department of teacher education · curriculum, ethics, educational research and related policies...

Department of Teacher Education

2011-12

Teacher Candidate Handbook

Welcome to Brock UniversitySt.Catharines Campus500 Glenridge AvenueSt.Catharines, ON, L2S 3A1T: 905 688 5550 x3341 or 4967 F: 905 641 5229

Hamilton Campus1842 King Street EastHamilton, ON, L8K 1V7T: 905 547 3555 x3610 or 3600 F: 905 547 9500

Table of Contents

TABLE OF CONTENTS ............................................................................................................. 1

1. INTRODUCTION ................................................................................................................. 4

Welcome ....................................................................................................................................................................................... 4

Welcome from the Dean ......................................................................................................................................................................... 4

Welcome from the Chair ........................................................................................................................................................................ 4

Introduction ................................................................................................................................................................................ 5

About the Teacher Education Handbook ........................................................................................................................................ 5

About the Teacher Education Website ............................................................................................................................................ 5

2. PROGRAM CONCEPTUAL MODEL ....................................................................................... 6

Mission Statements ................................................................................................................................................................... 6

Faculty of Education ................................................................................................................................................................................. 6

Department of Teacher Education ..................................................................................................................................................... 6

A Professional Learning Community ................................................................................................................................. 6

The Triple-C Model ................................................................................................................................................................... 6

The Ontario College of Teachers Standards of Practice and Ethical Standards ................................................. 7

The Standards of Practice for the Teaching Profession ........................................................................................................... 7

The Ethical Standards for the Teaching Profession ................................................................................................................... 8

Our Partners in Education ..................................................................................................................................................... 9

The Ontario College of Teachers ......................................................................................................................................................... 9

The Ontario Ministry of Education .................................................................................................................................................... 9

The Ontario Teachers' Federation ................................................................................................................................................... 10

Ontario School Boards........................................................................................................................................................................... 10

Key Roles ................................................................................................................................................................................... 11

Teacher Candidates ................................................................................................................................................................................ 11

Faculty Advisors ...................................................................................................................................................................................... 12

Associate Teachers ................................................................................................................................................................................. 12

Course Instructors .................................................................................................................................................................................. 13

Administrative and Leadership Roles ............................................................................................................................ 13

Chair .............................................................................................................................................................................................................. 13

Administrative Coordinators ............................................................................................................................................................. 13

Administrative Assistant, Practicum .............................................................................................................................................. 14

Practice Teaching Coordinator .......................................................................................................................................................... 14

Intermediate/Senior Coordinator ................................................................................................................................................... 14

Technological Education Coordinator ........................................................................................................................................... 14

Hamilton Campus Coordinator ......................................................................................................................................................... 14

Partnership Coordinator ...................................................................................................................................................................... 14

Ombudsperson ......................................................................................................................................................................................... 14


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Instructional Resource Centre........................................................................................................................................... 15

3. PROGRAM POLICIES ......................................................................................................... 16

Essential Competencies Required for Successful Completion of the Program ................................................ 16

Professionalism ........................................................................................................................................................................................ 16

Theory into Practice ............................................................................................................................................................................... 16

Teaching Practice .................................................................................................................................................................................... 16

Student Learning ..................................................................................................................................................................................... 17

Professional Relationships .................................................................................................................................................................. 18

Teacher Candidate Awards ................................................................................................................................................. 18

Assessment, Grading, and Evaluation ............................................................................................................................. 18

Overview ..................................................................................................................................................................................................... 18

Grade Equivalents ................................................................................................................................................................................... 19

Assessment Policies ............................................................................................................................................................................... 19

Grade Appeals ........................................................................................................................................................................................... 20

Notes on Disciplinary Procedures and Course or Program Failure .................................................................................. 20

Attendance and Participation ............................................................................................................................................................ 21

Professionalism in Schools ................................................................................................................................................. 22

Practicum Policies .................................................................................................................................................................. 23

Reasons for Withdrawal from a Practicum .................................................................................................................................. 24

Divergent Associate Teacher and Faculty Advisor Reports ................................................................................................. 25

Teacher Candidates Experiencing Difficulty ................................................................................................................ 25

Referral Policies and Procedures ..................................................................................................................................................... 25

University Policies ................................................................................................................................................................. 27

Accommodations Policy ....................................................................................................................................................................... 27

Respect Policy ........................................................................................................................................................................................... 27

Academic Integrity Policy .................................................................................................................................................................... 27

Inclement Weather Policy ................................................................................................................................................................... 27

Accommodating Teacher Candidates with Diverse Needs ...................................................................................... 28

Principles Regarding Academic Accommodation of Students with Disabilities ......................................................... 28

Responsibilities of the Teacher Candidate ................................................................................................................................... 28

Responsibilities of the Department of Teacher Education and Educational Partners ............................................. 28

Department of Teacher Education Procedures .......................................................................................................................... 29

Language Proficiency Policy ............................................................................................................................................... 30

Failure to Pass the Proficiency Test ................................................................................................................................................ 30

When Re-admission Has Been Deferred ....................................................................................................................................... 31

On Successful Completion of the Written Test ........................................................................................................................... 31

Brock University’s Sexual Harassment Policy ............................................................................................................. 31

Dealing with an Incident of Sexual Harassment On Campus ............................................................................................... 31

Dealing with an Incident of Sexual Harassment During a Practice Teaching Placement ........................................ 31

4. THE P/J/I PROGRAM ........................................................................................................ 33


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Overview .................................................................................................................................................................................... 33

Coursework .............................................................................................................................................................................. 33

Core Courses .............................................................................................................................................................................................. 33

Optional Courses ...................................................................................................................................................................................... 34

Professional Development Events ................................................................................................................................................... 35

Field Experiences ................................................................................................................................................................... 35

Internship Experience ........................................................................................................................................................................... 35

Microteaching Lesson ............................................................................................................................................................................ 36

Lesson Planning ....................................................................................................................................................................................... 36

Practica ........................................................................................................................................................................................................ 36

Practice Teaching ................................................................................................................................................................... 36

Evaluation Policy for EDUC 8D09 (P/J/I Cohort) ..................................................................................................................... 36

Practicum 1 ................................................................................................................................................................................................ 37

Practicum 2 ................................................................................................................................................................................................ 37

5. THE I/S PROGRAM ........................................................................................................... 39

Overview .................................................................................................................................................................................... 39

The Intermediate/Senior General Studies Program ................................................................................................. 39

The Intermediate/Senior Technological Education Program ............................................................................... 39

Phase I .......................................................................................................................................................................................................... 40

Phase II ......................................................................................................................................................................................................... 40

Coursework .............................................................................................................................................................................. 41

Core Courses .............................................................................................................................................................................................. 41

Optional Courses ...................................................................................................................................................................................... 42

Professional Development Events ................................................................................................................................................... 42

Field Experiences ................................................................................................................................................................... 43

Practice Teaching ................................................................................................................................................................... 44

Evaluation Policy for EDUC 8LO9 (I/S Cohort) .......................................................................................................................... 44

Practicum 1 ................................................................................................................................................................................................ 45

Practicum 2 ................................................................................................................................................................................................ 45

Practicum 3 ................................................................................................................................................................................................ 45

Frequently Asked Questions .............................................................................................................................................. 45

APPENDICES ........................................................................................................................ 50

1. Introduction

Welcome

Welcome from the Dean

It is my great pleasure to welcome you to the teacher education program at Brock University. I hope you value and enjoy every aspect of the program this year. Having chosen the teaching profession, you obviously love learning, and you value and care about children and youth. As you move forward through your coursework and teaching placements and into the profession, always be aware of the incredible impact you will have on the young lives you will touch and shape as a teacher. You will have the ability to influence positively not just the way your students think about learning and the subjects you teach, but who they become as human beings. No other profession provides the same opportunity to positively influence and create a more just, educated, and peaceful world. The responsibilities and challenges that

lie ahead for you are great indeed, as great as the joy and sense of achievement you will experience as you find yourself changing as a person and as a teacher, and as you see changes taking place in your students, as they learn and grow.

The Faculty of Education at Brock University has a superb reputation. We are highly respected locally, nationally, and internationally because of our excellent and seminal scholarship, dedicated teaching, and service work. You will find our faculty and staff to be approachable, helpful, caring, and very skilled. Not only will your Brock degree be recognized worldwide, you will also be viewed as a highly competent and well trained teacher. We aim to inspire you to always be the best you can be, to do the best you can do, and for the rest of your life to "live life learning."

Fiona Blaikie. PhD Professor and Dean Faculty of Education

Welcome from the Chair

Welcome to the teacher education program at Brock. In pursuing K-12 teaching as a profession, you have chosen a career that will be both personally rewarding and also make a difference in the lives of others.

In support of the Department of Teacher Education’s commitment to professional learning communities, your journey through Brock’s teacher education program will be a highly collaborative one in which you work closely with other teacher candidates, faculty advisors, instructors, associate teachers, and administrative support staff.


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I hope, as you progress through the teacher education program, you will take the opportunity to think critically and reflectively about your developing philosophy of education. Your philosophy of education guides how you organize your classroom, plan and deliver instruction, and interact with students, parents, and colleagues. Thinking reflexively about who you are and who you want to be as a beginning teacher is an important and ongoing effort in becoming a successful teacher.

I wish you a rewarding year in the teacher education program and congratulations once again on your choice of profession.

David Hutchison, PhD Professor and Chair Department of Teacher Education

Introduction

About the Teacher Education Handbook

This handbook introduces teacher candidates to various aspects of the consecutive and final year of the concurrent teacher education program at Brock University. Along with the Brock University Undergraduate Calendar, this handbook also outlines the policies and procedures that the Department of Teacher Education follows in relation to the teacher education program.

All teacher candidates receive a hardcopy of this handbook in September and the major elements of the handbook are introduced to teacher candidates by faculty advisors in Cohort. Teacher candidates are advised to familiarize themselves with the handbook early on in the program.

About the Teacher Education Website

The teacher education website is a central online portal where teacher candidates can access the various online tools and resources that are available to them throughout the consecutive and final year of the concurrent teacher education program. Teacher candidates are encouraged to visit the website on a regular basis as it is frequently updated with important information about the program, including upcoming professional development events.

To access the teacher education website, navigate to the following URL and click on the “Initial (Consecutive & Concurrent Final Year) Teacher Education” link on the left hand side:

http://www.brocku.ca/education/currentstudents

2. Program Conceptual Model

Mission Statements

Faculty of Education

The Faculty of Education advances learning through education, scholarship and service. Through initial teacher education, continuing professional development and undergraduate and graduate programs we support our students in realizing their potential as creative, critical and ethical life-long learners. Through our scholarship we improve education and the human condition by contributing to academic and professional discourse, influencing policy and affecting educational practice. Through our service we further social justice and contribute to our profession, university, and local, provincial, national and international communities.

Department of Teacher Education

Teacher candidates at Brock University participate in a field-based program grounded in research, responsive to the professional needs of beginning teachers and based on the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession.

A Professional Learning Community

The teacher candidates, faculty advisors, instructors, associate teachers, and administrative support staff in the Department of Teacher Education comprise a professional learning community that supports one another throughout the academic year.

Central to our professional learning community is Cohort. Every teacher candidate is a member of a Cohort. One of the important roles of Cohort is to provide teacher candidates with peer and faculty advisor support throughout the program, both in terms of coursework at Brock and teaching experiences in schools.

The Triple-C Model

Cohort is central to the “Triple-C” conceptual model upon which the teacher education program at Brock is built. This model foregrounds the Department of Teacher Education’s commitment to the following:

• Cohort: A peer and faculty advisor support network;

• Coursework: A study of the theoretical and practical foundations of elementary and secondary level teaching in Ontario; and

• Community: A partnership with school boards, the Ministry of Education, the Ontario College of Teachers, the Ontario Teachers’ Federation, and other stakeholders.


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The Ontario College of Teachers Standards of Practice and Ethical Standards

The Ontario College of Teachers’ Standards of Practice for the Teaching Profession, the Ethical Standards for the Teaching Profession, and the Professional Learning Framework for the Teaching Profession form the Foundations of Professional Practice. They outline the principles of professional practice, ethical behaviour, and ongoing learning for the teaching profession in Ontario.

The teacher education program at Brock adheres to the principles that are outlined in the above Standards and these principles are referenced frequently throughout the program.

The Standards of Practice for the Teaching Profession

Commitment to Students and Student Learning

Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.


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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 judgement in practice.

Professional Practice

Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.

Leadership in Learning Communities

Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.

Ongoing Professional Learning

Members recognize that a commitment to ongoing 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.

The Ethical Standards for the Teaching Profession

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice.

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment.

Trust

The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust.


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Integrity

Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.

Our Partners in Education

Reflecting the commitment to community that is central to the teacher education program’s “Triple-C” conceptual model, the Department of Teacher Education is privileged to work in partnership with key stakeholders who are committed to excellence in Ontario public education.

The Ontario College of Teachers

Teachers who desire to work in publicly funded schools in Ontario are required to be certified to teach in the province and also be members of the Ontario College of Teachers (OCT). The Ontario College of Teachers is accountable to the public for how it carries out its responsibilities.

The Ontario College of Teachers:

• ensures Ontario students are taught by skilled teachers who adhere to clear standards of practice and conduct;

• establishes standards of practice and conduct;

• issues teaching certificates and may suspend or revoke them;

• accredits teacher education programs and courses;

• provides for ongoing professional learning opportunities for members.

The Ontario Ministry of Education

The Ontario Ministry of Education administers the system of publicly funded elementary and secondary school education in Ontario.

The Ministry commitment to promoting a strong, vibrant, publicly funded education system is focused on three goals:

• high levels of student achievement;

• reduced gaps in student achievement; and

• high levels of public confidence in public education.


