CSL & Practicum Guide

Introduction and Overview

The Teacher Education Program at the University of Ottawa  see the practicum experience as a developmental and collaborative process between the teacher candidate, the Associate Teacher, the Faculty Representative and the host school partners. Our practicum experiences reflect a clear and consistent link between theory and practice,  consisting of two parts: Community Service Learning and Practicum.

For 2017-2018: YEAR 1 Teacher Candidates

  • Community service learning will consist of one day a week (Wednesdays) in schools from September  20 to November 29, 2017.
  • Evaluated Practicum will consist of  a three-week block from December 4 to 22, 2017,  followed by one day a week (Wednesdays) from January to March, 2018 and a six-week block from March 19 to April 26, 2018.

For the 2017-2018: YEAR 2 Teacher Candidates

  • Evaluated Practicum will consist of an one-week block from September 5 to 8, 2016 followed by one day a week (Wednesdays) in September to November, a five-week block from November 27 to December 22, 2017 and a three-week block from January 8 to 26, 2018.
  • Voluntary community service learning will consist of one-day a week (Wednesdays) from January 31 to April 4, 2018.  A mandatory three-week CSL placement in a school or community setting will be completed from April 9 to 26, 2018.
  • For liability purposes, when completing duties the Teacher Candidate must be supervised at all times by a member of the Ontario College of Teachers.

We are committed to the development of critically reflective professionals who develop a stance of inquiry as they:

  • Create, promote, and participate in communities of inquiry
  • Show commitment to student learning, engagement, and success
  • Continuously develop and enhance their professional knowledge along with knowledge of self as an educator
  • Continuously develop and enhance their professional practice through cycles of inquiry
  • Show commitment to ongoing professional learning and provide leadership in the community
Value of Community Service and Practicum
Collaborative Teaching and Learning Inquiry Model: Value of the Practicum Experience

The teacher education program is an opportunity for beginning teachers to engage in a dynamic and collaborative cycle of inquiry within a variety of communities, including the school setting. It is within these various communities that our Teacher Candidates are exposed to ideas of teaching and learning, engage in discussions about these ideas, and are provided with opportunities to develop their professional knowledge and practice. This inquiry is supported by two courses PED 3150 “Becoming a Teacher Through Inquiry into Teaching” and PED 3151 “Enacting Collaborative Inquiry in Professional Practice”.

The community service learning and the practicum are based on a collaborative teaching and learning inquiry model that:

  • Allows Teacher Candidates to learn and grow as teachers through observing and participating and engaging in the day-to-day realities of teaching and learning;
  • Provides Teacher Candidates with periods of observation, co-planning and collaborative classroom interaction in multiple school settings whether in Primary/Junior, Junior/Intermediate and Intermediate/Senior Divisions;
  • Allows the Teacher Candidates to appreciate and gain insights regarding school culture and the professional community in which they work;
  • Provides a context within which Teacher Candidates are able to question, reflect, and entertain uncertainty as they examine and articulate their own understandings of teaching and learning and their development of self as a teacher;
  • Provides opportunities for Teacher Candidates to grow as adaptive experts who start with student engagement and individual needs at the core of their teaching practices. This “inquiry habit of mind” requires educators to unpack their assumptions of schooling, learning, and teaching, as part of a cycle of inquiry to better address the diverse needs of the learners in their classrooms.  

Adaptive experts: “… they are able to flexibly retrieve, organise and apply knowledge to new problems and are not restricted to executing established routines of practice. Adaptive experts know what to do when known routines do not work, and when they need to expand the depth and breath of current expertise by integrating knowledge from various domains to solve new problems that cannot be solved by what they did previously” (Timperley, 2010, p. 6).

Collaborative Teaching and Learning Inquiry Model

Developing Adaptive Expertise graphic

This model of teacher education recognises that the cycle of learning is continuous and is enhanced with experience. Teacher candidates will continue to develop their knowledge and skills in a similar way in both years of the program. The components of CSL and practicum are similar to the approaches and gradual release pedagogy used in balanced literacy programs.  The teacher candidate is expected to develop more independence and competency over the course of the practicum and the teacher education program.

