24 Professional Learning & Celebration
May 1 Deferred
Practicum
8 Weeks
May 8
May 15
May 22
May 29
June 5
June 12
June 19
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Practicum Experiences: CSL and Practicum Guide
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MONDAY WK 2016-2017 : YEAR 2 TEACHER CANDIDATES
Aug. 29 ORIENTATION (August 30)
Sept. 6 Practicum
Sept.12 Practicum
Sept. 19 1 September 21- Practicum
Sept. 26 2 September 28- Practicum
Oct. 3 3 October 5- Practicum, October 6- OCT Presentation
Oct.10 4 Thanksgiving Monday October 12- Practicum
Oct.17 5 October 19- Practicum
Oct. 24 READING WEEK
Oct 30 6 November 1- Practicum
Nov. 7 Practicum
Nov. 14 Practicum
Nov. 21 Practicum
Nov. 28 Practicum
Dec.5 Practicum
Dec. 12 Practicum
Dec. 19
Dec 26 Mid-Year Break
Jan.2
Jan. 9 1
Jan.16 2 January 18- Building Futures
Jan.23 3 January 25- Federation Day
Jan. 30 4 Wed. Jan. 11- Voluntary CSL Continues (Every Wednesday to March 29), February 2-Career Fair
Feb.6 5
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Feb.13 6
Feb.20 READINGWEEK
Feb.27 7
Mar.6 8
Mar.13 9
Mar.20 10 March23-CollaborativeInquiries
March27 11
April3 CSL
April10 CSL
April17 CSL
April24 ProfessionalLearning&Celebration
May1 Deferred/Make-Up
Practicum
8Weeks
May8
May15
May22
May29
June5
June12
June19
PracticumExperiences:CommunityServiceLearningandPracticum
IntroductionandOverviewWelcometotheTeacherEducationprogramattheUniversityofOttawa.Thisguidebookisdesignedto provide teacher candidates, associate teachers, faculty representatives and school partners anoverviewofthepracticumexperienceinournewextendedprogram.Werecognizethatourprogramcontinues to be a work in progress and we welcome your insights and suggestions as we workthroughthisyear.Wearecommittedtocreatingateachereducationprogramthatreflectsthebestinteaching and learning andwe certainly couldnotdo thiswithout your commitment, expertise and
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understanding inmentoringourteachercandidates.Thestrengthof thispartnership isreflected inthevideoaboutthevalueofAssociateTeachersonourfacultyweb-site.1
WeseethepracticumexperienceasadevelopmentalandcollaborativeprocessbetweentheTeacherCandidate,theAssociateTeacher,theFacultyRepresentativeandthehostschoolpartners.Ourpracticumexperiencesreflectaclearandconsistentlinkbetweentheoryandpractice,consistingoftwoparts:CommunityServiceLearningandPracticum.
Forthe2016/2017academicyear:YEAR1TeacherCandidates
• Communityservicelearningwillconsistofonedayaweek(Wednesdays)fromSeptembertoDecember2015andatwo-weekblockfromDecember7to16,2015.
• Practicumwillconsistofonedayaweek(Wednesdays)inJanuaryasobservationdaysfollowedbyaneight-weekblockfromFebruary8toApril8,2016.
Forthe2016/2017academicyear:YEAR2TeacherCandidates
• Practicumwillconsistofatwo-weekblockfromSeptember6to16,2016followedbyonedayaweek(Wednesdays)inSeptemberandOctoberandasix-weekblockfromNovember7toDecember16,2016.
• Voluntarycommunityservicelearningwillconsistofone-dayaweek(Wednesdays)fromJanuary4toMarch29,2017followedbyamandatorythree-weekblockfromApril3to21,2017.
Forliabilitypurposes,whencompletingdutiestheTeacherCandidatemustbesupervisedatalltimesbyamemberoftheOntarioCollegeofTeachers.
TheTeacherEducationprogramiscommittedtothedevelopmentofcriticallyreflectiveprofessionalswhodevelopastanceofinquiryasthey:
• Create,promote,andparticipateincommunitiesofinquiry
• Showcommitmenttostudentlearning,engagement,andsuccess
• Continuouslydevelopandenhancetheirprofessionalknowledgealongwithknowledgeofselfasaneducator
• Continuouslydevelopandenhancetheirprofessionalpracticethroughcyclesofinquiry
• Showcommitmenttoongoingprofessionallearningandprovideleadershipinthecommunity
1http://education.uottawa.ca/en/programs/undergraduate-studies/teacher-education/practicum-information
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CollaborativeTeachingandLearningInquiryModel:ValueofthePracticumExperience
Theteachereducationprogramisanopportunityforbeginningteacherstoengageinadynamicandcollaborativecycleofinquirywithinavarietyofcommunities,includingtheschoolsetting.ItiswithinthesevariouscommunitiesthatourTeacherCandidatesareexposedtoideasofteachingandlearning,engageindiscussionsabouttheseideas,andareprovidedwithopportunitiestodeveloptheirprofessionalknowledgeandpractice.Thisinquiryissupportedbytwocourses:PED3150“BecomingaTeacherThroughInquiryintoTeaching”inYear1andPED3151“EnactingCollaborativeInquiryinProfessionalPractice”inYear2.
Thecommunityservicelearningandthepracticumarebasedonacollaborativeteachingandlearninginquirymodelthat:
• AllowsTeacherCandidatestolearnandgrowasteachersthroughobservingandparticipatingandengagingintheday-to-dayrealitiesofteachingandlearning;
• ProvidesTeacherCandidateswithperiodsofobservation,co-planningandcollaborativeclassroominteractioninmultipleschoolsettingswhetherinPrimary/Junior,Junior/IntermediateandIntermediate/SeniorDivisions;
• AllowstheTeacherCandidatestoappreciateandgaininsightsregardingschoolcultureandtheprofessionalcommunityinwhichtheywork;
• ProvidesacontextwithinwhichTeacherCandidatesareabletoquestion,reflect,andentertainuncertaintyastheyexamineandarticulatetheirownunderstandingsofteachingandlearningandtheirdevelopmentofselfasateacher;
• Provides opportunities for Teacher Candidates to grow as adaptive experts who start withstudentengagementandindividualneedsatthecoreoftheirteachingpractices.This“inquiryhabit of mind” requires educators to unpack their assumptions of schooling, learning, andteaching,aspartofacycleofinquirytobetteraddressthediverseneedsofthelearnersintheirclassrooms.