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The Ontario Ministry of Education regularly liaises with both teacher candidates and instructors in Brock’s teacher education program, highlighting new Ministry resources and initiatives throughout the province. A number of Brock professors in the Faculty of Education work closely with the Ministry on research and curriculum development projects.

The Ontario Teachers' Federation

The Ontario Teachers’ Federation (OTF) represents all teachers in Ontario’s publicly funded schools. It is the unifying voice safeguarding their profession, pensions and public education.

The Ontario Teachers’ Federation represents approximately 155,000 teachers in Ontario’s publicly-funded schools. There are four affiliate organizations:

• Elementary Teachers’ Federation of Ontario (ETFO);

• Ontario English Catholic Teachers’ Association (OECTA);

• Ontario Secondary School Teachers’ Federation (OSSTF);

• l’Association des Enseignantes et des Enseignants Franco-Ontariens (AEFO).

Ontario School Boards

The Department of Teacher Education is pleased to work with in partnership with school boards throughout the Niagara and Hamilton regions and elsewhere in the province. The teacher education program on the St. Catharines and Hamilton campuses works closely with the following school boards:

St. Catharines Campus:

• District School Board of Niagara

• Niagara Catholic District School Board

Hamilton Campus:

• Dufferin-Peel Catholic District School Board

• Grand Erie District School Board

• Halton Catholic District School Board

• Halton District School Board

• Hamilton-Wentworth Catholic District School Board

• Hamilton-Wentworth District School Board

• Peel District School Board


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The teacher education website lists the web sites for each of the above school boards. Teacher candidates are encouraged to familiarize themselves with the websites of the school boards at which they complete their practice teaching placements and plan to apply for employment.

Key Roles

The success of Brock’s teacher education program is built upon the commitment of various stakeholders who each fulfill unique and important roles.

Teacher Candidates

Teacher candidates study the foundations of education, the curriculum subjects they are qualifying to teach, and complete practice teaching experiences in schools.

On both the St. Catharines and Hamilton campuses and in schools, teacher candidates are expected to demonstrate the same high level of professionalism and commitment to students and learning that practicing teachers demonstrate. This includes:

• a commitment to the principles outlined in the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession;

• a commitment to personal and professional growth throughout the program;


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• a striving towards a standard of excellence in assigned tasks, including class

participation at Brock and practice teaching responsibilities in schools;

• a commitment to collaborative interpersonal relations, including consideration for the perspectives of others; and

• a respect for the confidentiality of relationships with school partners, peers, and instructors.

Faculty Advisors

Faculty advisors provide professional guidance to groups of teacher candidates as part of Cohort. During the Beginning of Program week in September, faculty advisors familiarize teacher candidates with Brock’s teacher education program. They also meet weekly with teacher candidates throughout the year and arrange, supervise, observe, and assess each teacher candidate’s practice teaching placements in schools. In addition to teacher candidates, faculty advisors work closely with the teachers and principals in a Cohort’s catchment area.

Faculty advisors are a teacher candidate's first point of contact for program-related information, including information about practice teaching placements. For specific course-related information, teacher candidates are advised to contact their course instructors.

Associate Teachers

Associate teachers mentor and provide professional guidance to teacher candidates during Internship (Primary/Junior/Intermediate program) and practice teaching placements. Prior to, during, and/or following a practice teaching placement, associate teachers liaise with faculty advisors with the aim of providing teacher candidates with practicum experiences that meet their needs and assessments that reflect their professional growth.

An associate teacher’s responsibilities include the following:

• welcoming teacher candidates and orienting them to the school and classroom routines;

• discussing with teacher candidates the instructional needs of students and the expectations for planning quality learning experiences for students;

• guiding teacher candidates in their choice of appropriate instructional methods, classroom routines, and instructional materials etc.;

• supervising teacher candidates and observing their professional and ethical behaviours;

• providing teacher candidates with honest, straightforward, and where possible, positively framed, assessments of their teaching performance. Strengths should be highlighted. Weaknesses should be identified, along with specific suggestions for improvement;


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• supporting the professional growth of teacher candidates in partnership with faculty

advisors and the requirements of Brock’s teacher education program (e.g., the Brock Lesson Plan template);

• conferencing with faculty advisors about the progress of teacher candidates; and

• completing a formal assessment (and sometimes an interim assessment) of the teacher candidate’s performance, following the procedures outlined by the Department of Teacher Education.

It is emphasized that legal responsibility for the supervision of elementary and secondary school students remains with the associate teacher and school staff. Teacher candidates who have a concern in this regard should contact their faculty advisors.

Course Instructors

Course instructors provide teacher candidates with specialized instruction in a broad range of foundational and curricular subject areas. In addition to instruction in the curricular areas they are certifying to teach, teacher candidates receive instruction in the following educational foundations:

• school law, ethics, and professionalism;

• instructional methods;

• assessment and evaluation;

• classroom dynamics; and

• special education.

Administrative and Leadership Roles

Specific contact information for the following administrative and leadership roles can be found at the teacher education website, under the “Contacts” link.

Chair

The Chair provides academic and administrative leadership for the teacher education program and the Department of Teacher Education.

Administrative Coordinators

The Administrative Coordinator, St. Catharines Campus and Administrative Coordinator, Hamilton Campus provide administrative leadership and support to the teacher education program and the Department of Teacher Education.


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Teacher candidates are welcome to consult with the Administrative Coordinators should they have questions about the program.

Administrative Assistant, Practicum

The Administrative Assistant, Practicum works closely with faculty advisors to provide administrative leadership and support related to practice teaching placements and relationships with our partner school boards.

Teacher candidates are encouraged to contact their faculty advisors if they have questions about their practice teaching placements. Faculty advisors will liaise or direct teacher candidates to the Administrative Assistant, Practicum as appropriate.

Practice Teaching Coordinator

The Practice Teaching Coordinator works closely with faculty advisors to provide teacher candidates who are experiencing difficulty in a practice teaching placement with additional supports and remediation strategies.

Intermediate/Senior Coordinator

The Intermediate/Senior Coordinator provides academic and administrative leadership for the Intermediate/Senior program.

Technological Education Coordinator

The Technological Education Coordinator provides academic and administrative leadership for the Intermediate/Senior Technological Education program.

Hamilton Campus Coordinator

The Hamilton Campus Coordinator works closely with the Chair to provide academic and administrative leadership on the Hamilton campus.

Partnership Coordinator

The Partnership Coordinator coordinates professional development events for teacher candidates throughout the year and maintains the Department of Teacher Education’s websites.

Ombudsperson

The Faculty of Education’s Ombudsperson serves as a resource and advocate for teacher candidates in the teacher education program. Teacher candidates are welcome to consult with the Ombudperson should they have a concern about the program. The Ombudsperson works in a confidential manner with teacher candidates in representing their interests in the program.


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Instructional Resource Centre

The Instructional Resource Centre (IRC) curriculum libraries at the St. Catharines and Hamilton campuses offer practical print and multimedia resources related to elementary and secondary level teaching and curriculum study. The IRC also provides teacher candidates with media production facilities and instructional supply sales. For more information, please visit the IRC website:

http://www.brocku.ca/education/currentstudents/instructionalresourcecentre

3. Program Policies

Essential Competencies Required for Successful Completion of the Program

In order to successfully complete the initial teacher education program, teacher candidates are required to demonstrate the following essential competencies, as observed and assessed by instructors, faculty advisors, and associate teachers:

Professionalism

• a commitment to lifelong learning and professional growth;

• an understanding of and commitment to professionalism as exemplified by the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession;

• an understanding of Ontario educational law, policies, regulations, and legislation;

• the ability to deal with complex and sometimes stressful teaching situations that require stamina, adaptability, and the ability to meet multiple demands simultaneously.

Theory into Practice

• the ability to apply pedagogical theory to educational practice;

• the ability to reflect on the relationship between personal beliefs and professional practice;

• the ability to utilize critical thinking skills (e.g., questioning, gathering, organizing, analyzing, and decision-making) to enhance one's teaching practice;

• an understanding of the foundations of education (e.g., the philosophy of education);

• a sound knowledge of teaching methodologies (e.g., differentiated instruction);

• a sound knowledge of subject matter.

Teaching Practice

• the ability to create a safe and supportive learning environment for students;

• the ability to implement effective classroom management strategies;

• the ability to effectively integrate expectations from the Ontario curriculum into teaching;


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• demonstrated organizational skills through daybooks, lesson plans, and unit design;

• the ability to employ a wide variety of student and teacher-directed learning strategies;

• the ability to employ imagination and creativity in teaching;

• the ability to facilitate students' development of critical thinking and research skills;

• the ability to integrate instructional technologies into teaching;

• the ability to model the proper usage of oral and written language;

• the ability to incorporate assistive devices where necessary;

• the ability to develop clear and assessable learning goals for students;

• the ability to design and adapt a wide variety of assessment, evaluation, and reporting strategies in teaching to meet individual learning needs.

Student Learning

• an understanding for how students learn and develop;

• an understanding of the role of self-efficacy in the learning process;

• a demonstrated rapport with students;

• the ability to promote a love of learning in students;


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• the ability to model for students curiosity, enthusiasm, and a joy for teaching and

learning;

• a respect for human diversity (e.g., cultural, spiritual, and gender);

• a respect for the diverse range of learning strengths and the needs of students;

• the ability to teach an inclusive and differentiated curriculum that responds to diverse student needs;

• the ability to promote in students a sense of self-worth and mutual respect for others and the world around them.

Professional Relationships

• the ability to relate effectively to and collaborate with colleagues;

• a demonstrated ability to communicate with students, colleagues, parents/guardians, and other educational partners;

• the ability to participate actively in the school culture during practice teaching placements;

• a demonstrated respect for and responsiveness to professional feedback.

Teacher Candidate Awards

Teacher candidates who demonstrate exemplary abilities in the teacher education program are invited to apply or be nominated for a number of awards that are presented at convocation. Visit the following web page for specific details about the awards teacher candidates in the Faculty of Education can apply or be nominated for:

http://www.brocku.ca/safa/awards

Assessment, Grading, and Evaluation

Overview

In accordance with the Brock University Faculty Handbook:

“Evaluation of a student's performance in a course will be determined by employing such indices as examinations, seminar and classroom participation, papers, lab and studio activities, peer evaluation and any other normal class assignments. For each course, the grading scheme will reflect a reasonable diversity of these methods as is appropriate to the subject matter....When peer evaluation is used, that component cannot count for more than 25 percent of the final grade...


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...At the beginning of each course, students will be advised in writing of the proposed manner in which evaluation will be carried out in each course. A student is expected to attend all lectures, discussion groups, seminars and laboratory periods of the courses in which registered. Instructors must inform students about the relationship between attendance and their course grades early in each session. This should be indicated on the course outline...At the beginning of each course, students shall be advised in writing of the assignments required of them and the due dates of such assignments...Any penalties to be levied for late submission of an assignment must be transmitted to students in writing well before the due date of the assignment...

...To obtain standing in a course a student must complete the necessary term work, tests and final examination, where the latter is required, to the satisfaction of the Department/Program.”

Grade Equivalents

In accordance with the Brock University Undergraduate Calendar, in addition to a numerical grade, marks will be awarded as P1, P2, P3, or F:

P1 (100 - 80)

A grade of P1 is awarded to teacher candidates for excellent, comprehensive, and accurate work in which evidence of a certain flair for and comprehension of the subject is clearly evident.

P2 (79 - 70)

A grade of P2 is awarded to teacher candidates who have a sound grasp of the most important goals of the course and whose work may be described as careful and competent.

P3 (69 - 60)

A grade of P3 is awarded to teacher candidates whose work shows a very basic understanding of the task and an acceptable level of completion.

F (59 or lower)

A grade of F is awarded to teacher candidates who have failed to satisfy the minimum requirements, have done unacceptable work, and/or have not completed the work within the time limit set by the instructor.

Assessment Policies

Unless otherwise advised by instructors, teacher candidates should note the following:

• marks for a course shall not be submitted to the Registrar until all course components are complete;

• at the discretion of course instructors, extensions to assignment due dates may only be granted in unusual circumstances or as noted in course outlines;


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• the opportunity to resubmit assignments will be at the discretion of individual

instructors or as noted in course outlines;

• there will be variations in course assignments across campuses, cohort groups, and between the Fall and Winter terms; and

• the final grades for EDUC 8D09 and EDUC 8L09 will not include a numerical grade.

Given that Brock’s teacher education program is a professional preparation program, teacher candidates should also expect that, as appropriate, instructors, faculty advisors, and associate teachers will be mindful of the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession in determining the final grades for courses.

Grade Appeals

Candidates who have a question or concern regarding their grade in an assignment or course are expected to first discuss the matter with the course instructor. In the case of an unresolved disagreement, the teacher candidate is next advised to refer the matter to the Chair. If the issue is still not resolved to the satisfaction of the teacher candidate, the matter is next referred to the Associate Dean (on behalf of the Dean). If the teacher candidate is not satisfied with the decision of the Associate Dean/Dean, the teacher candidate may then appeal the matter to the Senate Committee on Appeals.

Teacher candidates are advised to refer to the Brock University Undergraduate Calendar for further details related to University appeals policies and procedures.

Notes on Disciplinary Procedures and Course or Program Failure

The following actions are subject to disciplinary procedures:

• harassment;

• threatening behaviour;

• physical or emotional abuse of others;

• disregard for professional standards and/or instructors’ expectations for attendance, deportment, and participation;

• plagiarism; and/or

• any behaviour that displays disregard for the rights of others and the goals of the teacher education program.