Understanding the job market and context in which our teacher candidates find themselves once they graduate, the emphasis in CSL and practicum is on the quality of teaching versus the quantity of teaching.  

Collaborative Teaching Process

Adaptive Expert - (observation - modeled practice, Co-planning, Co-teaching, Guided Practice, Independent practice, Reflection on Practice, Professional Dialogue Collaboration)
Roles and responsibilities

Teacher candidate:

  • Co-planning and co-teaching with associate teacher
  • Gradual increase  of reponsibility and independence in teaching role
  • Building positive relationships with students and teacher colleagues
  • Community involvement
  • Self-directed learning and goal setting

Associate teacher:

  • Appropriate modeling of best teaching practices
  • Providing constructive, ongoing feedback
  • Gradual release of teaching responsibilities
  • Professional mentorship
  • Supporting teacher candidates in navigating curriculum, Ontario Ministry of Education initiatives, and school context

Faculty representative:

  • Liason between Faculty of Education, teacher candidate, and associate teacher
  • Supporting associate teacher and teacher candidate in CSL and practicum experiences
  • Provide feedback to teacher candidate
  • Provide professional and ethical foundations for teaching practice
  • Introduce reflective practice

School partners:

  • Building connections between teacher candidates and various stakeholders in the school community
  • Support teacher candidates in inquiry based learning through mentorship and modeling of professional learning
Placement Process

The Practicum team makes Community Service and Practicum placements according to protocols of the individual school boards.

  • The Practicum team includes the Coordinator, Practicum Assistant and the Faculty Representatives who support placements by working with schools to establish partnerships between Associate Schools and the University of Ottawa. The Principal approves all Teacher Candidate placements within the school.
  • Teacher Candidates will not be placed at a school at which a family member is on staff or any school where they have children who attend and they must inform the Practicum Office if they are placed in a school where they have relatives.
  • To provide flexibility to schools and model collaborative practices practicum placements may be divided between two or more Associate Teachers. At the request of the Associate Teacher, two Teacher Candidates may be assigned to one Associate Teacher.
  • Associate Teachers may arrange opportunities for Teacher Candidates to observe and perhaps teach classes of other colleagues. While these colleagues may provide some input into the evaluation process, the responsibility for determining the formal evaluation of the Teacher Candidate(s) rests with the Associate Teacher(s) to whom the Teacher Candidates have been assigned.  
  • Faculty Representatives will observe the Teacher Candidate and provide feedback to both the Associate Teacher and the Teacher Candidate.
  • For any questions or concerns, please contact the Practicum Office (practica@uottawa.ca)

Changes in school enrolment, staffing, administration, and grade assignment may occur before or during the school year. As a result, Community Service Learning and Practicum placements may change.  For this reason, the Faculty of Education asks all those involved to be patient and demonstrate professional etiquette regarding this placement process 

A Teacher Candidate’s eligibility to undertake Community Service Learning and Practicum requires the approval of the Director of Teacher Education.  Approval will be based upon the following:

  • The Director, the Assistant Director of Teacher Education and the Practicum Coordinator will meet prior to each placement block to determine each Teacher Candidate’s eligibility to undertake the Practicum experience.
  • Teacher Candidates identified as having incomplete coursework or being in repeated breach of the Faculty of Education attendance requirements will meet with the Director or Assistant Director of Teacher Education in order to address issues and concerns.
  • Based on the relevant information, the Director of Teacher Education will make a decision regarding the Teacher Candidate’s eligibility to proceed to a Practicum placement, or be deferred until all requirements are met.
  • In the event of a deferral, when the Director of Teacher Education is satisfied that the Teacher Candidate has met the requirements, steps will be taken to arrange a future Practicum placement, which may involve an additional administrative fee to be paid by the Teacher Candidate.