Adaptiveexperts:“…theyareabletoflexiblyretrieve,organiseandapplyknowledgetonewproblemsandarenotrestrictedtoexecutingestablishedroutinesofpractice.Adaptiveexpertsknowwhattodowhenknownroutinesdonotwork,andwhentheyneedtoexpandthedepthandbreathofcurrentexpertisebyintegratingknowledgefromvariousdomainstosolvenewproblemsthatcannotbesolvedbywhattheydidpreviously”(Timperley,2010,p.6).
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CollaborativeTeachingandLearningInquiryModel
Thismodelofteachereducationrecognisesthatthecycleoflearningiscontinuousandisenhancedwithexperience.TeacherCandidateswillcontinuetodeveloptheirknowledgeandskillsinasimilarwayinbothyearsoftheprogram.ThecomponentsofCSLandpracticumaresimilartotheapproachesandgradualreleaseusedinbalancedliteracyprograms.,wheretheTeacherCandidateisexpectedtodevelopmoreindependenceandcompetencyoverthecourseofthepracticum.
UnderstandingthejobmarketandcontextinwhichourTeacherCandidatesfindthemselvesoncetheygraduate,theemphasisinCSLandpracticumisonthequalityofteachingversusthequantityofteaching.
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CollaborativeTeachingProcess:Roles&ResponsibilitiesTeacherCandidate:
• Co-planningandco-teachingwithassociateteacher• Gradualincreaseofresponsibilityandindependenceinteachingrole• Buildingpositiverelationshipswithstudentsandschool,community,staff• Schoolcommunityinvolvement• Developingskillsofself-awarenessasateacherthroughreflection,self-assessmentandgoal
settingAssociateteacher:
• Appropriatemodelingofbestteachingpractices• Providingconstructive,ongoingfeedback• Gradualreleaseofteachingresponsibilities• Professionalmentorship• SupportingTeacherCandidatesinnavigatingcurriculum,OMEinitiatives,andschoolcontext
Facultyrepresentative:
• LiaisonbetweenFacultyofEducation,TeacherCandidate,andassociateteacher• SupportingtheassociateteacherandtheTeacherCandidateinCSLandpracticum
experiences• ProvidingfeedbacktoTeacherCandidatethroughschoolvisitsandobservations• Providingprofessionalandethicalfoundationsforteachingpractice• Introducingandencouragingreflectivepractice
AdaptiveExpert(multiple
experiences)
Observation-modeledpractice
Co-planning
Co-teaching
GuidedPractice
Independentpractice
RedlectiononPractice
ProfessionalDialogue-
collaboration
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Schoolpartners:
• BuildingconnectionsbetweenTeacherCandidatesandvariousstakeholdersintheschoolcommunity
• SupportingTeacherCandidatesininquirybasedlearningthroughmentorshipandmodelingofprofessionallearning
PlacementProcess
ThePracticumteammakesCommunityServiceandPracticumplacementsaccordingtoprotocolsoftheindividualschoolboards.
• ThePracticumteamworkstoestablishpartnershipsbetweenAssociateSchoolsandtheUniversityofOttawa.ThisteamincludestheCoordinator,PracticumAssistant,andFacultyRepresentativesfromtheUniversityofOttawa,andAssociateSchoolPrincipalswhoapproveallTeacherCandidateplacements.
• TeacherCandidateswillnotbeplacedataschoolatwhichafamilymemberisonstafforanyschoolwheretheyhavechildrenwhoattendandtheymustinformthePracticumOfficeiftheyareplacedinaschoolwheretheyhaverelatives.
• ToprovideflexibilitytoschoolsandmodelcollaborativepracticespracticumplacementsmaybedividedbetweentwoormoreAssociateTeachers.AttherequestoftheAssociateTeacher,twoTeacherCandidatesmaybeassignedtooneAssociateTeacher.
• AssociateTeachersmayarrangeopportunitiesforTeacherCandidatestoobserveandperhapsteachclassesofothercolleagues.Whilethesecolleaguesmayprovidesomeinputintotheevaluationprocess,theresponsibilityfordeterminingtheformalevaluationoftheTeacherCandidate(s)restswiththeAssociateTeacher(s)towhomtheTeacherCandidateshavebeenassigned.
• FacultyRepresentativeswillobservetheTeacherCandidateandprovidefeedbacktoboththeAssociateTeacherandtheTeacherCandidate.
• Foranyquestionsorconcerns,pleasecontactthePracticumOffice:[email protected].
Changes in school enrolment, staffing, administration, and grade assignment mayoccurbeforeorduringtheschoolyear.Asaresult,CommunityServiceLearningandPracticum placements may change. For this reason, the Faculty of Education asks allthose involved to be patient and demonstrate professional etiquette regarding thisplacementprocess
A Teacher Candidate’s eligibility to undertake Community Service Learning and PracticumrequirestheapprovaloftheDirectorofTeacherEducation.Approvalwillbebaseduponthefollowing:
• TheDirector,theAssistantDirectorofTeacherEducationandthePracticumCoordinatorwillmeetpriortoeachplacementblocktodetermineeachTeacherCandidate’seligibilitytoundertakethePracticumexperience.
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• TeacherCandidatesidentifiedashavingincompletecourseworkorbeinginrepeatedbreachoftheFacultyofEducationattendancerequirementswillmeetwiththeDirectororAssistantDirectorofTeacherEducationinordertoaddressissuesandconcerns.
• Basedontherelevantinformation,theDirectorofTeacherEducationwillmakeadecisionregardingtheTeacherCandidate’seligibilitytoproceedtoaPracticumplacement,orbedeferreduntilallrequirementsaremet.
• Intheeventofadeferral,whentheDirectorofTeacherEducationissatisfiedthattheTeacherCandidatehasmettherequirements,stepswillbetakentoarrangeafuturePracticumplacement,whichmayinvolveanadditionaladministrativefeetobepaidbytheTeacherCandidate.
Note:TwosuccessfullycompletedevaluatedpracticaarerequiredforthecompletionoftheTeacherEducationProgram.IfaCandidatereceivestwoPracticumfailurestheTeacherEducationProgramwillbeterminatedforthatCandidate,asperFacultyRegulations2.