Sanctions may include suspension or expulsion from a course, the teacher education program, or Brock University.

For Primary/Junior/Intermediate teacher candidates, the teacher education program is failed under these conditions: (a) failure in EDUC 8D09 (note that EDUC 8F08 (consecutive program)


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and EDUC 8P16 (concurrent program) are a co-requisite of EDUC 8D09), or (b) failure in 2 courses.

For Intermediate/Senior teacher candidates, the teacher education program is failed under these conditions: (a) failure in EDUC 8L09 (note that EDUC 8D10 (consecutive program), EDUC 8D11 (technological education program), and EDUC 8F11 (concurrent program) are a co-requisite of 8L09), or (b) failure in 2 courses.

Teacher candidates who fail the teacher education program may apply for readmission.

Candidates failing any other single course will be required to successfully repeat that course in order to be awarded a BEd degree and be recommended to the Ontario College of Teachers for an Ontario Certificate of Qualification (OCQ). A teacher candidate who fails one course may repeat that course without applying for readmission. Courses must be repeated within a reasonable timeline as set by the Department of Teacher Education.

Attendance and Participation

Given that Brock’s teacher education program is a professional preparation program, regular attendance and participation in courses is expected.

If missed classes are greater than 10% of the total number of classes in a course, a make-up assignment may be required. This applies to a course or, in some cases, a segment of a course that is taught in discrete rounds. Documentation of the reason for an absence may also be requested by the instructor if the total number of missed classes is more than 20% of the total for a course or a segment of a course. If satisfactory documentation is not submitted, a grade reduction or a failing grade may be given.

Chronic tardiness is disrespectful to the instructor, other teacher candidates, and the intent of the program. Marks may be deducted for habitual tardiness.

When assignments are submitted late without just cause, marks may be deducted. A failing grade or incomplete for an assignment may be given if a teacher candidate demonstrates prolonged disregard for due dates.

Professional development activities are central to the teacher education program. Teacher candidates are expected to attend all professional development events and information sessions unless they are advertised as optional.


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Professionalism in Schools

Upon acceptance into the teacher education program, applicants must complete a satisfactory police background check with vulnerable sector screening that is dated no earlier than six months prior to the beginning of the program. The Department of Teacher Education reserves the right to withdraw from the program a teacher candidate who does not have an acceptable police background check prior to a scheduled practice teaching placement.

In advance of practice teaching placements, faculty advisors will discuss with teacher candidates the expectations for professionalism in schools. Teacher candidates are expected to:

• arrive at their schools sufficiently early each morning to ensure adequate preparation for the day. Expectations for teacher candidate arrival and departure times are normally set by associate teachers, but will, at a minimum, comply with school laws (i.e., teacher candidates must be present at least 15 minutes before school opening and after school closing);

• familiarize themselves with and follow the school’s policies and routines regarding matters such as safety, timetables, discipline, field trips, equipment, and absences etc.;

• accept the tasks and teaching duties that are assigned by associate teachers or school staff. Early on in a school placement, teacher candidates are encouraged to discuss


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with associate teachers the expectations associate teachers have for teacher candidates and to arrive at a mutual acceptance of the teacher candidate’s responsibilities. Teacher candidates are to follow the guidance of associate teachers and school staff in terms of the roles or responsibilities they will or will not assume;

• maintain a day book that includes all of the required lesson plans and information for each day’s teaching and learning activities, as well as timetables, worksheets, and other materials as suggested by faculty advisors and associate teachers. The daybook must be current and presented to associate teachers prior to the beginning of classes and to faculty advisors during a visit;

• be available for discussions with associate teachers and remain in the school until any reviews of the day’s teaching have been completed and suggestions for subsequent tasks have been discussed;

• use non-teaching classroom time to complete pedagogically appropriate activities, such as observing the teaching methods used by associate teachers and other staff, working with individual students, supervising group activities, preparing bulletin boards, and assessing student performance etc.;

• supervise the playground, corridor, and/or lunch room when requested and when under the guidance of a certified teacher;

• where appropriate and when invited, attend and participate in the school's professional development day activities, parent-teacher interviews, and staff meetings;

• conference as appropriate with the principal and/or vice-principal about school administration, specific educational issues, or professional growth and development;

• always act during school placements as professionals in the field.

It is expected that:

• all instances of dress, grooming, and speech will conform to the expectations established by schools;

• any required absences will be reported to associate teachers and faculty advisors in a timely manner (i.e., prior to the beginning of the school day) and resources for any lessons the teacher candidate was preparing to teach be made available to the associate teacher

• professional behaviour will be displayed in all dealings with students, school personnel, parents, faculty advisors, and others in the school.

Practicum Policies

Where feasible, teacher candidates are normally assigned a practice teaching placement in each of the divisions they are qualifying to teach:


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• Primary: Grades K - 3

• Junior: Grades 4 - 6

• Intermediate: Grades 7 - 10

• Senior: Grades 11 - 12

Practice teaching placements for the Junior/Intermediate program are assigned to grades 4 - 8 and practice teaching placements for the Intermediate/Senior program are assigned to grades 9 - 12.

Teacher candidates who meet expectations may have the opportunity to complete an Out-of-Region or alternative setting placement during Practicum 2B (P/J/I program) or Practicum 3 (I/S Program). Refer to the teacher education website for details about alternative setting placement options.

Transportation to schools, required off-campus courses, and professional development events is the responsibility of each teacher candidate.

Reasons for Withdrawal from a Practicum

Teacher candidates should anticipate that, when their conduct affects the quality of teaching or learning, the climate of a school, and/or the well-being of others, associate teachers will discuss the issues with them and note areas of concern in their formal assessment reports. Associate teachers are also requested to contact a faculty advisor early on when a teacher candidate’s performance is judged to be problematic. The performance of such teacher candidates will be jointly assessed by the associate teacher and a faculty advisor and, as necessary, the Practice Teaching Coordinator or another faculty member. Results of these assessments will determine the eligibility of the teacher candidate to proceed in the practice teaching placement. In determining a course of action, the following factors will be taken into consideration:

• if the teacher candidate’s response to counseling is positive and task oriented;

• if the teacher candidate shows an adequate level of understanding of personal strengths and weaknesses; and

• if the candidate is able to work with the associate teacher and faculty advisors to construct a feasible plan of action for improvement and professional growth.

The following may be considered cause for the immediate withdrawal of a teacher candidate from a practice teaching placement:

• a charge by school personnel and/or Brock personnel of physical, emotional, or sexual abuse;

• assessment by school personnel and/or Brock personnel that the teacher candidate’s behaviour seriously or chronically affects the emotional or physical health of students;


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• in the opinion of the Department of Teacher Education, the associate teacher, or the

school principal, evidence that continued placement could have a detrimental effect on the school’s students, staff, or program.

In the situations outlined above, make up practica may be refused and the teacher candidate’s right to continue in the teacher education program may be revoked, depending on the seriousness of the situation.

Divergent Associate Teacher and Faculty Advisor Reports

If the practice teaching assessment report that is completed by an associate teacher is clearly divergent from the practice teaching assessment report that is completed by the faculty advisor, the following procedures may be followed at the discretion of faculty advisors:

• a conference time may be arranged for further dialogue between the associate teacher and the faculty advisors, with or without the teacher candidate present;

• where feasible, additional faculty advisor observation times may be scheduled;

• the Practice Teaching Coordinator may be consulted and asked to review the circumstances and the assessment reports. In situations where a final grade is Fail or Marginal, the Practice Teaching Coordinator may choose, in consultation with the faculty advisors, which report to use in determining a Pass/Fail standing, and whether a make-up teaching placement is warranted.

Teacher Candidates Experiencing Difficulty

Referral Policies and Procedures

Under exceptional circumstances, when a teacher candidate’s performance and/or deportment are not consistent with the expectations of the Department of Teacher Education, as described in the Teacher Candidate Handbook, the Brock University Undergraduate Calendar, course outlines, and/or Brock University Code of Conduct, the procedures below may be followed by the Department of Teacher Education:

1. The instructor (or faculty advisor(s) or associate teacher, if applicable) may confer informally with the teacher candidate about the problem or concern, with the goal of communicating clear expectations (in writing is ideal) and developing a timeline for planned improvement.

2. If the expectations and the timeline for planned improvement are not met satisfactorily, the instructor (or faculty advisor(s) or associate teacher, if applicable) will normally confer with the Practice Teaching Coordinator (for matters related to practice teaching) and/or the Chair (for all others matters).

3. At this point, a Teacher Candidate Referral Report will normally be drafted, signed by all parties, and retained by the Practice Teaching Coordinator or Chair, with copies


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distributed to all parties as appropriate. The report will include the following: name and student number of the teacher candidate, date of the report, information about the problem and the reasons for referral (including a timeline if appropriate), supporting documentation (if available), and a plan of action for remedying the problem. In the case of a severe problem, a plan of action may recommend immediate withdrawal from the teacher education program, in which case the Teacher Candidate Referral Report will immediately be elevated to the Office of the Dean/Associate Dean for further action.

4. During the preparation of the Teacher Candidate Referral Report, the teacher candidate may be requested to co-develop a plan of action and a timeline for remediation of the problem. In cases where problems are resolved, no further action will be taken, if, in the opinion of the instructor, Practice Teaching Coordinator, and Chair there is satisfactory resolution of the problem.

5. If the problem is not resolved, a Referral Committee will normally be formed to recommend further action. Membership on the Referral Committee should comprise the teacher candidate and, as appropriate, one or more instructors, faculty advisors, the Practice Teaching Coordinator, the Hamilton Campus Coordinator, the Chair, and a representative from the Services for Students with Disabilities Office (in the case of teacher candidates who are registered with the office). The teacher candidate may also choose at this point or earlier to consult with the Faculty of Education's Ombudsperson.

6. In the case of concerns about coursework, the Chair may choose, with proper regard to Brock University's privacy policies, to contact the teacher candidate’s instructors (and associate teacher(s), if applicable) to gather data on the teacher candidate’s performance and deportment in the program overall. This communication will be conducted confidentially. Concerning the findings, and in consultation with the Practice Teaching Coordinator, if applicable, the Chair may recommend updating the Teacher Candidate Referral Report.

7. If the problem is not resolved and the candidate is not satisfied with the actions taken by the Referral Committee, the teacher candidate may appeal to the Office of the Dean. The Dean (or Associate Dean as his/her designate) will accept, reject, or amend the actions taken by the Referral Committee and inform the candidate and the Department.

8. Following the decision of the Dean/Associate Dean, the teacher candidate may appeal to the Student Appeals Board. Teacher candidates are advised to consult the Brock University Undergraduate Calendar and information at the Brock University website related to appeal policies and procedures at the university level.

During the entire referral process, all parties are requested to make and keep dated notes related to advice, expectations, requirements, and timelines that have been communicated to the teacher candidate. All correspondence with the teacher candidate will be conducted either in person, over email (with a reply requested), or by registered mail, in the case of a teacher candidate who is no longer in the vicinity. As well, the Registrar’s Office will be provided with copies of documentation for teacher candidates who request a make up block or opportunity to retake a course.


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University Policies

Accommodations Policy

“As part of Brock University’s commitment to a respectful work and learning environment, the University will make every reasonable effort to accommodate all members of the University community with disabilities. If you require accommodations related to a permanent disability to participate in this course, you are encouraged to contact the Student Development Centre Services for Students with Disabilities (4th Floor, Schmon Tower, x. 3240) and also discuss these accommodation(s) with the professor/instructor well in advance of due dates and scheduled assessments.”

Respect Policy

“Brock University is committed to building and maintaining a diverse and inclusive community where our students, staff, faculty, course participants, volunteers and visitors can work and learn in an environment that respects the dignity and worth of members of the Brock Community. Each individual has the responsibility for his/her own behavior and actions and for recognizing and supporting the right of all individuals to dignity at work and study and to maintain an environment in which this can flourish.”

Academic Integrity Policy

“Academic integrity is a core value of the academic mission of Brock University, and is defined as the pursuit of knowledge and scholarship through the provision of academic programs and a learning environment of the highest quality. It is in the interest of the University’s academic mission that every student adheres to the highest standards of scholarly integrity. As such, academic dishonesty is taken seriously; engaging in behaviours that are in breach of, or otherwise seek to abuse the University’s academic policy will not be tolerated.”

Inclement Weather Policy

“The University will ‘close’ because of severe weather when normal operation would pose a significant danger to students, staff, faculty and the community in attending classes or other activities held at the St. Catharines and/or Hamilton campuses.”

In cases of severe weather, check the Brock University website for information about campus closures. Navigate to the website below to read the full Inclement Weather Policy:

http://www.brocku.ca/marketing-communications/policies/inclement-weather-policy

During practica, teacher candidates should follow the lead of the school they are placed at in terms of school closures due to inclement weather


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Accommodating Teacher Candidates with Diverse Needs

Brock University is committed to fostering a community where all persons have access to education and the opportunities it provides in an academic environment that is accessible and which respects the rights and dignity of the individual. All members of the University community are obligated to interact on the basis of mutual respect, to promote an environment which provides equity of opportunity.

Principles Regarding Academic Accommodation of Students with Disabilities

Section 1 of the Ontario Human Rights Code guarantees the right to equal treatment in services without discrimination on the grounds of disability. The scope of “educational services” includes the mastery of knowledge, academic standards, evaluation and accreditation. It also encompasses the development of a student’s personality, skills, physical and mental abilities to their fullest potential. The basic principles of respect for dignity, individualization and inclusion are intrinsic to the accommodation process, together with the shared responsibility of all parties to cooperatively engage in the process.