Note:  Two successfully completed evaluated practica are required for the completion of the Teacher Education Program. If a Candidate receives two Practicum failures the Teacher Education Program will be terminated for that Candidate, as per Faculty Regulations.

Roles and Responsibilities
Associate Teacher

As models of excellence in classroom teaching, professionalism, and collaboration, Associate Teachers are critical to preparing Teacher Candidates in becoming teachers. They also provide the essential feedback and mentoring to the Teacher Candidate as they develop their professional practice. We are developing our Associate Teacher Resource Room to help support the work you do with our teacher candidates.

During Community Service Learning and Practicum, the role of the Associate Teacher is three-fold:

  • To mentor and guide the Teacher Candidate in his/her development as a teacher by providing ongoing feedback (oral and written) on professionalism, planning, communication, instruction, student engagement, classroom management, and assessment.
  • During the practicum to assess and evaluate the performance of the Teacher Candidate in the five teaching competencies using the Practicum Evaluation Rubric and the Interim and Final Reports.
  • To inform the Faculty Representative if there are concerns with the Teacher Candidate’s progress by following the "Steps to Take if a Candidate is Experiencing Difficulty"
Mentoring and collaboration
  • Welcome and introduce the Teacher Candidate to the school and the classroom community.
  • Encourage the Teacher Candidate to become involved in the life of the school and with school administration and Lead Associate teacher provide a range of school experiences during community service learning.
  • Discuss expectations and set goals collaboratively with the Teacher Candidate.
  • Plan for observation, co-planning, modelling, guided practice and co-teaching time throughout the placement and provide a collaboratively determined and well-paced increase in responsibilities and independence.
  • Set aside time each day to engage in conversations with the Teacher Candidate to discuss strengths and areas for improvement. Feedback sessions should be arranged at your convenience, such as before or after school or during planning and evaluation time. A feedback sheet is provided that you may find helpful to use.
  • Provide opportunities for the Teacher Candidate to assume responsibility for general school and classroom daily tasks or routines.
  • Co-plan activities so that the Teacher Candidate can learn and practice engaging strategies in order to develop knowledge of the classroom context and student needs.
  • Guide the Teacher Candidate in the development of effective lesson and unit planning. Teacher Candidates benefit from co-planning, modelling, and specific suggestions for planning and implementing lessons. As teacher candidates develop their confidence and competence they move into planning lessons and units of study more independently.
  • Review all lesson plans prepared by the Teacher Candidate and provide feedback on planning and assessment with adequate time for the Candidate to make necessary changes, preferably the day before.
  • Review, observe, and provide written comments about lesson/unit plans and their implementation by giving alternative strategies, suggestions, and recommendations for better engagement and connection with students.
  • If the Teacher Candidate fails to provide an adequate written lesson plan, they should not teach the class and please inform the Faculty Representative. As the Associate Teacher, you are responsible for the learning and management in your classroom, please feel free to use your professional judgement and intervene when necessary.
Honorarium

The University of Ottawa will provide Associate Teachers an honorarium of $320 per Teacher Candidate per session. If a Candidate is shared by two Associate Teachers, the honorarium is shared between the two. This honorarium is paid directly to the teacher. A cheque, made out to the Associate Teacher, will be sent to the school address.  Please allow 6 – 8 weeks for processing after the completion of practicum.

Teacher Candidate

The Faculty of Education requires that Teacher Candidates carry out their professional duties in accordance with the expectations of members of the profession as outlined in the Standards of Practice for the Teaching Profession and Ethical Standards of the Ontario College of Teachers.

The Teacher Candidate is considered an associate member of the Ontario Teachers’ Federation and must therefore act in accordance with the Duties of Teachers contained in the Regulation made under the Teaching Profession Act (June 1, 2006).