RolesandResponsibilities:
AssociateTeachersAsmodelsofexcellenceinclassroomteaching,professionalism,andcollaboration,AssociateTeachersarecriticaltopreparingTeacherCandidatesinbecomingteachers.TheyalsoprovidetheessentialfeedbackandmentoringtotheTeacherCandidateastheydeveloptheirprofessionalpractice.
DuringCommunityServiceLearningandPracticum,theroleoftheAssociateTeacheristhree-fold:
• TomentorandguidetheTeacherCandidateinhis/herdevelopmentasateacherbyprovidingongoingfeedback(oralandwritten)onprofessionalism,planning,communication,instruction,studentengagement,classroommanagement,andassessment.
• DuringthepracticumtoassessandevaluatetheperformanceoftheTeacherCandidateinthefiveteachingcompetenciesusingthePracticumEvaluationRubricandtheInterimandFinalReports.
• ToinformtheFacultyRepresentativethatthereareconcernswiththeTeacherCandidate’sprogressbyfollowingtheStepstoTakeifaCandidateisExperiencingDifficulty
MentoringandCollaborationThefollowingaresuggestionstofacilitatethementoringprocess:
• WelcomeandintroducetheTeacherCandidatetotheschoolandtheclassroomcommunity.
• EncouragetheTeacherCandidatetobecomeinvolvedinthelifeoftheschool.,withschooladministrationandLeadAssociateteacherprovidingarangeofschoolexperiencesduringcommunityservicelearning.
• DiscussexpectationsandsetgoalscollaborativelywiththeTeacherCandidate. 2http://www.education.uottawa.ca/en/undergrad/teachered/faculty-regulations
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• Planforobservation,co-planning,modelling,guidedpractice,andco-teachingtimethroughouttheplacement,andprovideacollaborativelydeterminedandwell-pacedincreaseinresponsibilitiesandindependence.
• ProvideopportunitiesfortheTeacherCandidatetoassumeresponsibilityforgeneralschoolandclassroomresponsibilitiesandroutines.
• Co-planactivitiessothattheTeacherCandidatecanlearnandpracticeengagingstrategiesinordertodevelopknowledgeoftheclassroomcontextandstudentneeds.
• SetasidetimeeachdaytoengageinconversationswiththeTeacherCandidatetodiscussstrengthsandareasforimprovement.Feedbacksessionsshouldbearrangedatyourconvenience,suchasbeforeorafterschoolorduringplanningandevaluationtime.Afeedbacksheetisprovidedthatyoumayfindhelpfultouse.
• GuidetheTeacherCandidateinthedevelopmentofeffectivelessonandunitplanning.TeacherCandidatesbenefitfromco-planning,modelling,andspecificsuggestionsforplanningandimplementinglessons.AsTeacherCandidatesdeveloptheirconfidenceandcompetencetheymoveintoplanninglessonsandunitsofstudymoreindependently.
• ReviewalllessonplanspreparedbytheTeacherCandidateandprovidefeedbackonplanningandassessmentwithadequatetimefortheCandidatetomakenecessarychanges,preferablythedaybefore.
• IftheTeacherCandidatefailstoprovideanadequatewrittenlessonplan,theyshouldnotteachtheclassandtheFacultyRepresentativeshouldbeinformed.AstheAssociateTeacher,pleasefeelfreetouseyourprofessionaljudgementandintervenewhennecessary,asyouareresponsibleforthelearningandmanagementinyourclassroom,.
• Review,observe,andprovidewrittencommentsaboutlesson/unitplansandtheirimplementationbygivingalternativestrategies,suggestions,andrecommendationsforbetterengagementandconnectionwithstudents.
Honorarium
• TheUniversityofOttawawillprovideAssociateTeachersanhonorariumof$320perTeacherCandidatepersession.IfaCandidateissharedbytwoAssociateTeachersshareaCandidate,thehonorariumissharedbetweenthetwo.Thishonorariumispaiddirectlytotheteacher.Acheque,madeouttotheAssociateTeacher,willbesenttotheschooladdress.Pleaseallow6–8weeksforprocessingafterthecompletionofpracticum.
TeacherCandidates
TheFacultyofEducationrequiresthatTeacherCandidatescarryouttheirprofessionaldutiesinaccordancewiththeexpectationsofmembersoftheprofessionasoutlinedintheStandardsofPracticefortheTeachingProfessionandEthicalStandardsoftheOntarioCollegeofTeachers.
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TheTeacherCandidateisconsideredanassociatememberoftheOntarioTeachers’FederationandmustthereforeactinaccordancewiththeDutiesofTeacherscontainedintheRegulationmadeundertheTeachingProfessionAct(June1,2006)
FailuretocomplywithanyofthestandardsmayresultintheimmediatewithdrawalfromtheCommunityServiceLearningand/orPracticumplacementandpossiblyfromtheBachelorofEducationprogram.ThisisinaccordancewiththeFacultyofEducation’sethicspolicy.
Inquiry,Learning,andCollaborationExpectations:• Becomefamiliarwith,understand,andfollowschool,board,andtheUniversityofOttawapolicies,aswellasschool-specificprocedures.
• Demonstrateinitiative,apositiveengagingprofessionalattitude,andawillingnesstolearninallinteractionsintheschoolcommunity.
• ObserveandrecordtheAssociateTeacher’sinstructionaltechniques,strategies,andmethodsofestablishinganeffectiveandapositivelearningenvironment,includingwaystoengageandbuildrapportwithstudents.
• Clarifyandproblem-solvewiththeAssociateTeacherastohowtoengageindividualstudents.
• MaintainaCSL/Practicumplacementdaybook.ThisisanessentialtoolforTeacherCandidatesasitreflectstheirprofessionalpresenceintheclassroomandschool.ItshouldreflectdailyplanningandprofessionalresponsibilitiesthroughoutCommunityServiceLearningandPracticum.
• CompleteadministrativetasksnormallycompletedbytheAssociateTeacher(e.g.,attendance,distributionorcollectionofforms)aspartofdailyroutinesoftheclassroom.
• Participateinanyout-of-classregularlyscheduleddutieswiththeAssociateTeacher(e.g.,lunchduty,busduty,yardduty,hallduty-forthefulldurationoftheduty),ProfessionalDevelopment(PD)days,ProfessionalLearningCommunities(PLCs)andmeetingswithstaffandparents(asappropriate).
• Planandpreparelessonsusingtheappropriatelessonplantemplates.SubmitlessonplanstotheAssociateTeacheratleast24hourspriortoimplementationtoreceivefeedbackwhererequired.UploadlessonandunitplansonBlackboardLearnforPED3150/3151professor.