Responsibilities of the Teacher Candidate

Teacher candidates have the responsibility to acknowledge and adhere to the Ontario College of Teachers' Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. As such, where a teacher candidate has a disability or diverse needs that, if undisclosed, may affect the quality of teaching or learning, the climate of the school, or the well-being of others, it is strongly advised that the teacher candidate make full disclosure of their disability to the Services for Students with Disabilities Office (SSWD) at Brock University:

http://www.brocku.ca/services-students-disabilities

This will enable appropriate accommodations and supports to be put in place to assist the teacher candidate to achieve success in the teacher education program.

All teacher candidates are expected to meet the academic and non-academic requirements of the teacher education program, including practice teaching. Once appropriate accommodations are provided, candidates will have an equal opportunity to successfully meet the essential requirements of the program, with no alteration in standards or outcomes, although the manner in which the teacher candidate demonstrates mastery, knowledge, and skills may be differentiated.

Responsibilities of the Department of Teacher Education and Educational Partners

Once a need has been identified, all educational partners have a duty to provide reasonable accommodations in order to allow the teacher candidate access to educational services


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equally, unless to do so would cause undue hardship (i.e., an unreasonable burden that can be established through concrete evidence).

Accommodations apply to practice teaching as well as courses. Each teacher candidate’s needs are unique and shall be considered on an individual basis. The Services for Students with Disabilities Office facilitates the discussion and provision of academic services and supports to teacher candidates with disabilities/diverse needs. It is essential that all parties work together to identify and implement appropriate accommodations. An accommodation cannot be provided if it is deemed that the accommodation will pose a significant increase in the risk for harm to the teacher candidate, students, and/or staff in a school.

Department of Teacher Education Procedures

The guidelines below are intended to assist the Department of Teacher Education and teacher candidates with disabilities or diverse needs to successfully accommodate such needs, particularly during practice teaching placements:

1. Upon acceptance of admission to the teacher education program, in order to access services and receive appropriate accommodations, teacher candidates with disabilities/diverse needs will be invited to self-identify to Services for Students with Disabilities Office.

2. All initial requests, related to students with disabilities/diverse needs made directly to an instructor shall be referred by the instructor to the Services for Students with Disabilities Office. Once a need has been identified, the university has a duty to provide reasonable accommodations from that point forward, in order to allow the teacher candidate access to educational services equally. In the interim, the Department of Teacher Education, in consultation with the teacher candidate, will strive to provide reasonable accommodations. Teacher candidates are expected to actively participate in the accommodations process.

3. A team, which may include, a Services for Students with Disabilities Office Disability Advisor, Chair, Practice Teaching Coordinator, and faculty advisors, will collaborate with the teacher candidate to identify appropriate academic and/or practice teaching accommodations. With the permission of the teacher candidate, faculty advisors may request the involvement of the associate teacher and/or other personnel at the practice teaching placement school.

4. An agreed upon plan will be developed in accordance with the "Essential Competencies Required for Successful Completion of the Program," as outlined in the Teacher Candidate Handbook. The plan will outline the teacher candidate’s responsibilities, the Department’s responsibilities, the University's responsibilities, and the school's responsibilities as appropriate.

5. If an accommodation issue is unresolved and where a disagreement exists, within five days of being aware of the disagreement, the Services for Students with Disabilities Office will advise the teacher candidate of the appeal process.

On an annual basis, at the Beginning of Program Meeting, all instructors and faculty advisors shall be informed of Brock University’s duty to accommodate students with disabilities.


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Language Proficiency Policy

Teacher candidates’ knowledge of and proficiency in using oral and written English language must be at a level that can support successful completion of the teacher education program. In some cases, those teacher candidates without the required level of proficiency will be required to withdraw from the program. In such cases, deferred admission for up to two years may be granted.

By the end of September, faculty advisors will notify the Chair of any teacher candidate who appears to lack the proficiency in oral and/or written English required for completion of the program. Where available, the faculty advisors will also include any feedback from associate teachers. In determining next steps, the Chair will proceed as follows:

1. Interview the teacher candidate;

2. Confidentially request feedback from course instructors;

3. Arrange for an English proficiency test; and

4. Organize a Referral Committee once the test results are received.

The Referral Committee will normally comprise the Chair, the Practice Teaching Coordinator, the Hamilton Campus Coordinator (where applicable), and the faculty advisors. The Referral Committee will interview the teacher candidate and review the faculty advisor records, instructor comments, associate teacher notes, and the English proficiency test results in determining a course of action. During the interview, the teacher candidate may choose to be accompanied by a representative.

If the teacher candidate’s lack of English language proficiency is not uncovered before a practice teaching placement, the Department of Teacher Education will act similarly to the above on any expression of concern from an associate teacher.

Failure to Pass the Proficiency Test

Normally, if the teacher candidate has failed the English proficiency test or an important sub-test, the teacher candidate will be suspended from the teacher education program until the test is passed. (All other policies regarding attendance and participation remain in effect.) Only two examination sittings will be permitted. Normally, if the teacher candidate cannot pass the subsequent test (or important sub-test), he or she will be required to withdraw from the program. In that event, at the decision of the Referral Committee, admission may be deferred for up to two years.

The candidate may appeal the decision of the Referral Committee to the Dean and to the Senate Committee on Appeals. Teacher candidates are advised to refer to the Brock University Undergraduate Calendar for further details related to University appeals policies and procedures.


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When Re-admission Has Been Deferred

When re-admission as been deferred, re-admission within the next two years will be granted on successful completion of the proficiency test and an oral interview by the Chair or Practice Teaching Coordinator. All admission timelines, as set by the Registrar’s Office, will apply.

On Successful Completion of the Written Test

If the teacher candidate passes the English proficiency test at a satisfactory level, probationary continuation in the teacher education program may be granted. The Referral Committee may suggest further intervention strategies and a timeline for follow-up reports from faculty advisors and associate teachers.

Brock University’s Sexual Harassment Policy

Definition from the Ontario Human Rights Code (1981, Section 4(2)):

“Every person who is an employee has a right to freedom from harassment in the workplace by the employer or agent of the employer or by another employee because of race, ancestry, place of birth, colour, ethnic origin, citizenship, creed, sex, age, record of offences, marital status, family status, or disability.”

Definition from the Ontario Human Rights Code (1981, Section 6(2)):

“Every person who is an employee has a right to be free from sexual solicitation or advance made by a person able to confer, grant, or deny a benefit or advancement to the person where the person making the solicitation or advance knows or ought reasonably to know that it is unwelcome, or a reprisal or a threat of reprisal for the rejection of sexual solicitation or advance where the reprisal is made or threatened by person able to confer, grant, or deny a benefit or advancement to the person.”

Dealing with an Incident of Sexual Harassment On Campus

Teacher candidates are advised to follow the policies and procedures as outlined by Brock University’s Office of Human Rights and Equity Services:

http://brocku.ca/human-rights

Dealing with an Incident of Sexual Harassment During a Practice Teaching Placement

Because teacher candidates are first and foremost students at Brock University, they are advised to immediately contact the Office of Human Rights and Equity Services at Brock University who will provide guidance and work in confidence with teacher candidates. Teacher candidates also have the right to register a complaint with the school board and/or the Ontario Teachers’ Federation, although it is recommended that this action only be taken following consultation with the Office of Human Rights and Equity Services.


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Because faculty advisors and instructors at Brock University do not have the authority to deal with cases of sexual harassment involving teacher candidates, they must immediately notify Brock’s Office of Human Rights and Equity Services of such complaints. It is important that faculty advisors and instructors immediately inform teacher candidates of this policy when an incident of sexual harassment is reported.

4. The P/J/I Program

Overview

The Department of Teacher Education offers two consecutive programs of study at the St. Catharines and Hamilton campuses for candidates interested in teaching in the Primary/Junior (grades K - 6) and Junior/Intermediate (grades 4 - 10) divisions.

In addition, the Department of Teacher Education co-operates with other departments in offering concurrent programs leading to the conferring of BA Child and Youth Studies (Honours)/BEd (Primary/Junior), BA Integrated Studies (Honours)/BEd (Junior/Intermediate), BSc Integrated Studies (Honours)/BEd (Junior/Intermediate), and BPhEd (Honours)/BEd (Junior/Intermediate) degrees.

The Primary/Junior (P/J) and Junior/Intermediate (J/I) teacher education programs are field-oriented. Much of the orientation to and instruction in professional practice takes place through supervised Cohorts of teacher candidates in schools throughout the Niagara and Hamilton regions.

Teacher candidates who have successfully completed all required courses in the BEd teacher education program will normally be recommended to the Ontario College of Teachers for an Ontario Certificate of Qualification (OCQ).

Coursework

Core Courses

Teacher candidates in the P/J/I teacher education program pursue studies in the following foundational and curricular subject areas:

Foundations:

• Assessment & Evaluation *

• Classroom Dynamics *

• Instructional Strategies

• School Law

• Special Education

* Note: Courses in the P/J/I concurrent teacher education program focus on these topics in Year 4 of the concurrent program.

Curriculum:


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• Arts

• Health & Physical Education

• Instructional Technology

• Language Arts

• Mathematics

• Science

• Social Studies

Optional Courses

In addition to core courses, the Department of Teacher Education offers a wide variety of optional courses. Each optional course earns teacher candidates a quarter-credit that appears on their university transcripts. Teacher candidates are encouraged to reference the optional courses they take at Brock in their CVs, cover letters, and interviews when applying for teaching jobs, in order to demonstrate their commitment to ongoing professional development and advanced studies in a particular topic area.

The teacher education website lists the optional courses that are currently being offered.


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Professional Development Events

In addition to core and optional courses and field experiences in schools, the Department of Teacher Education offers teacher candidates a number of professional development opportunities throughout the year, several of which are offered in partnership with other stakeholders in Ontario public education (i.e., the Ontario Ministry of Education, the Ontario College of Teachers, the Ontario Teachers’ Federation, and school boards).

Though the format of professional development events differs from the regular pattern of courses in the teacher education program, most of the professional development events require mandatory teacher candidate attendance.

The teacher education website lists the professional development events for the current year.

Field Experiences

Teacher candidates in the P/J/I program complete eleven weeks of practice teaching in schools which is divided into two practicum blocks as follows:

• Beginning of Program (1 week)

• Fall Term coursework at Brock / Internship Experience in Schools (10 weeks)

• Practicum 1 in schools (4 weeks)

• Winter Term coursework at Brock (10 weeks)


Internship Experience

The internship experience is completed in an internship centre school during the Fall term. Working under the supervision of an associate teacher, teacher candidates observe, assist, and possibly teach. They also familiarize themselves with the school and staff. The internship experience ranges from 9 to 12 days on Thursdays and/or Fridays, as scheduled by faculty advisors.

During their internship experience, in consultation with their associate teachers, teacher candidates fulfill the following roles:

• Observing: Teacher candidates observe students, associate teachers, and school staff, paying particular attention to school/classroom routines, student performance, and the teaching/learning strategies highlighted by associate teachers, faculty advisors, and related coursework at Brock;

• Assisting: Under the direct supervision of certified teachers, teacher candidates assist associate teachers by working with individual/small groups of students, grading student work, checking seat work, and preparing curricular materials etc.;


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• Teaching: At the discretion of associate teachers, teacher candidates may be invited

to teach a limited number of lessons in the lead up to Practicum 1.

Microteaching Lesson

Each teacher candidate prepares a lesson plan and teaches a twenty-minute lesson to a small group of students from their assigned internship school classroom. One or more faculty advisors and the teacher candidates who are assigned to the school observe the lesson and provide oral and/or written feedback. At the discretion of faculty advisors, the lesson may also be digitally video recorded (where permission has been given by the school). At the discretion of faculty advisors, each teacher candidate may be required to prepare a written microteaching reflection.

Lesson Planning

Through the submission of one or more lesson plan(s), each teacher candidate demonstrates a high level of proficiency in lesson planning utilizing the Brock Lesson Plan template (refer to the appendices). A downloadable electronic version of the template is available at the teacher education website.

Practica

Each teacher candidate completes two blocks of practice teaching. Practicum 1 (4 weeks) follows 10 weeks of instruction at Brock University in the Fall term. Practicum 2 (7 weeks) follows 10 weeks of instruction at Brock University in the Winter term. A few Observation Days precede Practicum 2, allowing teacher candidates to liaise with associate teachers in advance of the practicum.

Guidelines for each practicum are outlined in this handbook (refer to the appendices) and will be fully discussed in Cohort. Teacher candidates are required to maintain a functional daybook during both teaching blocks and to use the Brock Lesson Plan template to develop their lessons during Practicum 1 and 2A. At the discretion of faculty advisors, teacher candidates may have the option of using an abbreviated lesson plan format for Practicum 2B.

Following Practicum 1, and at the discretion of faculty advisors, each teacher candidate may be required to submit a written practicum reflection.

Practice Teaching

Evaluation Policy for EDUC 8D09 (P/J/I Cohort)

EDUC 8D09 Assignments Notes

Practicum 1 (4 weeks) Assessed by an associate teacher and faculty advisors. Grading: P1 / P2 / P3 / F. Associate Teacher Assessment: 15% of final grade Faculty Advisor Assessment: 10% of final grade


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Practicum 2A (4 weeks) Assessed by an associate teacher and faculty advisors.