Failure to comply with any of the standards may result in the immediate withdrawal from the Community Service Learning or Practicum placement and possibly from the Bachelor of Education program. This is in accordance with the Faculty of Education’s ethics policy

Inquiry, learning  and collaboration
  • Become familiar with, understand and follow school, board, and the University of Ottawa policies, as well as school-specific procedures.
  • Demonstrate initiative, a positive engaging professional attitude, and a willingness to learn in all interactions in the school community.
  • Participate in any out-of-class regularly scheduled duties with the Associate Teacher (e.g., lunch duty, bus duty, yard duty, hall duty - for the full duration of the duty), Professional Development (PD) days, Professional Learning Communities (plcs) and meetings with staff and parents (as appropriate).
  • Observe and record the Associate Teacher’s instructional techniques, strategies, and methods of establishing effective class management and a positive learning environment, including ways to engage and build rapport with students.
  • Complete administrative tasks normally completed by the Associate Teacher (e.g., attendance, distribution or collection of forms) as part of daily routines of the classroom.
  • Make arrangements with the Associate Teacher to obtain regular feedback to identify areas for improvement. Regular feedback should occur – before school, after school or during planning time - at the Associate Teacher’s discretion.
  • Clarify and problem-solve with the Associate Teacher as to how to engage individual students.
  • Maintain a placement daybook or binder.  This is an essential tool for Teacher Candidates as it reflects their professional presence in the classroom and school. It should reflect daily planning (lesson plans) and professional responsibilities throughout Community Service Learning and Practicum.
  • With the support of the Associate Teacher plan and instruct lessons/units to both small and large groups of students and assess their progress. As you develop your skills and confidence in the classroom; planning, implementing and assessing student learning will be done more independently.
  • Plan and prepare lessons using the appropriate lesson plan templates. Submit lesson plans to the Associate Teacher at least 24 hours prior to implementation to receive feedback where required.  Provide lesson and unit plans to PED 3150/3151 professors.
  • Ensure that any materials needed for the lesson are prepared well ahead of time.
  • Reflect daily on the expectations of the lesson, the actual experience of teaching the lesson, and on what was learned through this process. Reflections should identify strengths, areas for growth, and one or two SMART Goals for improving the effectiveness of student learning.
  • Display openness to new ideas, and a responsive attitude to the Associate Teacher’s suggestions, alternative strategies, and recommendations.
  • Incorporate the Associate Teacher’s suggestions and guidance into professional practice through an inquiry model of adaptive practice.
  • Maintain a written record of comments and suggestions made by the Associate Teacher. These comments should become and reflect on how these strategies can help their professional growth.
  • Complete and submit weekly written reflections and self-evaluations for Community Service Learning and Practicum.
Absences
  • Teacher Candidates are reminded to keep their students health and safety in mind in the case of an illness.
  • In the event of an absence notify the school and the Associate Teacher well in advance of the beginning of the school day. Any lesson plans and materials for the day must be e-mailed to the Associate Teacher.
  • Notify the Practicum office at practica@uottawa.ca  and the Faculty Representative
  • A medical certificate must be provided to the Practicum Office in the event of absences totalling 3 days or more. Teacher Candidates may be expected to make up absences to complete the requirements of the Practicum.
  • A Teacher Candidate who leaves a practicum for any reason other than illness, without permission of the Director of Teacher Education, will be considered to have failed it. Following an interview and possible remediation, a make-up round may be arranged. The fee for a failed practicum will be applied.
Police record check reports
  • All public and private school boards require a police record check, including a Vulnerable Sector Screening. Teacher Candidates must submit this report from a local or regional police service for each year of the program before the placement (The Safe School Act 2000).
  • Teacher Candidates will not be permitted to commence the CSL/practicum until this report is received. The University of Ottawa will not be held responsible if the CSL/practicum cannot be held as a result of the police record check.
  •  Teacher Candidates should carry their original police record check to their practicum school and CSL placement.
Co-curricular activities
  • Teacher Candidates are encouraged to engage in the school community and make a contribution to co-curricular activities. Teacher Candidates must conduct any co-curricular activities under the supervision of a member of the Ontario College of Teachers.
  • Under no circumstances should a school activity interfere with Practicum classroom responsibilities or University course work.
Arrival and departure times
  • Teacher Candidates are expected to arrive at their assigned classroom at least 30 minutes prior to the official school start time and stay at the school at least 30 minutes at the end of the day or as determined by the Associate Teacher.
  • Schools require non-staff members to sign in at the main office and adhere to the visitor policy of the individual school, this should apply to teacher candidates. .
Workplace Training
  • Teacher Candidates are expected to complete on-line workplace training appropriate to the Board of Education to which they are assigned. The certificate from the training should be included in their CSL/practicum daybook.
Workplace safety and insurance board form