• Ensurethatanymaterialsneededforthelessonarepreparedwellaheadoftime.
• WiththesupportoftheAssociateTeacherplanandinstructlessons/unitstobothsmallandlargegroupsofstudentsandassesstheirprogress.Asyoudevelopyourskillsandconfidenceintheclassroom;planning,implementingandassessingstudentlearningwillbedonemoreindependently.
• Reflectdailyontheexpectationsofthelesson,theactualexperienceofteachingthelesson,andonwhatwaslearnedthroughthisprocess.Reflectionsshouldidentifystrengths,areasforgrowth,andoneortwoSMARTGoalsforimprovingtheeffectivenessofstudentlearning.
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• MakearrangementswiththeAssociateTeachertoobtainregularfeedbacktoidentifyareasforimprovement.Regularfeedbackshouldoccur–beforeschool,afterschoolorduringplanningtime-attheAssociateTeacher’sdiscretion.
• Displayopennesstonewideas,andaresponsiveattitudetotheAssociateTeacher’ssuggestions,alternativestrategies,andrecommendations.
• MaintainawrittenrecordofcommentsandsuggestionsmadebytheAssociateTeacher.Thesecommentsshouldbecomeandreflectonhowthesestrategiescanhelptheirprofessionalgrowth.
• IncorporatetheAssociateTeacher’ssuggestionsandguidanceintoprofessionalpracticethroughaninquirymodelofadaptivepractice.
• Completeandsubmitgoal-settingandself-evaluationsforCommunityServiceLearningandPracticum.
Absences
• TeacherCandidatesareremindedtokeeptheirstudentshealthandsafetyinmindinthecaseofanillness.
• IntheeventofanabsencenotifytheschoolandtheAssociateTeacherwellinadvanceofthebeginningoftheschoolday.Anylessonplansandmaterialsforthedaymustbee-mailedtotheAssociateTeacher.
• NotifythePracticumofficeatpractica@uottawa.caandtheFacultyRepresentativeofallabsences.
• AmedicalcertificatemustbeprovidedtothePracticumOfficeintheeventofabsencestotalling3daysormore.TeacherCandidatesmaybeexpectedtomakeupabsencestocompletetherequirementsofthePracticum.
• ATeacherCandidatewholeavesapracticumforanyreasonotherthanillness,withoutpermissionoftheDirectorofTeacherEducation,willbeconsideredtohavefailedtheplacement.Followinganinterviewandpossibleremediation,amake-uproundmaybearranged.Thefeeforafailedpracticumwillbeapplied.
PoliceRecordCheckReports
• Allpublicandprivateschoolboardsrequireapolicerecordcheck,includingaVulnerableSectorScreening.TeacherCandidatesmustsubmitthisreportfromalocalorregionalpoliceserviceforeachyearoftheprogrambeforethepracticum(TheSafeSchoolAct20003).
• TeacherCandidateswillnotbepermittedtocommencethepracticumuntilthisreportisreceived.TheUniversityofOttawawillnotbeheldresponsibleifthepracticumcannotbeheldasaresultofthepolicerecordcheck.
• TeacherCandidatesshouldcarrytheiroriginalpolicerecordchecktotheirpracticumschool.
3http://www.edu.gov.on.ca/safeschl/eng/ssa.html
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WorkplaceTraining• TeacherCandidatesareexpectedtocompleteon-lineworkplacetrainingappropriatetothe
BoardofEducationtowhichtheyareassigned.ThecertificatefromthetrainingshouldbeincludedintheirCSL/practicumdaybook.
WorkplaceSafetyandInsuranceBoardForm
• Completion of the Student Declaration of Understanding form is mandatory prior toparticipation in Community Service Learning andPracticum. It providesWorkplace SafetyandInsurancecoverageforTeacherCandidatesandwillbedistributedtoTeacherCandidatesthroughPED3150/3151.IftheTeacherCandidateisinvolvedinanaccidentwhileatschool,thismustbereportedinwritingand/orbyphonetothePracticumOfficeassoonaspossible.
Co-curricularActivities• Teacher Candidates are encouraged to engage in the school community and make acontribution to co-curricular activities. Teacher Candidates must conduct any co-curricularactivitiesunderthesupervisionofamemberoftheOntarioCollegeofTeachers.
• Under no circumstances should a school activity interfere with Practicum classroomresponsibilitiesorUniversitycoursework.
ArrivalandDepartureTimes• TeacherCandidatesareexpectedtoarriveattheirassignedclassroomatleast30minutespriortotheofficialschoolstarttimeandstayattheschoolatleast30minutesattheendofthedayorasdeterminedbytheAssociateTeacher.
• Schoolsrequirenon-staffmemberstosigninatthemainofficeandadheretothevisitorpolicyoftheindividualschool.
UnqualifiedSupplyTeaching• OurTELC(TeacherEducationLiaisonCommittee),whichrepresentstheteacherfederationsinOntario,haveaskedustoremindteachercandidatesofthepotentialrisksofunqualifiedsupplyteaching in Ontario or in other jurisdictions. Although Teacher Candidates are an associatememberofOTFandareexpectedtoactaccordingtotheStandardsofPractice,theydonothavethesameprotectionprovidedtofullmembersifanallegation,anincident,orsignificantissuearises.AsTeacherCandidatesarepursuingteachingasacareer,anyincidentorinvestigationofanallegationmayimpactupontheirabilitytocompletetheTeacherEducationprogramorbecertifiedbytheOntarioCollegeofTeachers.Wewantallpartnerstobewellawareoftherisks.
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PrincipalsandLeadAssociateTeachers:
• ConsultandencourageteacherstobecomeAssociateTeachers.
• CollaboratewithLeadAssociateTeacherandschoolstafftodetermineschool-basedcommunityservicelearningpriorities.
• WelcometheTeacherCandidatestotheschoolandprovideinformationtheTeacherCandidatemayrequireregardingschoolorboardpolicies.
• Providemodelling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.
• HelpfacilitateopportunitiesforTeacherCandidatestoexperienceallfacetsoftheschoolcommunity[e.g.,inviteTeacherCandidatestostaffmeetings,assistwithextra-curricularactivities,andattendstudent/parentinterviews(asappropriate)].
• EnsurethatwheneverTeacherCandidatesarewithstudents,theyareunderthesupervisionofamemberoftheOntarioCollegeofTeachers.