Grading: P1 / P2 / P3 / F. Associate Teacher Assessment: 20% of final grade Faculty Advisor Assessment: 10% of final grade

Practicum 2B (3 weeks) Assessed by an associate teacher and, at their discretion, faculty advisors. Grading: P1 / P2 / P3 / F. Associate Teacher Assessment: 20-25% of final grade Faculty Advisor Assessment: 0-5% of final grade

In-class assignment(s), regular attendance, and active participation

Faculty Advisor Assessment: 20% of final grade

As noted on the associate teacher and faculty advisor practicum assessment forms (refer to the appendices), the following criteria are taken into consideration during the formal assessment of a practicum: professionalism, pre-active skills, interactive skills, and post-active skills. The following criteria are deemed to be particularly important in determining the level of success in a practicum:

• the teacher-student relationship and the teaching-learning climate that is developed;

• the teacher candidate's level of initiative, awareness, and task commitment;

• the teacher candidate’s communicative ability with the full class, with groups, and with individuals;

• the teacher candidate's planning skills; and

• the teacher candidate's effective employment of class management techniques.

If one or two of the criteria listed above are observed to be marginal, seriously problematic, or unsuccessful, the teaching block may be considered unsuccessful. If three or more of the above criteria are problematic, the teaching block is failed. Working in consultation with one another, the associate teacher and faculty advisors determine whether the above conditions have been met.

Practicum 1

For Practicum 1, teacher candidates are normally assigned to schools in the catchment areas with which their Cohorts are affiliated.

Practicum 2

Practicum 2 is divided into two parts: Practicum 2a (four weeks) and Practicum 2b (three weeks). For Practicum 2a, teacher candidates are normally assigned to schools in the catchment areas with which their Cohorts are affiliated.


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In the Fall term, teacher candidates can choose to apply for an Out-of-Region placement (in an Ontario school board that falls outside the catchment areas served by the St. Catharines and Hamilton campuses) or alternative setting placement for Practicum 2b. Details are discussed in Cohort and teacher candidates are advised to familiarize themselves with the polices and procedures that are distributed with the application forms for Out-of-Region placements and alternative setting placements.

In particular, it is noted that teacher candidates may not make their own arrangements for an Out-of-Region or alternative setting placement. Teacher candidates are also advised that fulfillment of an Out-of-Region or alternative setting placement is not always possible. Furthermore, an out-of-region placement may be revoked by faculty advisors or the Practice Teaching Coordinator if it is deemed that a teacher candidate’s teaching performance in Practicum I and/or the first three weeks of Practicum 2 does not meet expectations.

Teacher candidates who do not complete an Out-of-Region placement for Practicum 2b normally complete all seven weeks of Practicum 2 in the same school.

5. The I/S Program

Overview

The Department of Teacher Education offers consecutive programs of study at the St. Catharines and Hamilton campuses for candidates interested in teaching in the Intermediate/Senior (grades 7 - 12) divisions.

In addition, the Department of Teacher Education co-operates with other departments in offering concurrent programs leading to the conferring of BA (Honours)/BEd (Intermediate/Senior), BSc (Honours)/BEd (Intermediate/Senior), and BPhEd (Honours)/BEd (Intermediate/Senior) degrees.

The Intermediate/Senior (I/S) program is field-oriented. Much of the orientation to and instruction in professional practice takes place through supervised Cohorts of teacher candidates in schools throughout the Niagara and Hamilton regions. Teacher candidates who are accepted into the BEd program to teach in secondary schools are assigned to work with specialized subject area instructors.

Teacher candidates who have successfully completed all required courses in the BEd teacher education program will normally be recommended to the Ontario College of Teachers for an Ontario Certificate of Qualification (OCQ).

The Intermediate/Senior General Studies Program

The Intermediate/Senior General Studies program prepares teacher candidates to teach two of the following teachable subject areas: Business Studies (General, Accounting, and Information and Communications Technology), Dramatic Arts, English (First Language), French (Second Language), Geography, History, International Languages (Italian and Spanish), Mathematics, Physical and Health Education, Religious Studies, Science (Biology, Chemistry, General, Physics), and Visual Arts. (Certain teachable subjects are only offered at either the St. Catharines or Hamilton campuses.)

The Intermediate/Senior Technological Education Program

In addition to the Intermediate/Senior General Studies program, Brock also offers a Hamilton-based Intermediate/Senior Technological Education program that prepares teachers to teach broad-based technology courses at the Grades 7/8 and secondary school levels.

The Intermediate/Senior Technological Education program has two phases.


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Phase I

Phase I is comprised of a summer Induction Program week, scheduled at the end of June. The Induction Program week is followed by a month-long practical skills-oriented program at a local secondary school. The program at the secondary school completes the major portion of Phase I and focuses on Science and Technology Grades 7&8 and Integration of Information and Computer Technology in Instruction Part One. A key element of the four weeks is the initial assessment of each teacher candidate’s technological proficiency.

Teacher candidates are placed in lab and shop settings in an activity-oriented, project-based design process which emphasizes the importance of safety and planning when working with technological education students. The theory and practice associated with information technology, communication, fabrication, design processes, engineering concepts, and the processing of natural and man-made materials are explored over the four week summer period. Classes also offer opportunities for the assessment of the technical expertise of the individual teacher candidates in both specific and general broad-based technology areas.

The induction week and the four weeks of the two courses listed above account for 150-160 hours of contact time in June and July. A further 40 -50 hours of contact time and 50 hours of independent research are required during Phase II between September and April.

Phase II

Phase 2 of the I/S Technological Education teacher education program is scheduled for the fall and winter terms and focuses on additional information, activities, and assignments which build on the Phase 1 Induction Program.

The Fall/Winter program is designed to connect the Science and Technology programs in Grades 7&8 with the Exploring Technologies program offered in Grade 9.

Two streams of candidates are involved in the Technological Education program:

Bachelor of Education – Technological Education

The Bachelor of Education - Technological Education program leads to a BEd degree and certification to teach one broad-based technology from: communications, computer technology, construction, green industries, hairstyling and aesthetics, health care, hospitality and tourism, manufacturing, technological design, or transportation from Grades 9 to 12. The Science and Technology 7&8 and Integration of Information and Computer Technology in Instruction Part One courses noted above will appear on a teacher candidate’s transcript following successful completion of the program.

Certificate in Education – Technological Education

The Certificate in Education - Technological Education program leads to a Certificate of Education and certification to teach one broad-based technology from: communications, computer technology, construction, green industries, hairstyling and aesthetics, health care, hospitality and tourism, manufacturing, technological design, or transportation from Grades 9 to 12. The Science and Technology 7&8 and Integration of Information and Computer


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Technology in Instruction Part One courses noted above will appear on a teacher candidate’s transcript following successful completion of the program.

Graduates who obtain a Certificate in Education and who subsequently complete an undergraduate degree can present their transcripts and evidence of convocation from an accredited university to the Brock Registrar. They will be granted a BEd – Technological Education and receive a new diploma.

Coursework

Core Courses

Teacher candidates in the I/S teacher education program pursue studies in the following foundational subject areas and two teachables from the following subject areas:

Foundations:

• Assessment & Evaluation *

• Classroom Dynamics *

• Instructional Strategies

• School Law

• Special Education

* Note: Courses in the I/S concurrent teacher education program focus on these topics in Year 4 of the concurrent program.

I/S General Studies Teachables:

• Business Studies - General

• Business Studies - Accounting

• Business Studies - Information and Communications Technology

• Dramatic Arts

• English (First Language)

• French (Second Language)

• Geography

• History

• International Languages - Italian

• International Languages - Spanish

• Mathematics


Page 42

• Physical and Health Education

• Religious Studies

• Science - Biology

• Science - Chemistry

• Science - General

• Science - Physics

• Visual Arts

I/S Technological Education Teachables:

• Communications Technology

• Computer Technology

• Construction Technology

• Green Industries

• Hairstyling and Aesthetics

• Health Care

• Hospitality and Tourism

• Manufacturing Technology

• Technological Design

• Transportation Technology

Optional Courses

In addition to core courses, the Department of Teacher Education offers a wide variety of optional courses. Each optional course earns teacher candidates a quarter-credit that appears on their university transcripts. Teacher candidates are encouraged to reference the optional courses they take at Brock in their CVs, cover letters, and interviews when applying for teaching jobs, in order to demonstrate their commitment to ongoing professional development and advanced studies in a particular topic area.

The teacher education website lists the optional courses that are currently being offered.

Professional Development Events

In addition to core and optional courses and field experiences in schools, the Department of Teacher Education offers teacher candidates a number of professional development opportunities throughout the year, several of which are offered in partnership with other


Page 43

stakeholders in Ontario public education (i.e., the Ontario Ministry of Education, the Ontario College of Teachers, the Ontario Teachers’ Federation, and school boards).

Though the format of professional development events differs from the regular pattern of courses in the teacher education program, most of the professional development events require mandatory teacher candidate attendance.

The teacher education website lists the professional development events for the current year.

Field Experiences

Teacher candidates in the I/S program complete twelve weeks of practice teaching in schools which is divided into three practicum blocks as follows:

• Beginning of Program (1 week)

• Coursework at Brock (7 weeks)






Page 44


Practice Teaching

Each teacher candidate completes three blocks of practice teaching. The first practicum of four weeks occurs during October/November. The second practicum of four weeks occurs during February/March and concludes immediately prior to March Break. The final practicum of four weeks occurs during April/May and completes the program. Observation days precede each practicum allowing teacher candidates to liaise with associate teachers in advance of the practica.

Guidelines for each practicum are outlined in this handbook (refer to the appendices) and will be fully discussed in Cohort. Teacher candidates are required to maintain a functional daybook during both all teaching blocks and to use the Brock Lesson Plan template to develop their lessons during Practicum 1, 2 and 3. At the discretion of faculty advisors, teacher candidates may have the option of using an abbreviated lesson plan format for Practicum 3.

Evaluation Policy for EDUC 8LO9 (I/S Cohort)

• 50% of the candidates’ mark will be determined from the associate teacher reports;

• 30% of the candidates’ mark will be determined from the faculty advisor reports;

• 20% of the candidates’ mark will be determined by course assignments and PD sessions.

As noted on the associate teacher and faculty advisor practicum assessment forms (refer to the appendices), the following criteria are taken into consideration during the formal assessment of a practicum: professionalism, pre-active skills, interactive skills, and post-active skills. The following criteria are deemed to be particularly important in determining the level of success in a practicum:

• the teacher-student relationship and the teaching-learning climate that is developed;

• the teacher candidate's level of initiative, awareness, and task commitment;

• the teacher candidate’s communicative ability with the full class, with groups, and with individuals;

• the teacher candidate's planning skills; and

• the teacher candidate's effective employment of class management techniques.

If one or two of the criteria listed above are observed to be marginal, seriously problematic, or unsuccessful, the teaching block may be considered unsuccessful. If three or more of the above criteria are problematic, the teaching block is failed. Working in consultation with one


Page 45

another, the associate teacher and faculty advisors determine whether the above conditions have been met.

Practicum 1


Practicum 2


Practicum 3

For Practicum 3, teacher candidates are normally assigned to schools in the catchment areas with which their Cohorts are affiliated, unless they choose to apply for an Out-of-Region placement.

In the Fall term, teacher candidates can choose to apply for an Out-of-Region placement (in an Ontario school board that falls outside the catchment areas served by the St. Catharines and Hamilton campuses) or alternative setting placement for Practicum 3. Details are discussed in Cohort and teacher candidates are advised to familiarize themselves with the polices and procedures that are distributed with the application forms for Out-of-Region placements and alternative setting placements.

Frequently Asked Questions

Who organizes the teacher candidate placements in schools?

All placements are made by faculty advisors. Faculty advisors contact either a school principal or a school board official with requests for placements. This is done as early as possible. Once the requests have been approved, the teacher candidate arranges to meet the associate teacher. A program is worked out that meets the needs of the associate teacher and the teacher candidate. Associate teachers may contact the faculty advisors for any clarification. Teacher candidates are expected to increase their teaching load as the practice teaching period progresses and to maximize opportunities to participate in the school activities and get to know the school culture.

It is expected that teacher candidates will generally complete Practicum 1 and 2 in a family of schools associated with their Cohort. Some teacher candidates early in the academic year (September) will want to teach in a placement that falls outside the areas served by either campus but within the province of Ontario for Practicum 3 only. This is referred to as an Out- of-Region Placement.

Teacher candidates should note that (a) they do not make arrangements themselves for their Out-of-Region placement, and (b) fulfillment of their request is not always possible or advisable. An Out-of-Region placement may be revoked by the Department with consideration


Page 46

for the teacher candidate’s teaching performance in Practicum 1 and 2. Whether in region or out of region, teacher candidates should note that Brock, in consultation with principals and associate teachers, will exercise its right to deny teacher candidates practice teaching make-up weeks for Practicum 1, 2 or 3. Make-up weeks will only be granted after consultation among the faculty advisors, Chair, and the Practice Teaching Coordinator.

What are the responsibilities of teacher candidates during observation days?

Teacher candidates’ responsibilities often include the following:

• taking notes on school and classroom routines and teaching strategies;

• learning student and staff names;

• attending to the physical layout and culture of the school;

• helping with student groups, providing they do not miss the teaching strategies that are being modeled;

• under supervision, assisting the classroom teacher with marking;

• meeting the principal, school personnel, and support staff; and

• discussing coming events and plans for the teaching block with the associate teacher.

How do associate teachers prepare for and participate during observation days?

Associate teachers’ observation day activities often include the following:

• arranging a place for teacher candidates to sit, take notes, and observe comfortably (observation guides are available to teacher candidates);

• duplicating timetables, seating plans, possible teaching schedules, and other materials for teacher candidates;

• if possible, teaching a range of model lessons;

• showing teacher candidates around the school and classroom, and introducing them to the staff; and

• reviewing the teacher candidates’ classroom observation records at the end of the day.

At many sites, teacher candidates spend part of their first observation day learning about the culture of the school. Specific activities for this purpose are arranged at the discretion of principals and associate teachers. On subsequent observation days, teacher candidates may be based almost exclusively in host classrooms. Variations are developed to suit the nature of the program and the interests of participants.