Completion of the Student Declaration of Understanding form is mandatory prior to participation in Community Service Learning and Practicum.  It provides Workplace Safety and Insurance coverage for Teacher Candidates and will be distributed to Teacher Candidates through PED 3150/3151. The Student Declaration of Understanding form can also be obtained here.

If the Teacher Candidate is involved in an accident while at school, the incident must be reported to the associate teacher and the Practicum Office immediately, in writing and/or by phone.

Unqualified Supply Teaching

Our TELC (Teacher Education Liaison Committee) which represents the teacher federations in Ontario have asked us to remind teacher candidates of the potential risks of unqualified supply teaching in Ontario or in other jurisdictions. Although teacher candidates are  associate members of OTF and are expected to act according to the Standards of Practice, teacher candidates do not have the same protection provided to full members of OTF if an allegation, an incident, or significant issue arises. As teacher candidates are pursuing teaching as a career, any incident or investigation of an allegation may impact upon their ability to complete the Teacher Education program or be certified by the Ontario College of Teachers. We want teacher candidates to be well aware of the risks.

Principals and Lead Associate Teachers
  • Consult and encourage teachers to become Associate Teachers.
  • Collaborate with Lead Associate Teacher and school staff to determine school-based community service learning priorities
  • Welcome the Teacher Candidates to the school and provide information the Teacher Candidate may require regarding school or board policies.
  • Provide modelling, leadership, and support for Teacher Candidates and Associate Teachers.
  • Help facilitate opportunities for Teacher Candidates to experience all facets of the school community (e.g., invite Teacher Candidates to staff meetings, assist with extra-curricular activities, and attend student/parent interviews as appropriate).
  • Ensure that whenever Teacher Candidates are with students, they are under the supervision of a member of the Ontario College of Teachers.
  • Collaborate with Associate Teachers to complete summative and formative evaluations of the Teacher Candidate if necessary and participate in the process if a  Teacher Candidate experiences difficulty
  • Report, as required for other staff members, any accident involving the Teacher Candidate while on school/board property. Inform the Faculty of Education Practicum Office.
Faculty Representatives
  • Facilitate the PED 3150 “Becoming a Teacher Through Inquiry into Teaching” or PED 3151 “Enacting Collaborative Inquiry in Professional Practice” classes.
  • Oversee the preparation of the Teacher Candidate for Community Service Learning and Practicum, including goal-setting, letters of introduction, and clarification of expectations.
  • During Community Service Learning and Practicum, maintain regular contact with the Teacher Candidates and Associate Teachers through telephone or electronic communication to clarify information and expectations and provide support as needed. 
  • Visit Teacher Candidates in their community service learning and practicum setting at least once during the academic year. Return Practicum Feedback Form to the Practicum Office electronically to practica@uottawa.ca or in person shortly after completion.
  • Provide guidance to Teacher Candidates based on professional collaboration and discussion between all partners.
  • Advise the Practicum Office, the Director of Teacher Education and the Assistant Director of Teacher Education of any Teacher Candidates in difficulty. Follow the procedures for teacher candidates experiencing difficulty to ensure the Teacher Candidate is supported and a final determination is made as to his/her performance.
  • Assess the Teacher Candidates’ placement daybook, reflections, goals, and self-assessment, and advise on areas for improvement. Approve the Teacher Candidate's record of CSL hours on Community Navigator.
Community Service Learning and Practicum
Expectations for CSL

The ultimate purpose of CSL is to provide teacher candidates with opportunities to become familiar with school communities, to participate in and contribute to the wide range of educational experiences in school, and to learn and gain insights regarding school culture and the professional community.  It is an essential component of the practicum experience.