• CollaboratewithAssociateTeacherstocompletesummativeandformativeevaluationsoftheTeacherCandidateifnecessaryandparticipateintheprocessifaTeacherCandidateexperiencesdifficulty
• Report,asrequiredforotherstaffmembers,anyaccidentinvolvingtheTeacherCandidatewhileonschool/boardproperty.
FacultyRepresentative:PED3150/3151Professor• FacilitatethePED3150“BecomingaTeacherThroughInquiryintoTeaching”and/orPED3151“EnactingCollaborativeInquiryinProfessionalPractice”classes.
• OverseepreparationoftheTeacherCandidateforCommunityServiceLearningandPracticum,including:goalsetting,lettersofintroduction,andclarificationofexpectations.
• DuringCommunityServiceLearningandPracticum,maintainregularcontactwithTeacherCandidatesandAssociateTeachersthroughtelephoneorelectroniccommunicationtoprovidesupportandtoclarifyinformationand/orexpectationsasneeded.
• VisitTeacherCandidatesintheircommunityservicelearningandpracticumsettingatleastonceduringtheacademicyear.ReturnPracticumFeedbackFormtothePracticumOfficeelectronicallytopractica@uottawa.caorinpersonshortlyaftercompletion.
• ProvideguidancetoTeacherCandidatesbasedonprofessionalcollaborationanddiscussionbetweenallpartners.
• AdvisethePracticumOffice,DirectorofTeacherEducationandtheAssistantDirectorofTeacherEducationofanyTeacherCandidatesindifficulty.FollowproceduresforTeacherCandidatesexperiencingdifficultytoensuretheyaresupported.Afinaldeterminationwillbemadeastohis/herperformanceafterthistime.
• AssesstheTeacherCandidates’placementdaybook,reflections,goals,andself-assessment,andadviseonareasforimprovement.ApprovetheTeacherCandidate'srecordofCSLhoursonCommunityNavigator.
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ExpectationsforCommunityServiceLearningTheultimatepurposeofCSListoprovideTeacherCandidateswithopportunitiestobecomefamiliarwithschoolcommunities,toparticipateinandcontributetothewiderangeofeducationalexperiencesinschool,andtolearnandgaininsightsregardingschoolcultureandtheprofessionalcommunity.Itisanessentialcomponentofthepracticumexperience.Anexampleofthetypeofschool-basedcollaborationisdemonstratedinthisstoryfromAdrienneClarksonElementarySchool,OCDSB.:http://education.uottawa.ca/en/news/teacher-candidates-adrienne-clarkson
WhatdoesCSLentail?• TeacherCandidateswillcomplete90-150hoursofCSLoverthecourseoftheyear.• ForYear1TeacherCandidatesCSLwillconsistofonedayaweek(Wednesdays)September
toDecember2016andatwo-weekblockfromDecember5to16,2016.Theseschool-basedplacementsarelinkedtotheirpracticumplacements.
• ForYear2TeacherCandidatesCSLconsistsofathree-weekblockfromApril3–21,2016inaschool,community,oralternatesetting.AvarietyofeducationalopportunitiesarearrangedinpartnershipwiththeFaculty.
• ApprovedandverifiedCSLactivitieswillberecordedonTeacherCandidates’co-curricularRecord(CCR),auniversitydocumentthatrecognizesservicetothecommunity,andhelpstracethedevelopmentofleadership,compassion,ethics,andself-confidence.
• Withtheadaptiveexpertmodel,thedevelopmentofeachTeacherCandidatemaybedifferentandthereisflexibilityintheprocess.TheFacultyhasexpectationsforhighlevelsofprofessionalism,initiativeandengagementdemonstratedbyTeacherCandidatesintheirCSLplacements.
WhattoexpectatthebeginningofCSLforYear1?
• Becomefamiliarwithschoolcultureandenvironment,includingexpectationsforteachers,students,andvolunteersinthebuilding.
• Gettoknowschoolroutinesincludingproceduresforsigningin,parking,classschedules,dutytimes,andaccesstophotocopierandothertechnologyintheschool.
• FirstintroductionsintheclassroomandbegintobuildrapportbetweenAssociateTeacher,TeacherCandidate,otherstaff,andstudentsintheclassroom.
• MeetwithLeadAssociateTeacherandPrincipaltodiscusspossibleschoolbasedCSLprojects
WhataretheexpectationsforLeadAssociateTeachersandPrincipalsinYear1?• WelcometheTeacherCandidatestotheschoolandprovideinformationtheTeacher
Candidatemayrequireregardingschoolorboardpolicies.• Providemodeling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.• HelpfacilitateopportunitiesforTeacherCandidatestoexperienceallfacetsoftheschool
community.
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• EnsurethatwheneverTeacherCandidatesarewithstudents,theyareunderthesupervisionofamemberoftheOntarioCollegeofTeachers.
WhataretheexpectationsforTeacherCandidatesforYear1?• Becomefamiliarwith,understand,andfollow:school,board,andtheUniversityofOttawa
policies,aswellasschool-specificproceduresforstudentsafety.• Demonstrateinitiative,apositiveengagingprofessionalattitude,andawillingnesstolearnin
allinteractionsintheschoolcommunity.• ObserveandrecordtheAssociateTeacher’sinstructionaltechniques,strategies,andmethods
ofestablishingeffectiveclassmanagementandapositiveenvironment,includingwaystoengageandbuildrapportwithstudents.
• UsetheirobservationstoengageinaprofessionaldialoguewiththeirAssociateTeachers.Thequestionstheyaskshouldhelpintheirunderstandingofthestrategiesandapproachesusedinplanningandimplementingoftheschool-basedand/orclassactivitiesandinunderstandingthewaysstudentsarelearning.
• Completeandsubmitweeklywrittenreflectionsandself-evaluationsforPED3150.• OverthecourseoftheCSLplacementTeacherCandidatescollaboratewithteachersto
supportstudentlearninginschool-basedandclassroom-basedprograms,andshouldbegintoco-planandco-teachclassroomlearningactivities.
• Demonstrategrowthinprofessionalism,initiative,comfortandconfidenceintheclassroomandschoolsettings.
WhataretheexpectationsforAssociateTeachers?• TomentorandguidetheTeacherCandidateinhis/herdevelopmentasateacherbyproviding
ongoingfeedback(oraland/orwritten)onprofessionalism,collaboration,planning,communication,instruction,classroommanagement,andassessment.