Page 47

What should a teacher candidate’s daybook look like?

A teacher candidate’s daybook:

• is most often stored in a three-ring binder, well organized by class, subject, and/or date;

• contains identification of the owner and school, and notes provided by the associate teacher related to school policies and routines etc;

• contains lesson plans for all practice teaching blocks, and units for Practicum 2 and 3;

• contains student seating plans and mark lists;

• contains descriptions of class routines and schedules for supervisory duties (e.g., cafeteria);

• contains newsletters, the principal’s memos, timetable information, and notes for the school or class;

• must be presented to the associate teacher before the teaching day begins, with at least the lessons for that day; and

• contains the teacher candidate’s reflections at the end of each lesson/experimental strategy, as well as the comments of the associate teacher.

What is expected of teacher candidates while they are practice teaching?

Teacher candidates are expected to attend each session of the practicum as professionals in the field. It is expected that (a) all instances of dress, grooming, and speech will be in accordance with the expectations of the schools; (b) any required absences will be reported to faculty advisors and associates before the teaching sessions; and (c) accepted professional behaviour will be displayed in all dealings with students, school personnel, and university personnel. If conflicts arise, teacher candidates are expected to seek assistance through their faculty advisors.

Teacher candidates should be aware that assessment and the assigning of grades must and will be based on wider domains that encompass the attitudes, deportment, and responses that model high ethical standards, reflectivity, responsibility, and a desire to learn and grow. Assessments will reflect the extent to which teacher candidates have demonstrated genuine progress in learning how to learn and how to assist others to learn.

Teacher candidates are expected to conduct themselves on campus and in their practice teaching schools in a professional and ethical manner. This includes demonstrating the following:

• demonstrating a commitment to personal and professional growth throughout the year;

• endeavouring to achieve a standard of excellence in assigned tasks, participation, and practice teaching roles;


Page 48

• demonstrating such interpersonal qualities as cooperation and consideration for the

perspectives of others; and

• demonstrating a commitment to principles valued in society, such as honesty, reliability, and equality of rights without gender, racial, or ethnic bias.

What is the role of the associate teacher?

Associate teachers fulfill a very significant role in teacher education. Normal practice is to introduce teacher candidates gradually to teaching responsibilities with a single lesson the first day and additional lessons each subsequent day. Associate teachers and teacher candidates work as teams, to share classroom duties, and to decide mutually on respective roles, under the direction of the associate teacher. In subsequent teaching blocks, a teacher candidate’s workload is normally increased as associate teachers and principals ascertain that the program and the students are well served by an increase in teacher candidate responsibilities.

In what ways are school principals involved?

Principals are invited to participate cooperatively with associate teachers, candidates, and faculty advisors in the planning of programs for teacher candidate field experiences and practice teaching placements. Their responsibilities normally include the following:

• identifying prospective associate teachers through prior consultation with the teachers in the school;

• consulting with the associate teachers regarding the teacher candidate assignments prior to the arrival of teacher candidates;

• meeting with teacher candidates to welcome them to the school, introduce them to school and board policies, and provide information about the school calendar and building facilities etc.;

• observing teacher candidates in their assigned classrooms;

• providing opportunities for conferences with associate teachers and teacher candidates;

• making requests to Brock faculty advisors if further supervisory assistance is required;

• overseeing the conduct, duties, and absences of teacher candidates.

When do faculty advisors visit the school?

A faculty advisor will observe teacher candidates teaching at least once during the first two practica and, at their discretion, the final practica. Their visits are arranged in cooperation with the associate teacher. Normally, observations are for a full class period or more and may be scheduled more than once.


Page 49

Often a pre-observation/post-observation period is set aside for discussion with the associate teacher. A post-observation conference is conducted between the teacher candidate and the faculty advisor. This is normally confidential and does not require the attendance of the associate teacher. It is not unusual, however, for the associate teacher to be invited. An assessment report is completed by the faculty advisor with a copy provided to the teacher candidate. While the report is confidential, teacher candidates are encouraged to share their faculty advisors’ observations with their associate teachers.

Associate teachers are invited to contact faculty advisors for clarification, debriefing, and assistance related to completing the practicum assessment report. In all but exceptional cases, the report should be completed before the end of the practicum and discussed with teacher candidates prior to the last day of the practicum.

Appendices

Calendars

• P/J/I Calendar - St. Catharines Campus

• P/J/I Calendar - Hamilton Campus

• I/S Calendar - St. Catharines Campus

• I/S Calendar - Hamilton Campus

Lesson Plan Templates

• P/J/I Brock Lesson Plan Template

• I/S Brock Lesson Plan Template

Field Experience Notes

• The Successful Field Experience: Notes for P/J/I Associate Teachers

• Through the Blocks: P/J/I Teacher Candidate Responsibilities

• The Successful Field Experience: Notes for I/S Associate Teachers

• Through the Blocks: I/S Teacher Candidate Responsibilities

Practicum Assessment Forms

• Associate Teacher Practicum Assessment Form

• Associate Teacher Practicum Assessment Performance Indicators

• Faculty Advisor Practicum Assessment Form

P/J/I Calendar for 2011-2012

St. Catharines Campus

September 2011 October 2011 November 2011

S M T W T F S S M T W T F S S M T W T F S

1 2 3 1 4 1 2 PD IN 5 9

4 5 6 7 RD RD 10 1 2 3 4 5 IN IN 8 5 6 7 8 9 IN RD 12 10

11 12 13 14 IN IN 17 2 9 10 11 12 IN IN 15 6 13 14 15 16 17 18 19 B1

18 19 20 21 IN IN 24 3 16 17 18 19 IN IN 22 7 20 21 22 23 24 25 26 B1

25 26 27 28 IN IN 4 23 24 25 26 PD PD 29 8 27 28 29 30 B1

30 31 9

December 2011 January 2012 February 2012


1 2 3 B1 1 2 3 4 5 6 7 WB 1 RD PD 4 16

4 5 6 7 8 9 10 B1 8 9 10 11 RD RD 14 13 5 6 7 8 OD OD 11 17

11 12 13 14 PD 16 17 11 15 16 17 18 PD PD 21 14 12 13 14 15 OD OD 18 18

18 19 20 21 22 23 24 12 22 23 24 25 RD PD 28 15 19 20 21 22 23 24 25 19

25 26 27 28 29 30 31 WB 29 30 31 16 26 27 28 29 20

March 2012 April 2012 May 2012


OD RD 3 20 1 2 3 4 5 6 7 B2a 1 2 3 4 5 B2b

4 5 6 7 8 9 10 B2a 8 TD OD OD OD OD 14 B2a,b 6 7 8 9 10 11 12

11 12 13 14 15 16 17 MB 15 16 17 18 19 20 21 B2b 13 14 15 16 17 18 19

18 19 20 21 22 23 24 B2a 22 23 24 25 26 27 23 B2b 20 21 22 23 24 25 26

25 26 27 28 29 30 31 B2a 28 30 B2b 27 28 29 30 31

-- 2011 --

Sept. 1, 2 Beginning of Program

Sept. 5 Labour Day. University closed.

Sept. 8 Reading Day

Sept. 9 Reading Day

Sept. 15, 16, 22, 23, 29, 30, Oct. 6, 7, 13, 14, 20, 21,

Nov. 4, 10

Internship Centre Days. Minimum of 9

days must be used.

*********************************

Oct. 10 Thanksgiving. University closed.

Oct. 27, 28 PD: Arts Conference (optional)

*********************************

Nov. 3 PD: OCT/QECO @ Hamilton Campus

Nov. 11 Reading Day

Nov. 14 Monday schedule (Sept. 5 make-up)

Nov. 15 - Dec. 9

Practicum Block 1

*********************************

Dec. 12 Duration 3 classes begin

Dec. 15 PD: Federation Info Session

Dec. 16 Monday schedule (Oct. 10 make-up)

Dec. 22 Winter Break begins

*********************************

-- 2012 --

Jan. 9 Classes resume

Jan. 12, 13, 26

Reading Days

Jan. 19 PD: MOE Building Futures Day

Jan. 20 PD: Career Information Day

Jan. 27 PD: Technology Showcase (optional)

*********************************

Feb. 2 Reading Day

Feb. 3 PD: TBA

Feb. 9, 10, 16, 17

Observation Days

Feb. 20 Family Day. University closed.

Feb. 21 University President’s Holiday. University

closed.

Feb. 23 Tuesday schedule (Feb. 21 make-up)

Feb. 24 Monday schedule (Feb. 20 make-up)

Feb. 20 - 24

Reading Week (Undergraduate only)

*********************************

Mar. 1 Observation Day

Mar. 2 Reading Day

Mar. 5 - Apr. 6

Practicum Block 2a

Mar. 12 - 16

March Break. No classes.

*********************************

Apr. 6 Good Friday. The University, IRC, and

schools are closed.

Apr. 9 Easter Monday. Schools are closed.

University is open.

Apr. 9 Travel Day (out-of-region placements

only)

Apr. 10, 11, 12, 13

Observation Days for Block 2b (out-of-

region placements only)

Apr. 16 - May 4

Practicum Block 2b

Apr. 27 Last day of practicum (in-region

placements only)

*********************************

May 4 Last day of practicum (out-of-region

placements only)

*********************************

Legend

B1: Practicum Block 1

B2a: Practicum Block 2a

B2b: Practicum Block 2b

IN: Internship Centre Day

MB: March Break

OD: Observation Day

PD: Professional Development Day

RD: Reading Day

TBA: To Be Announced

TD: Travel Day

WB: Winter Break

Revised: July 22, 2011

P/J/I Calendar for 2011-2012

Hamilton Campus



1 2 3 1 4 1 2 PD IN 5 9

4 5 6 7 RD 9 10 1 2 3 4 5 IN IN 8 5 6 7 8 9 IN RD 12 10

11 12 13 14 IN IN 17 2 9 10 11 12 IN IN 15 6 13 14 15 16 17 18 19 B1

18 19 20 21 IN IN 24 3 16 17 18 19 IN IN 22 7 20 21 22 23 24 25 26 B1

25 26 27 28 IN IN 4 23 24 25 26 PD PD 29 8 27 28 29 30 B1

30 31 9



1 2 3 B1 1 2 3 4 5 6 7 WB 1 PD RD 4 16

4 5 6 7 8 9 10 B1 8 9 10 11 PD RD 14 13 5 6 7 8 9 10 11 17

11 12 13 14 PD RD 17 11 15 16 17 18 RD PD 21 14 12 13 14 15 OD OD 18 18

18 19 20 21 22 23 24 12 22 23 24 25 RD PD 28 15 19 20 21 22 OD OD 25 19

25 26 27 28 29 30 31 WB 29 30 31 16 26 27 28 29 20



OD RD 3 20 1 2 3 4 5 6 7 B2a 1 2 3 4 5 B2b

4 5 6 7 8 9 10 B2a 8 TD OD OD OD OD 14 B2a,b 6 7 8 9 10 11 12

11 12 13 14 15 16 17 MB 15 16 17 18 19 20 21 B2b 13 14 15 16 17 18 19

18 19 20 21 22 23 24 B2a 22 23 24 25 26 27 23 B2b 20 21 22 23 24 25 26

25 26 27 28 29 30 31 B2a 28 30 B2b 27 28 29 30 31

-- 2011 --



Sept. 8 Reading Day

Sept. 9 Monday schedule (Sept. 5 make-up)

Sept. 15, 16, 22, 23, 29, 30, Oct. 6, 7, 13, 14, 20, 21,

Nov. 4, 10

Internship Centre Days. Minimum of 9

days must be used.

*********************************


Oct. 27, 28 PD: Arts Conference (optional)

*********************************

Nov. 3 PD: OCT/QECO

Nov. 11 Reading Day

Nov. 14 Monday schedule (Oct. 10 make-up)

Nov. 15 - Dec. 9

Practicum Block 1

*********************************


Dec. 15 PD: Federation Info Session

Dec. 16 Reading Day


*********************************

-- 2012 --



Jan. 13, 19, 26

Reading Days



*********************************

Feb. 2 PD: TBA

Feb. 3 Reading Day

Feb. 9 Monday schedule (Feb. 20 make-up)

Feb. 10 Tuesday schedule (Feb. 21 make-up)

Feb. 16, 17, 23, 24

Observation Days


Feb. 21 University President’s Holiday. University

closed.

Feb. 20 - 24


*********************************

Mar. 1 Observation Day

Mar. 2 Reading Day

Mar. 5 - Apr. 6

Practicum Block 2a

Mar. 12 - 16


*********************************

Apr. 6 Good Friday. The University, IRC, and

schools are closed.


University is open.