An example of the type of school-based collaboration is demonstrated in this story from Adrienne Clarkson Elementary School, OCDSB.

What does CSL entail?

  • Teacher Candidates will complete 90 - 150 hours of community service learning over the course of  the year. 
  • For Year 1 teacher candidate’s community service learning will consist of one day a week (Wednesdays) September to November 2017.  These school-based placements are linked to their practicum placements.
  • For Year 2 teacher candidates CSL consists of a three-week block from April 9 – 26, 2017 in a school, community or alternate setting. A variety of educational opportunities are arranged in partnership with the Faculty.
  • Approved and verified CSL activities will be recorded on teacher candidates’ co-curricular Record (CCR), a university document that recognizes service to the community, and helps trace the development of leadership, compassion, ethics, and self-confidence.
  • With the adaptive expert model, the development of each teacher candidate may be different and there is flexibility in the process. The Faculty has expectations for high levels of professionalism, initiative and engagement demonstrated by teacher candidates in their CSL placements.

What to expect at the beginning of CSL for Year 1?

  • Become familiar with school culture and environment, including expectations for teachers, students, and volunteers in the building.
  • Get to know school routines including procedures for signing in, parking, class schedules, duty times, and access to photocopier and other technology in the school.
  • First introductions in the classroom and begin to build rapport between Associate Teacher, Teacher Candidate, other staff, and students in the classroom.
  • Meet with Lead Associate Teacher and Principal to discuss possible school based CSL projects

What are the expectations for Lead Associate Teachers and Principals in Year 1?

  • Welcome the Teacher Candidates to the school and provide information the Teacher Candidate may require regarding school or board policies.
  • Provide modeling, leadership, and support for Teacher Candidates and Associate Teachers.
  • Help facilitate opportunities for Teacher Candidates to experience all facets of the school community.
  • Ensure that whenever Teacher Candidates are with students, they are under the supervision of a member of the Ontario College of Teachers.

What are the expectations for Teacher Candidates for Year 1?

  • Become familiar with, understand and follow school, board, and the University of Ottawa policies, as well as school-specific procedures for student safety.
  • Demonstrate initiative, a positive engaging professional attitude, and a willingness to learn in all interactions in the school community.
  • Observe and record the Associate Teacher’s instructional techniques, strategies, and methods of establishing effective class management and a positive environment, including ways to engage and build rapport with students.
  • Use their observations to engage in a professional dialogue with their Associate Teachers. The questions they ask should help in their understanding of the strategies and approaches used in planning and implementing of the school-based and/or class activities and in understanding the ways students are learning. 
  • Complete and submit weekly written reflections and self-evaluations for PED 3150.
  • Over the course of the CSL placement teacher candidates collaborate with teachers to support student learning in school-based and classroom-based programs, and should begin to co-plan and co-teach classroom learning activities.
  • Demonstrate growth in professionalism, initiative, comfort and confidence in the classroom and school settings.

What are the expectations for Associate Teachers?

  • To mentor and guide the Teacher Candidate in his/her development as a teacher by providing ongoing feedback (oral and/or written) on professionalism, collaboration, planning, communication, instruction, classroom management, and assessment.
  • During CSL provide feedback regarding the performance of the Teacher Candidate in the three of the five teaching competencies (professionalism, communication, engagement in community) using the CSL Feedback sheet.

What are some possible examples of CSL Projects?