• DuringCSLprovidefeedbackregardingtheperformanceoftheTeacherCandidateinthethreeofthefiveteachingcompetencies(professionalism,communication,engagementincommunity)usingtheCSLFeedbacksheet.
WhataresomepossibleexamplesofCSLProjects?• SupportinAT’sclassroom-smallgroup,one-to-one,teachingonceaweekstand-alonesubject• SupportinResourceSetting• Tutoringatlunchorafterschool• Literacyprograms(readingwithstudents)• Numeracysupportprograms• Socialskills/mentoringprojects• Peermediationsupport• Technologytraining-assistivetechnology,makerspace• Assistanceinbreakfastandlunchprograms• Supportforclubsorlunchhourextra-curricularactivities
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Whattoexpectforthetwo-weekblockinDecember?• Thetwo-weekplacementinDecemberprovidestheTeacherCandidatewithanopportunity
toobserveandparticipateintheroutinesandcourseschedule/classesoftheAssociateTeacheroverthecourseoftwoweeks.
• Continuetosupportindividual,smallgroup,and/orlargegrouplearning.Insomeclassesthismightbeanopportunitytoco-planandco-teachaunitofstudy,toconductaninquiry,ortoco-developlearningcenters.
• Continuetoparticipateinorimplementtheschool-basedprojectthatwasdevelopedwiththeschoolstaffassistance.
• IftheTeacherCandidatehasnotalreadydoneso,planwithassistanceatleasttwolargegroupinstructionactivities.
• Assistinco-planningandco-evaluatinganassessmentpieceorpieces.ThisextendstheTeacherCandidate’slearningfromtheircurriculumcourseintoaction.
• ReceivefeedbackregardingtheirprogresstodateintheirCSLplacement.PED3150professorswillprovideabriefchecklistthatwillhelpinprovidingguidanceforsecondsemesterandthestartofaplanforevaluatedpracticum.
• Provideanextrasupportinclassroomsandschoolsataverybusytimeofyearwhenschedulesarenotalwaysconsistent.
ExpectationsforYear2CommunityServiceLearningThegoalofthethree-weekcommunityserviceplacementistoprovideTeacherCandidatesexperiencesinalternateeducationalandcommunitysettings.TheexpectationsandstructureoftheplacementaredependentonthecollaborationbetweentheTeacherCandidate,theFacultyRepresentative,andtheschoolorcommunitypartner.IntheCSLplacementthesiteplacementsupervisorandthePED3151professorsupervisetheTeacherCandidate.TeacherCandidatesareexpectedrecordtheirhoursandtosubmitawrittenreflectionattheendoftheirplacement.
ExpectationsforPracticumLearningtoteachisacomplicatedprocesssotherewillbeindividualvariationsinaTeacherCandidate’sdevelopment.Bytheendoftheeight-weekevaluatedpracticum,theTeacherCandidateshouldshowcompetenceinteachingatthedivisionassigned.Thismeansthattheyshouldmeetmostoftheexpectationsinthefivecompetencyareas(professionalcompetency,communication,knowledge,commitmenttostudents,andplanningandimplementation).Thepracticumevaluationrubricisavailableforclarification.ExamplesofthetimeframeforYear1andYear2areprovidedasaguide.Overtheeight-weekpracticumthetasksforeachpersonare:
• TeacherCandidate:•Gradualincreaseofresponsibilityandindependenceinteachingrole•Demonstratecompetence(meetsmostexpectations)inteachingattheassigned
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division(planning,implementing,managingandassessingstudentlearning)bytheendofpracticum
• Associateteacher:•Constructive,ongoingfeedback•Gradualreleaseofteachingresponsibilitiesandindependenceinplanning,implementing,managing,andassessingstudentlearningbytheendofpracticum•Professionalmentorship
• Facultyrepresentative:•LiaisonbetweenFacultyofEducation,TeacherCandidate,andAssociateTeacher•SupportassociateteacherandTeacherCandidateinpracticumexperiences,especiallyifcandidateexperiencesdifficulty
• Schoolpartners:•SupportAssociateTeacherandTeacherCandidatesinevaluatedpracticumexperience
Year1PracticumTimeframeWeek1-2
• Co-Planning,Co-Teaching• Assumingmoreindependenceandresponsibilityfordailyroutines• IndividualLessonPlanning
Week3-4• IndividualLessonPlanningwithfeedback• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching
InterimEvaluation:March3,2017• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas
Week5-8• Implementingunitplan• Increasedindependenceinplanning,implementing,assessingandmanaginglearning
activitiesFinalEvaluation:
• April7,2017-Demonstratescompetencebymeetingmostexpectationsinthecompetencyareas.
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Year2PracticumTimelineWeek1-2
• Observation• Co-Planning,Co-Teaching• Gettingtoknowroutinesandstudents
Wednesdaysfor6Weeks• Assumingmoreindependenceandresponsibilityforroutines,smallgroupteaching,
independentlessonsWeek3-4
• IndividualLessonPlanningwithfeedback• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching
InterimEvaluation:November18,2016• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas
Week5-8• Implementingunitplan• Increasedindependenceinplanning,implementing,assessingandmanaginglearning
activities
Week1-2-Co-Planning,Co-Teaching-Assumingmoreindependenceandresponsibilityfordailyroutines-IndividualLessonPlanning
Week3-4-IndividualLessonPlanningwithfeedback-Co-planningunitplan-Assumingmoreresponsibilityandindependenceinteaching
InterimEvaluation:March3,2017-Demonstratesdevelopingtowardsexpectationsinallcompetencyareas
Week5-8-Implementingunitplan-Increasedindependenceinplanning,implementing,assessingandmanaginglearningactivities
FinalEvaluation:April7,2017-Demonstratescompetencebymeetingmostexpectationsincompetencyareas.
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FinalEvaluation:December16,2016• Demonstratescompetencebymeetingmostexpectationsincompetencyareas.
Week1-2-ObservationCo-Planning,Co-Teaching
-Gettingtoknowroutinesandstudents
Wednesdaysfor6Weeks
-Assumingmoreindependenceandresponsibilityfor
routines,smallgroupteaching,independent
lessons
Week3-4-IndividualLesson
Planningwithfeedback-Co-planningunitplan-Assumingmoreresponsibilityandindependencein
teaching
InterimEvaluation:November18,2016-Demonstrates
developingtowardsexpectationsinallcompetencyareas
Week5-8-Implementingunitplan
-Increasedindependencein
planning,implementing,assessingandmanaginglearningactivities
FinalEvaluation:December
16,2016-Demonstrates
competencebymeetingmostexpectationsincompetencyareas.