Apr. 9 Travel Day (out-of-region placements

only)

Apr. 10, 11, 12, 13

Observation Days for Block 2b (out-of-

region placements only)

Apr. 16 - May 4

Practicum Block 2b

Apr. 27 Last day of practicum (in-region

placements only)

*********************************

May 4 Last day of practicum (out-of-region

placements only)

*********************************

Legend


B2a: Practicum Block 2a

B2b: Practicum Block 2b

IN: Internship Centre Day

MB: March Break

OD: Observation Day


RD: Reading Day

TBA: To Be Announced

TD: Travel Day

WB: Winter Break

Revised: July 22, 2011

I/S Calendar for 2011-2012

St. Catharines Campus



1 2 3 1 4 1 2 3 4 5 B1

4 5 6 7 8 9 10 1 2 3 4 5 6 OD 8 5 6 7 8 9 10 11 12 B1

11 12 13 14 15 16 17 2 9 10 11 12 13 OD 15 6 13 14 15 16 17 18 19 B1

18 19 20 21 22 PD 24 3 16 17 18 19 20 OD 22 7 20 21 22 23 24 PD 26 8

25 26 27 28 29 OD 4 23 24 25 26 27 28 29 B1 27 28 29 30 9

30 31 B1



1 PD 3 9 1 2 3 4 5 6 7 WB 1 2 OD 4 16

4 5 6 7 8 9 10 10 8 9 10 11 12 PD 14 13 5 6 7 8 9 OD 11 17

11 12 13 14 15 RD 17 11 15 16 17 18 19 PD 21 14 12 OD 14 15 16 17 18 B2

18 19 20 21 22 RD 24 12 22 23 24 25 26 PD 28 15 19 20 21 22 23 24 25 B2

25 26 27 28 29 30 31 WB 29 30 31 16 26 27 28 29 B2



1 2 3 B2 1 2 3 4 5 6 7 20 1 2 3 4 5 B3

4 5 6 7 8 9 10 B2 8 9 10 11 12 13 14 B3 6 7 8 9 10 11 12

11 12 13 14 15 16 17 MB 15 16 17 18 19 20 21 B3 13 14 15 16 17 18 19

18 19 20 21 22 OD 24 18 22 23 24 25 26 27 28 B3 20 21 22 23 24 25 26

25 26 PD 28 29 OD 31 19 29 30 B3 27 28 29 30 31

-- 2011 --



Sept. 9 Monday Schedule (Sept. 5 make-up)

Sept. 16 Monday Schedule (Oct. 10 make-up)

Sept. 23 PD: Federation Day-OSSTF/OTF/OECTA

@ Hamilton Campus

Sept. 30 Observation Day for Block 1

*********************************

Oct. 7, 14, 21

Observation Days for Block 1


Oct. 24 - Nov. 18

Practicum Block 1

*********************************

Nov. 25 PD: Equity and the Inclusive Classroom

@ Hamilton Campus

*********************************

Dec. 2 PD: OCT/QECO (Video Conference)


Dec. 16 Reading Day

Dec. 23 Reading Day


*********************************

-- 2012 --



@ Hamilton Campus


@ TBA


@ Hamilton Campus

*********************************

Feb. 3, 10, 13


Feb. 14 - Mar. 9

Practicum Block 2


Feb. 21 University President’s Holiday.

University closed.

Feb. 20 - 24


*********************************

Mar. 12 - 16


Mar. 23, 30


Mar. 27 PD: Teachers Helping Teachers

Conference @ Hamilton Campus

*********************************

Apr. 6 Good Friday. The University, IRC and

schools are closed.


University is open.

Apr. 10 - May 3

Practicum Block 3

*********************************

May 4 Return to Campus for De-briefing

*********************************

Legend




MB: March Break

OD: Observation Day


RD: Reading Day

WB: Winter Break

Revised: June 21, 2011

I/S Calendar for 2011-2012

Hamilton Campus



1 2 3 1 4 1 2 3 4 5 B1

4 5 6 7 8 9 10 1 2 3 4 5 6 OD 8 5 6 7 8 9 10 11 12 B1

11 12 13 14 15 16 17 2 9 10 11 12 13 OD 15 6 13 14 15 16 17 18 19 B1

18 19 20 21 22 PD 24 3 16 17 18 19 20 OD 22 7 20 21 22 23 24 PD 26 8

25 26 27 28 29 OD 4 23 24 25 26 27 28 29 B1 27 28 29 30 9

30 31 B1



1 PD 3 9 1 2 3 4 5 6 7 WB 1 2 OD 4 16

4 5 6 7 8 9 10 10 8 9 10 11 12 PD 14 13 5 6 7 8 9 OD 11 17

11 12 13 14 15 16 17 11 15 16 17 18 19 PD 21 14 12 OD 14 15 16 17 18 B2

18 19 20 21 22 RD 24 12 22 23 24 25 26 PD 28 15 19 20 21 22 23 24 25 B2

25 26 27 28 29 30 31 WB 29 30 31 16 26 27 28 29 B2



1 2 3 B2 1 2 3 4 5 6 7 20 1 2 3 4 5 B3

4 5 6 7 8 9 10 B2 8 9 10 11 12 13 14 B3 6 7 8 9 10 11 12

11 12 13 14 15 16 17 MB 15 16 17 18 19 20 21 B3 13 14 15 16 17 18 19

18 19 PD 21 22 OD 24 18 22 23 24 25 26 27 28 B3 20 21 22 23 24 25 26

25 26 PD 28 PD OD 31 19 29 30 B3 27 28 29 30 31

-- 2011 --



Sept. 9 Monday Schedule (Sept. 5 make-up)

Sept. 16 Monday Schedule (Oct. 10 make-up)

Sept. 23 PD: Federation Day-OSSTF/OTF/OECTA

Sept. 30 Observation Day for Block 1

*********************************

Oct. 7, 14, 21



Oct. 24 - Nov. 18

Practicum Block 1

*********************************

Nov. 25 PD: Equity and the Inclusive Classroom

*********************************

Dec. 2 PD: OCT/QECO


Dec. 16 Thursday Schedule (Mar. 29 make-up)

Dec. 23 Reading Day


*********************************

-- 2012 --




@ TBA


*********************************

Feb. 3, 10, 13


Feb. 14 - Mar. 9

Practicum Block 2


Feb. 21 University President’s Holiday.

University closed.

Feb. 20 - 24


*********************************

Mar. 12-16 March Break. No classes.

Mar. 20 PD: Scribing Workshop

Mar. 23, 30


Mar. 27 PD: Teachers Helping Teachers

Conference

Mar. 29 PD: OSSLT Scribing

*********************************

Apr. 6 Good Friday. The University, IRC and

schools are closed.


University is open.

Apr. 10 - May 3

Practicum Block 3

*********************************

May 4 Return to Campus for De-briefing

*********************************

Legend




MB: March Break

OD: Observation Day


RD: Reading Day

WB: Winter Break

Revised: June 21, 2011

Primary/Junior/Intermediate - Lesson Plan Template

Subject/Course________________________________ Lesson Topic___________________________________________________

Teacher Candidate________________________________________ Lesson Duration ________min Date__________________

1. Curriculum Expectations Overall:

Specific:

Integrated (if applicable):

2. Lesson Learning Goal(s) Key Question: What do I want students to know and be able to do?

Knowledge and Understanding:

Thinking:

Communication:

Application:

3. Assessment Key Question: How will I know when each student has learned the concept(s)?

a) Indicator(s) of Lesson Learning Goals:

b) Assessment Strategies and Tools: (Key Question: What will students be doing and what will I use to assess learning?)

4. Differentiated Instruction Key Question: What will I do to assist individual learners or provide enrichment for others?

Accommodation and/or modification:

Extension:

Primary/Junior/Intermediate Lesson Plan Template

Subject/Course______________________________ Topic__________________________________________ Date_____________

Required teacher preparation/materials needed:

Instructional Plan Time

Setting the Stage:

Core Learning Activity:

Lesson Consolidation/Debriefing with Students:

Differentiated

Instruction

Assessment

Opportunities

Apply new learning: In class / At home

Primary/Junior/Intermediate Lesson Plan Template

Post Lesson Reflection Follow-up/next steps (lesson content/assessment):

Follow-up with particular students (learning and/or behavior):

Opportunities for professional growth:

Intermediate/Senior Lesson Plan Template

Subject ____________________ Grade __________ Course Code ____________

Lesson Topic ________________________ Duration _______min. Date______________

Overall Expectations:

Specific Expectations:

Prerequisite

Knowledge/Skills:

Lesson Learning Goals- (Written in student friendly language- shared with students) Key Question: What will students know, understand, be able to do, and communicate?

(Knowledge/Understanding Thinking Communication Application)

Students will:

Assessment – Indicators of Learning – Key Question: How will I know each student has learned the concept(s)/skills?

Accommodations and/or Modifications- Key Question: What will I do to assist individual learners or provide

enrichment for others?

Resources and Materials Required/Safety Considerations


Time Lesson Sequence and Instructional Strategies

(Setting the stage, instructional strategies, consolidation)

Assessment

Opportunities

Applying Learning in Class/ At Home


Post Lesson Reflection

Reflection on Lesson: Key Questions: What went well? What do I need to change or modify?

Follow Up – Specific Students (Learning and/or Behaviour)

What facets of my own teaching do I need to focus on and refine?

Revised July 22, 2010.

The SuccessfulField Experience:

Notes for P/J/IAssociate Teachers

Thank you!

We are grateful for your contribution

to teacher education at

Brock University.

1. Associate Teacher:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. School:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Teacher Candidate:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Block:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. Practicum Dates:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. Faculty Advisors:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Expectations for P/J/I Associate Teachers:

Please:

# Share resources, timetables, seating plans, school policies, and

classroom routines;

# Demonstrate specific pre-active, interactive, and post-active

techniques;

# Guide the teacher candidate to choose appropriate methods,

materials, and equipment;

# Discuss the instructional needs of students (including

accommodations and modifications for those on individual

plans) and appropriate steps in planning for their learning

experiences;

# Review and discuss the teacher candidate’s planning prior to

teaching;

# State your expectations for the teacher candidate’s arrival and

departure at the school, supervision tasks, and extra-curricular

responsibilities;

# Gradually increase the teacher candidate’s workload

responsibilities according to their level of success;

# Observe the teacher candidate’s professional and ethical

behaviours;

# Provide honest, straightforward assessments at regular preset

intervals.

Candidate’s Goals for this Practicum:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Through the Blocks: P/J/I Teacher Candidate Responsibilities

Responsibilities Block I

From Assisted Practice, Week 1,

To Beginning of Competence, 4

Block II

From Demonstration of Competence, Week 3, To Demonstration of

Confidence and Increased Competence, Week 7

Teaching Load At two weeks, 50%; at close of four weeks, 75% At two weeks, 75% teaching load; at close of seven weeks, 100%;

for candidates commencing Out-of-Region blocks, 100%, ASAP

Resources From referencing provincial, school, and teacher resources to

analysing and applying a variety of resources

Gradually personalizing resources and showing initiative and

creativity

Planning From one lesson per day to grouping and sequencing lessons and

developing mini units by the close of the practicum; attempting to

develop program modifications

From mini units to full units using a variety of appropriate models.

From a concern for self to increasing concern for students in the

classroom and developing appropriate program modifications

independently

Instruction Using basic direct and indirect teaching strategies, and attempting to

apply program modifications

Using individual, group, and experiential strategies and attending to

the rhythm of the day and week; applying appropriate program

modifications independently

Daybook Maintaining a current, complete daybook, including plans and

assessment methods

Maintaining a current, complete daybook, including daily plans, units

and assessment methods; demonstrating increasing confidence and

competence

Routines From recognizing and applying classroom routines with assistance,

to maintaining routines independently

From maintaining routines to adjusting them as appropriate, with

effectiveness, including all transition times

Classroom

Management

From applying routines with assistance to managing the class at

intervals without assistance, using pro-active and positive strategies

From successfully managing the class at intervals without assistance

to successfully and confidently managing the class for extended

periods according to the school discipline code or behaviour policy

Student

Assessment and

Evaluation

Referencing Ministry achievement levels, conscientiously marking

student work, keeping records, and using formative tools and tasks

Developing competence and confidence in interpreting data;

reporting effectively; and using formative, summative, and diagnostic

tools and tasks

Candidates should be aware of the scope and complexity of teaching. At the close of the second practicum,

they should demonstrate the professional and ethical standards required for provincial certification.

Revised: July 22, 2010.

The SuccessfulField Experience:

Notes for I/S Associate Teachers

Thank you!

We are grateful for your contribution

to teacher education at

Brock University.

1. Associate Teacher:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. School:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. Teacher Candidate:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Block:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. Practicum Dates:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. Faculty Advisors:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Expectations for I/S Associate Teachers:

Please:

# Share resources, timetables, seating plans, school policies, and

classroom routines;

# Demonstrate specific pre-active, interactive, and post-active

techniques;

# Guide the teacher candidate to choose appropriate methods,

materials, and equipment;

# Discuss instructional needs of students (including

accommodations and modifications for those on individual

plans) and appropriate steps in planning for their learning

experiences;

# Review and discuss the candidate’s planning prior to teaching;

# State your expectations for the candidate’s arrival and

departure at the school, supervision tasks, and extra-curricular

responsibilities;

# Gradually increase the candidate’s workload responsibilities

according to the candidate’s level of success;

# Observe the candidate’s professional and ethical behaviours;

# Provide honest, straightforward assessments at regular preset

intervals.

Candidate’s Goals for This Practicum:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Through the Blocks: I/S Teacher Candidate

Responsibilities

Practicum I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Exploration, School, Culture, and Professional Awareness

# Teaching Load: The candidate teaches/manages at least one class , or the equivalent if the school is non-

semestered , and depending on his/her level of success and the agreement of the associate, may gradually

assume up to two classes per day.

# Resources: The candidate references provincial, teacher, and school resources.

# Planning: The candidate submits complete lessons in advance for discussion with associate.

# Instruction: The candidate understands direct and indirect teaching strategies, and related lesson plan

formats.

# Daybook: The candidate maintains an up-to-date, current, and complete daybook, including seating plans, a

weekly/monthly overview, a to-do list, lesson plans, and assessment records.

# Routines: The candidate recognizes and applies classroom routines with assistance.

# Classroom Management: The candidate applies classroom management strategies with assistance.

# Assessment: The candidate references Ministry achievement levels, marks student work conscientiously, and

keeps accurate records. The candidate is aware of the need for program modifications through the assessment

process.

Candidates should build on these competencies in the second practicum.

Practicum II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Development of Competence

#### Teaching Load: The candidate teaches/manages at least two classes or the equivalent if the school is non-

semestered, and depending on his/her level of success and the agreement of the associate, may gradually

assume up to three classes per day.