  • Support in AT’s classroom- small group, one-to-one, teaching once a week stand alone subject
  • Support in Resource Setting
  • Tutoring at lunch or after school
  • Literacy programs (reading with students)
  • Numeracy support programs
  • Social skills/mentoring projects
  • Peer mediation support
  • Technology training- assistive technology, maker space
  • Assistance in breakfast and lunch programs
  • Support for clubs or lunch hour extra-curricular activities

Expectations for Year 2 Community Service Learning

The goal of the three-week community service placement is to provide teacher candidates experiences in alternate educational and community settings. The expectations and structure of the placement are dependent on the collaboration between the teacher candidate, the faculty representative, and the school or community partner.  In the CSL placement  the teacher candidate is supervised by the site placement supervisor and PED 3151 professor. Teacher candidates are expected record their hours and to submit a written reflection at the end of their placement.

Expectations for Practicum

Expectations for Practicum

Learning to teach is a complicated process so there will be individual variations in a teacher candidate’s development. By the end of the eight-week evaluated practicum the teacher candidate should show competence in teaching at the division assigned. This means that they should meet most of the expectations in the five competency areas (professional competency, communication, knowledge, commitment to students, and planning and implementation). The practicum evaluation rubric is available for clarification.  Examples of the timeframe for Year 1 and Year 2 are provided in the CSL/Practicum guide.

 Over the eight-week practicum

  • Teacher candidate:
    • Gradual increase of responsibility and independence in teaching role
    • Demonstrate competence (meets most expectations) in teaching at the assigned division (planning, implementing, managing and assessing student learning) by the end of practicum
  • Associate teacher:
    • Constructive, ongoing feedback
    • Gradual release of teaching responsibilities and independence in planning, implementing, managing and assessing student learning by the end of practicum
    • Professional mentorship
  • Faculty representative:
    • Liaison between Faculty of Education, teacher candidate, and Associate Teacher
    • Support associate teacher and teacher candidate in practicum experiences, especially if candidate experiences difficulty
  • School partners:
    • Support associate teacher and teacher candidates in evaluated practicum experience

 

Year 1 Practicum Timeframe

What to expect for the three-week block in December? Transition from CSL

  • The three-week placement in December provides the teacher candidate with an opportunity to observe, teach and participate in the routines and course schedule/classes of the Associate Teacher over the course of three weeks.
  • Teacher candidates should continue to support individual, small group and/or large group learning. In some classes this might be an opportunity to co-plan and co-teach a unit of study, to conduct an inquiry, or to co-develop learning centers.
  • Teacher candidates could continue to participate in or implement the school-based project that was developed with the school staff assistance.
  • If the teacher candidate has not already done so, within the first week they should plan and deliver with assistance at least two large group instruction activities.
  • Teacher candidates should assist in co-planning and co-evaluating an assessment piece or pieces. This brings the teacher candidate learning from their curriculum course into action.
  • Receive feedback regarding their progress to date in their practicum placement.
  • Provide an extra support in classrooms and schools at a very busy time of year when schedules are not always consistent.

What to expect during nine Wednesdays in January to March?

  • Co-Planning, Co-Teaching
  • Assuming more independence and responsibility  for daily routines
  • Individual lesson planning
  • Co-planning unit plan
  • Assuming more responsibility and independence in teaching

Interim Evaluation: March 29, 2018

  • Demonstrates developing towards expectations in all competency areas

Week 4-9 

  • Implementing unit plan
  • Increased independence in planning, implementing, assessing and managing learning activities

Final Evaluation:

  • April 26, 2018   Demonstrates competence by meeting most expectations in the competency areas.

 

Year 2 Practicum Timeline

Week 1

  • Observation               
  • Co-Planning, Co-Teaching   
  • Getting to know routines and students

Wednesdays for 9 Weeks          

  • Assuming more independence and responsibility for routines, small group teaching, independent lessons

Week 2-4

  • Individual Lesson Planning with feedback
  • Co-planning unit plan
  • Assuming more responsibility and independence in teaching

 Interim Evaluation: December 15, 2017

  • Demonstrates developing towards expectations in all competency areas

Week 5-8 

  • Implementing unit plan
  • Increased independence in planning, implementing, assessing and managing learning activities

Final Evaluation: January 26, 2018

  • Demonstrates competence by meeting most expectations in competency areas.