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AssessmentandEvaluation
• TheTeacherCandidate’sperformanceinCommunityServiceLearningandPracticumshouldbeassessedasadevelopingteacherratherthancomparedtotheperformanceofanexperiencedteacher.Arubricisavailableforreference.
• TeacherCandidatescontinuetodeveloptheirskillsthroughobservation,guidedpractice,independentpractice,andtheconstructivefeedbackandmentoringofAssociateTeachers.Co-teachingandco-planningareessentialtothisdevelopment.
• IfaTeacherCandidateexperiencesdifficultyduringtheCommunityServiceLearningand/orPracticumplacement,theAssociateTeachershouldrefertothe‘StepstotakeiftheTeacherCandidateisexperiencingdifficulty’.PleasenotethataLetterofConcernmaybecompletedatanypointduringthepracticumexperiencewhenexpectationsarenotbeingmet.
Assessment&EvaluationChecklistThefollowingchartprovidesguidelinesfortheassessmentandevaluationofTeacherCandidates:
Details Given By Date
Dailyfeedback
• Provideoralfeedbackdailyonfivecompetencies:professionalcommitment,communication,knowledge,classroommanagement,andplanningandimplementation.
• MaintainawrittenrecordofsuggestionsprovidedbyAssociateTeacher.
• Reflectoflessonslearnedandincorporateintodailypractice
ASSOCIATETEACHER
TEACHERCANDIDATE
Daily
Weeklyfeedback
• DuringPracticumprovidewrittenfeedbackweeklyonthefullrangeofcompetencies,aslistedabove.ThePracticumFeedbackFormforAssociateTeacherscanbeusedasreference.
• PleasenotethatiftheTeacherCandidateexperiencesdifficultyatanytime,theStepstotakeifaTeacherCandidateisExperiencingDifficultyshouldbefollowed
• PleasenotethataLetterofConcernmaybecompletedatanypointduringtheCSLandpracticumwhenexpectationsarenotbeingmet
• Incorporateweeklyfeedbackintoweeklygoalsandself-reflections
• SubmitLessonplanstoAssociateTeacherinrequiredtimeframe
• SubmitlessonplanstoFacultyRepresentativethroughBlackboardLearnforPED3150/3151.
• ReadgoalsandreflectionsandprovidefeedbackandsuggestionstoTeacherCandidatesasnecessary
ASSOCIATETEACHER
TEACHERCANDIDATES
FACULTYREPRESENTATIVE
Weekly
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CSL • CompleteCSLChecklistprovidedbyFacultyRepresentative
• ApproveCSLHoursonCentreforCommunityandGlobalEngagementWebsite
• CompleteCSLSelf-Reflection
• PreparePosterBoardforJanuaryshowcase(YEAR1TeacherCandidates)
ASSOCIATETEACHER/LEADASSOCIATETEACHER
FACULTYREPRESENTATIVE
TEACHERCANDIDATE
YEAR1TeacherCandidates
January19,2017
YEAR2TeacherCandidates
April21,2017
PracticumInterimReport(FormativeEvaluation)
• UsingthePracticumInterimReport,theAssociateTeacherevaluatestheTeacherCandidate’soveralllevelofeachoftheperformanceindicators.
• UsethePracticumEvaluationRubricinpreparingtheInterimReport.
• TheAssociateTeachersharesthePracticumInterimReportwiththeTeacherCandidate.
• TheTeacherCandidatemakesacopyfortheirownrecordsandsignsthePracticumInterimReportwhichindicatesthatthereportwasprovided
• TheTeacherCandidatee-mailsordeliversacopyofthereportinpersontotheFacultyRepresentativeandtothePracticumOffice:[email protected]
• ATeacherCandidatewhoreceivesanyratingsofDoesNotMeetExpectationsonthePracticumInterimReportshouldfollowtheStepstotakeiftheTeacherCandidateisexperiencingdifficulty
ASSOCIATETEACHER
TEACHERCANDIDATE
FACULTYREPRESENTATIVE
YEAR1-PRACTICUM
Friday,March3,2017
YEAR2-PRACTICUM
Friday,November18,2016
PracticumFinalReport
(SummativeEvaluation)
• SupportinthepreparationoftheFinalReportisavailablethroughtheFacultyRepresentative.
• TheFinalReportmustbecompletedandsharedwiththeTeacherCandidate.BoththeAssociateTeacherandtheTeacherCandidatemustsigntheFinalReport.TheAssociateTeachershouldkeepacopyandprovidetheoriginaltotheTeacherCandidate.
• TheFinalReportise-mailedordeliveredinpersontothePracticumOfficeandtheFacultyRepresentativepractic2@uottawa.ca
• ItistheCandidate’sresponsibilitytoensurethepracticumofficereceivesacopyoftheFinalReportandthattheoriginaliskeptforpersonalrecords.
ASSOCIATETEACHER
TEACHERCANDIDATE
YEAR1-PRACTICUM
Friday,April7,2017
YEAR2-PRACTICUM
Friday,December16,2016
Practicum• ArtefactsfromthePracticum,includingthecompletedGoalSettingSheet,andThePracticumSelf-EvaluationFormmustbesharedwiththeFacultyRepresentative,followingPracticum.
TEACHERCANDIDATE/FACULTY
REPRESENTATIVE
PED3150/3151Class
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StepstotakeifaTeacherCandidateisexperiencingdifficulty:
Itisimportanttonotethatthesestepsserveasguidelines.Sincesituationsvary,theissuesthatoccurwillbedealtwithinanappropriateandcollaborativemannerbasedontheprofessionaljudgementoftheAssociateTeacher,FacultyRepresentative,DirectorofTeacherEducation,andAssistantDirectorofTeacherEducation.
• NotifythePrincipal,theFacultyRepresentative,andthePracticumOfficeoftheTeacherCandidate’snameandthekeyareasofdifficulty.AclassroomobservationbyaFacultyRepresentativewillbescheduledincollaborationwiththeAssociateTeacher.