# Resources: The candidate analyses and applies a variety of appropriate resources.

# Planning: The candidate develops at least one unit plan, can modify lessons with assistance, understands the

structure of long range plans, and where applicable, aligns lessons within this structure.

# Instruction: The candidate applies individual, group, and experiential teaching strategies.

# Daybook: The candidate maintains an up-to-date, current, and complete daybook, describing seating plans, a

weekly/monthly overview, a to-do list and lesson plans. Assessment records are shared with the associate.

# Routines: The candidate maintains classroom routines.

# Classroom Management: The candidate manages the class independently without assistance at intervals.

# Assessment: The candidate designs effective assessment strategies and keeps detailed records. With

assistance, the candidate can develop and apply program modifications.

Candidates should build on these competencies in the third practicum.

Practicum III: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Development of Competence

1. Teaching Load: The candidate assumes full-time teaching of three classes including all teacher’s

responsibilities ASAP (under the associate’s supervision).

2. Resources: The candidate personalizes resources and shows initiative and creativity.

3. Planning: The candidate uses appropriate planning models and resources, and develops full units and (b) uses

the electronic curriculum planner.

4. Instruction: The candidate appropriately uses differentiated instructional strategies.

5. Daybook: The candidate maintains a current and complete daybook, including plans and assessment records.

6. Routines: The candidate maintains classroom routines, and can adjust them, as necessary.

7. Classroom Management: The candidate manages the class independently for extended periods.

8. Assessment: The candidate effectively uses a variety of assessment tools; records, maintains and interprets

data; and reports effectively. Program modifications are appropriate and independently designed.

Candidates should be aware of the scope and complexity of teaching. At the close of the third practicum, they

should demonstrate the professional and ethical standards required for provincial certification.

SAMPLE

Associate Teacher PracticumAssociate Teacher PracticumAssociate Teacher PracticumAssociate Teacher Practicum

Assessment Performance IndicatorsAssessment Performance IndicatorsAssessment Performance IndicatorsAssessment Performance Indicators

Professionalism, Leadership, and Initiative

in the School Culture ............................................................................................................................................

1. The candidate initiates and responds earnestly to counselling. The candidate contributes to a positive dialogue and accepts suggestions amiably and earnestly.

When the candidate can offer an alternate viewpoint, this is done professionally.

2. The candidate is professional in manner and appearance. The candidate’s manner and appearance show respect for the culture of the school and classroom, and

acceptance of the responsibilities of/to the profession.

3. The candidate shows initiative, creativity, and enthusiasm. The candidate readily agrees to all teaching assignments; volunteers to help in a variety of additional

extracurricular, school, and classroom-related tasks; and actively consults with colleagues. The

candidate also willingly shares new ideas and materials and initiates discussion and solution-finding

in the classroom and school.

4. The candidate is punctual, dependable, and effective. The candidate arrives at school sufficiently early each day and is punctual for all lessons, discussions,

and meetings with others in the school. Reliability and dependability are also evident in the

candidate’s approach to supervisory duties, marking of student assignments, returning of school

materials, and other professional opportunities.

5. The candidate is collaborative and involved positively and actively in the school culture . The candidate’s approach to the duties and individuals in the school setting is mature, thoughtful, and

acceptable. Established school policies and practices are noted and followed and interactions with

others are appropriate to the setting. The candidate also shows an active interest in school/board

workshops, professional literature, and other sources for professional growth, and participates within

the school community as a helpful contributor.

Pre-active Teaching Skills and Professional Knowledge ...................

1. The candidate is knowledgeable about how students learn. The candidate’s planning demonstrates knowledge about how students learn. The candidate

incorporates course material, guidance, observations from the school, and professional readings.

These are apparent in context-appropriate motivations, review without redundant repetition, and other

planning functions.

2. The candidate uses a variety of assessment tools and aligns assessment and evaluation with

expectations. Evaluation methods are thoughtfully selected, authentic, and clearly aligned with stated expectations.

3. The candidate plans thoroughly, selecting a variety of resources and an appropriate lesson or

unit model. Planning is thorough, with carefully developed background preparation. Planning is appropriate for

the context and shows comprehension of curriculum design precepts.

4. The candidate maintains a complete and functional daybook. The candidate’s daybook contains the following elements: a daily overview, daily and long-range

plans (i.e., in the latter part of the year), a seating plan, mark lists, a class timetable, and any other

materials required by associate teachers or faculty advisors. The candidate's plans are complete

before the instructional period and in adequate time for associate teachers or faculty advisors to

review them.

5. The candidate plans instructional approaches that are relevant, coherent, and systematic. Instructional approaches thoughtfully address the subject and the learning styles of the class.

6. The candidate clearly describes and organizes purposeful student learning experiences (content

and activity). Instructional plans are thoughtfully and effectively sequenced, from initial teacher behaviours,

through presentation steps to application, assessment, and evaluation. Student learning experiences

are purposeful and appropriate for the subject and context.

7. The candidate prepares and organizes the classroom and materials. In addition to writing plans and updating the daybook, the candidate prepares the classroom and

materials before teaching and tidies up afterward. The organization is efficient, safe, and context

appropriate and shows respect for the subject and the teaching and learning enterprise.

8. The candidate identifies and correctly interprets provincial and school board expectations. The candidate’s decision-making for planning is based on an understanding of the subject discipline,

the Ontario curriculum, and school board policies and documents.

9. The candidate sequences lessons and where appropriate links lessons to long-range plans. Daily lessons are meaningfully and efficiently sequenced to achieve short-term and ultimately long-

range expectations. The links are transparent and pedagogically sound.

Post-active Skills and Ongoing Professional Learning ........................

1. The candidate tracks and efficiently records student achievement. The candidate assesses and evaluates the degree of student learning and keeps useful and organized

records. Authentic assessment methods are applied regularly.

2. The candidate appropriately assesses the learning environment and shows insight into

individual learner’s progress. The candidate is cognizant of the extent of effectiveness of teaching-learning events and the

environment on student knowledge, skills, and values. Within the limits of the teaching practicum,

the candidate (a) shows sensitivity to students’ special needs, (b) appropriately follows Individual

Education Plans, and (c) tracks group and individual changes over time.

3. The candidate achieves expectations as described in plans. It is evident that the expectations as described in plans are fulfilled. The teaching-learning program is

successful.

4. The candidate is reflective and pro-active in addressing own professional growth. The candidate is able realistically to assess his/her teaching performance and growth as a

professional. Continuous, honest, and beneficial self-reflection is evident.

Interactive Skills, Teaching Practice, and

Commitment to Student Learning .......................................................................

1. The candidate maintains a safe learning environment. The teaching-learning situation is physically and emotionally safe for students. The candidate shows

a sensitivity to the needs and welfare of the class.

2. The candidate engages students in active experiential learning. In groups, with the whole class, and in individual learning experiences, students are engaged. The

candidate encourages, invites, and expects student participation, minds-on and hands-on.

3. The candidate effectively uses voice and nonverbal communication. There is a high degree of correspondence between nonverbal and verbal communication. The

candidate’s gesture and gaze and control of voice volume, inflection, and rate contribute to the

effectiveness of the presentations. Adjustments are made to suit the class and the occasion.

4. The candidate generates enthusiasm, and respect for the subject and the teaching-learning

enterprise. The candidate’s demeanour, approach, and in-class strategies demonstrate interest in the lesson

content and a positive view toward learning and schooling. The candidate conveys a genuine,

positive feeling for students, the subject, and the process of teaching.

5. The candidate uses oral and written language appropriately or needs to correct:

spelling [ ], use of slang [ ], handwriting [ ], grammar, and/or level of language [ ]. As required, check T in the brackets.

6. The candidate motivates and sustains class involvement. The candidate arranges lessons or activities that maintain full student interest. This engagement may

be intellectual or hands-on. It is sustained through the depth of student involvement, rather than the

novelty of the situation.

7. The candidate adapts instruction to meet the needs of learners. The candidate reacts effectively to in-class situations requiring re-teaching, rephrasing, accelerating,

etc., for the whole group and for individuals. The candidate is aware of subtle/overt changes in

student affect, and makes appropriate adjustments.

8. The candidate is responsive, clear, and consistent in instruction. The candidate uses strategies that are appropriate for the age group, the subject content, and stated

expectations. Communication and exchange/discussion are effective. Learning proceeds.

9. The candidate follows established class routines, adjusts as necessary, and demonstrates

flexibility. The candidate effectively uses the routines that are in place in the class, but also shows flexibility

when required.

10. The candidate applies suitable, varied, and bias-free teaching and learning strategies. Teaching and learning approaches are varied to heighten retention and motivation. These are suitable

for the context and evidence respect for the subject and class.

11. The candidate fosters decision-making, problem-solving, and inquiry. The candidate fosters active learning in minds-on and hands-on situations that are appropriate for the

context. Students respond with deepening intellectual curiosity, higher order thinking, and a growing

metacognition regarding inquiry processes.

12. The candidate poses appropriate questions, and responds effectively. The candidate’s questions and their pacing move learning forward. The level and kind of questions

asked are age and context appropriate. The candidate’s reactions to student replies show respect for

learners and the subject. They are based on active listening and task commitment.

13. The candidate has good rapport, e.g., treats students respectfully, uses positive reinforcement,

and avoids sarcasm and threat. There is a positive classroom environment. The candidate relates well to all members of the class and

is attuned to group and individual needs, interests, and strengths. In challenging situations, the

candidate does not resort to sarcasm and threat either in voice or manner.

14. The candidate effectively and fairly applies management strategies. A pro-active, fair, firm, and consistent stance is taken in maintaining appropriately high standards for

student conduct. While teaching and supervising, the candidate is aware of the conduct and progress

of students and takes steps positively and effectively to bring students back to their tasks. The

candidate establishes a positive, comfortable relationship with individual students and with groups

and the class.

15. The candidate employs a balance of student- and teacher-directed learning. The candidate recognizes the place and value of student-initiated learning and the need for student

ownership of the problem to solve. The candidate also can effectively direct learning and engineer a

balance to move learning forward and maintain an atmosphere of positive and productive

engagement.

16. The candidate paces lessons efficiently, manages effective transitions, and works within time

allotments. When instructing or organizing tasks, the candidate attends to time allotments in relation to the

difficulty of the material, the cognitive ability of the students, and the motivation for learning inherent

in the lesson. The pacing of presentations is appropriate, and transitions among lesson segments are

smooth.

17. The candidate uses resources and teaching aids successfully. The candidate effectively uses a variety of teaching aids and/or concrete materials and/or computer-

assisted learning to motivate students and enhance concept development. These aids animate the

presentations, and contribute to the achievement of expectations.

St. Catharines, ON L2S 3A1 1842 King Street East

Tel: 905-688-5550, Ext. 4967 Hamilton, ON L8K 1V7

Fax: 905-641-5229 Tel: 905-547-3555; Fax: 905-547-9500

Revised: October 15, 2008

Faculty of Education, Brock University

Faculty Advisor's Practicum Assessment Form

Candidate: __________________________________ Block: ___ Cohort Group: ______________

Faculty Advisor: ____________________________ Associate Teacher: ____________________

School: _____________________________________ Board: ________________________________

Observation Date/Time: ______________________ Grade: ___ Subject: ___________________

Summary: + |____|____|____||____|____|____||____|____|____||____|____|____| -

High Successful Proficient Marginal Unsatisfactory Comments:

________________________ ______________________________

Faculty Advisor's Signature Teacher Candidate's Signature (Signature acknowledges receipt of this report.)

Level: P1

Highly Successful

Level: P2

Proficient

Level: P3

Marginal

Level: F

Unsatisfactory

N/A

Planning Book Very well organized and

complete planning book

Well organized and

complete planning book

Somewhat organized and/or

partially complete planning book

Poorly organized and/or

incomplete planning book

Unit Planning Excellent unit plans Good unit plans Unit plans need refining Little evidence of and/or poor

unit plans

Lesson Plan Excellent lesson plan Good lesson plan Lesson plan needs refining No evidence of or poor lesson

plan

Lesson Materials &

Resources Learning materials very

well integrated into lesson

Learning materials

well integrated into lesson

Learning materials partially

integrated into lesson

Learning materials poorly

integrated into lesson

Lesson Delivery Excellent delivery,

lesson easily understood by

students

Good delivery, lesson

understood by students

Uneven delivery, lesson

only partially understood by

students

Poor delivery, lesson not

understood by students

Questioning & Clarity

of Instructions Excellent questioning

and clarity of instructions

Good questioning and

clarity of instructions

Uneven questioning and/or


Poor questioning and/or


Instructional

Strategies Excellent instructional

strategies

Good instructional

strategies

Some areas of concern with

instructional strategies

Significant areas of concern

with instructional strategies

Lesson Pacing &

Transitions Excellent pacing and

transitions

Good pacing and

transitions


pacing and/or transitions


with pacing and/or transitions

Subject Knowledge Excellent knowledge of

subject area

Good knowledge of

subject area

Limited knowledge of

subject area

Poor knowledge of subject

area

Voice & Body

Language Excellent voice and

body language

Good voice and body

language


voice and/or body language


with voice and/or body language

Classroom

Management Excellent management,

discipline, and routines

Good management,

discipline, and routines


management, discipline, and/or

routines


with management, discipline,

and/or routines

Assessment &

Evaluation Excellent assessment

and evaluation

Good assessment and

evaluation


assessment and/or evaluation


with assessment and/or evaluation

Professionalism Excellent demonstration

of professionalism

Good demonstration

of professionalism

Limited demonstration of

professionalism

Poor demonstration of

professionalism

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