• Usingtheteachingcompetenciesasabasisfordiscussion,theAssociateTeacherandtheFacultyRepresentativeshoulddiscussareasforimprovementand/orconcernswiththeTeacherCandidate.Aplanofactionofferingconstructivesuggestions,guidance,andassistanceshouldbecollaborativelydeveloped.
• Insituationsofseriousconcerns,theAssociateTeacherandtheFacultyRepresentativecollaborativelywriteaLetterofConcern.AcopyoftheLetterofConcernistobeprovidedtothePracticumOffice.PleasenotethataLetterofConcerncanbecompletedatanypointduringthepracticumwhenexpectationsarenotbeingmet.
• TheAssociateTeacherandtheFacultyRepresentativewillensurethattheTeacherCandidateunderstandstheconcernsoutlinedintheLetterofConcern,aswellasthenecessaryactionrequiredtoimproveandcontinueintheplacementbythespecifiedtimeline.
• TheAssociateTeacherandtheFacultyRepresentativewillmonitorsubsequentperformanceoftheTeacherCandidate.TheAssociateTeacherinconsultationwiththeFacultyRepresentativeandthePrincipalwillmakethedeterminationofthefinalevaluation.
• IftheCandidatefailstomeetobjectivesassetoutintheLetterofConcernand/orisdeemedinappropriateforbeinginaclassroom,thePrincipalincollaborationwillterminatethePracticumwiththeAssociateTeacherandtheFacultyRepresentative.TheDirectorofTeacherEducationwillcompletealetterofwithdrawal.
• IfthePracticumisterminated,afinalreportmustbepreparedbytheAssociateTeacherandaFailuremustbeindicatedonthereport.
• TheTeacherCandidatewillmeetwiththeDirectorand/orAssistantDirectorofTeacherEducation.Aplanofactionwillbedevelopedtoaddressareasofconcern.
• TheTeacherCandidatemustmakeawrittenrequesttotheDirectorand/orAssistantDirectorofTeacherEducationforamake-uppracticum.ThewrittenrequestshouldclearlyreflectinsightgainedfromthepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccessinafutureplacement
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Make-upPracticumPlacements:Reasonsforarrangingamake-uppracticum
A:DeferralofPracticumduetoillnessorpersonalcircumstancespriortothecommencementofPracticum.
• TeacherCandidateswhoneedtodefertheirCommunityServiceLearningandPracticumduetomedical/personalorfamilyreasonsmustmeetwiththeAssistantDirectorortheDirectorofTeacherEducation([email protected])inadvanceoftheplacement.Medicalreasonsrequireamedicalcertificate.TheAssistantDirectorandtheDirectorofTeacherEducationauthorizeallsuchdeferrals.CandidateswillbeofferedasubsequentPracticuminconsultationwiththePracticumCoordinator.
• CandidatesdeferringaPracticummaynotgraduatewiththeircohort.B:DeferralfromPracticumafterthecommencementofPracticum:
• CandidateschoosingtoleavepracticumwithoutthepriorapprovaloftheDirectorofEducation,exceptinthecaseofillness,willreceiveanautomaticFailure.
• TheFacultyRepresentativemustbeinvolvedinthedecisiontoleaveaPracticum.
• DeferralsofPracticumafterthecommencementofPracticumaregivenonlyinveryexceptionalcircumstances.CandidatescannotobtainadeferralwithouttheapprovaloftheAssistantDirectorortheDirectorofTeacherEducation.
• Candidateswillnotautomaticallyreceiveamake-upPracticumwithintheacademicyear.
• Anadministrativefeeforthemake-uppracticummaybechargedtotheCandidate.
C:Make-upPracticumasaresultofunsatisfactoryperformance:
• TeacherCandidateswhoreceiveagradeofUnsatisfactory(E)foroneofthePracticumplacementscanrequestamake-upplacement.TheTeacherCandidatemustmakeawrittenrequesttotheDirectororAssistantDirectorofTeacherEducation.ThewrittenrequestshouldclearlyreflectinsightgainedfromthepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccessinafutureplacement.Thewrittenrequestshouldalsodemonstrateappropriateprofessionalconduct.
• TheCandidatemustmeetwiththeAssistantDirectorortheDirectorofTeacherEducation.
• TheDirectorofTeacherEducationwillconsiderthewrittenrequestandexaminealldocumentationtodeterminewhetherornotamake-upplacementisgranted.
• Dependingontheseriousnessoftheissue,make-upplacementsmayberefused,andtheTeacherCandidate’srighttocontinueintheBachelorofEducationprogrammayberevoked.
• Iftherequestisgranted,aCandidatewilltypicallybeaskedtocompletea
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remediationplan.ThePracticumCoordinator,inconsultationwithschoolboardpersonnel,willestablishaplacement.Therewillbeanadditionaladministrativefeelevied.
• Iftherequestisdenied,theDirectorofTeacherEducationwillinformtheTeacherCandidateinwritingthats/hehasbeenremovedfromtheprogram.
• Make-upplacementsmaybecarriedtothefollowingacademicyear.Uponsuccessfulcompletionofthemake-upplacement,theTeacherCandidatewillbepermittedtoparticipateinthesubsequentFacultyofEducationconvocation.
• TheTeacherCandidateispermittedtocompleteonlyonemake-upPracticumplacement.Ifthemake-upattemptisunsuccessful,theTeacherCandidatewillnotbegivenanotheropportunitytoraisethegradeandwillnotberecommendedfortheB.Ed.Degree.
WithdrawalfromCSL&Practicum:ProfessionalEthics• TeacherCandidatesmustatalltimescomplywiththeOntarioCollegeofTeachers’(OCT)
EthicalStandardsfortheTeachingProfession,StandardsofPracticefortheTeachingProfessionandtheTeachingProfessionActandTheFacultyofEducationRegulationonProfessionalEthics.AnyviolationofthesestandardswillresultintheimmediatewithdrawaloftheCandidatefromthePracticumandtheinitiationoftheprocessisoutlinedintheRegulation.
Forms(AvailableonFacultyWeb-site)
• OCTEthicalStandards
• OCTStandardsofPractice
• TeachingProfessionsAct(Excerpt)
• FacultyofEducationRegulationonProfessionalEthics
• NoticeofCollectiveDisclosure
• PracticumFeedbackform(AssociateTeacher)
• PracticumEvaluationRubric
• InterimPracticumReport*thisformmustbedownloadedtosavechanges.
• FinalPracticumReport*thisformmustbedownloadedtosavechanges.