 

Assessment and Evaluation
Definition
  • The Teacher Candidate’s performance in Community Service Learning and Practicum should be assessed on the basis of a Teacher Candidate at their progress particular stage of their development rather than compared to the performance of an experienced teacher. A rubric is available for reference.
  • Teacher Candidates continue to develop their skills through observation, guided practice, and the constructive feedback and mentoring of Associate Teachers.
  • If a Teacher Candidate experiences difficulty during the Community Service Learning and/or Practicum placement, the Associate Teacher should refer to the Steps to take if the Teacher Candidate is experiencing difficulty. Please note that a Letter of Concern may be completed at any point during the practicum experience when expectations are not being met.
Checklist

The following  provides guidelines for the assessment and evaluation of Teacher Candidates:

Daily feedback

Associate Teacher 

  • Provide oral feedback daily on five competencies: professional commitment, communication, knowledge, classroom management, and planning and implementation.

Teacher Candidate

  • Maintain a written record of suggestions provided by Associate Teacher.
  • Reflect of lessons learned and incorporate into daily practice
Weekly feedback

Associate Teacher

  • During Practicum provide written feedback weekly on the full range of competencies, as listed above. The Practicum Feedback Form for Associate Teachers can be used as reference.
  • Please note that if the Teacher Candidate experiences difficulty at any time, the Steps to take if a Teacher Candidate is Experiencing Difficulty should be followed.
  • Please note that a Letter of Concern may be completed at any point during the CSL and practicum when expectations are not being met.

Teacher Candidate

  • Incorporate weekly feedback into weekly goals and weekly self-reflections.
  • Submit Lesson plans to Associate Teacher in required time frame.
  • Submit goals, self-reflections, and lesson plans to Faculty Representative  for PED 3150/3151.

Faculty Representative

  • Read self-reflections and provide feedback and suggestions to Teacher Candidates.
CSL

Associate Teacher/ Lead Associate Teacher

  • Complete CSL Checklist provided by Practicum Office and/or Faculty Representative.

Teacher Candidate

  • For Year 1 complete CSL Self-Reflection and prepare Poster Board for November showcase.

Faculty Representative

  • Approve CSL Hours on Centre for Community and Global Engagement Navigator.
Practicum Interim Report (Formative Evaluation)

YEAR 1- PRACTICUM    Thursday, March 29, 2018

YEAR 2- PRACTICUM    Friday, December 15, 2017

Associate Teacher

  • Using the Practicum Interim Report, the Associate Teacher evaluates the Teacher Candidate’s overall level of development in each of the performance indicators.
  • Use the Practicum Evaluation Rubric in preparing the Interim Report.
  • Share the Practicum Interim Report with the Teacher Candidate.

Teacher Candidate

  • Make a copy for own records and sign the Practicum Interim Report which indicates that the report was provided.
  • E-mail or deliver a copy of the report in person to the Faculty Representative and to the Practicum Office:  practic2@uottawa.ca

Faculty Representative

  • Review interim report and identify next steps. A Teacher Candidate who receives any ratings of Does Not Meet Expectations on the Practicum Interim Report should follow the Steps to take if the Teacher Candidate is experiencing difficulty. 
Practicum Final Report (Summative Evaluation)

YEAR 1- PRACTICUM       Thursday, April 26, 2018

YEAR 2- PRACTICUM       Friday, January 26, 2018

Associate Teacher

  • Support in the preparation of the Final Report is available through the Faculty Representative.
  • The Final Report must be completed and shared with the Teacher Candidate. Both the Associate Teacher and the Teacher Candidate must sign the Final Report.  The Associate Teacher should keep a copy and provide the original to the Teacher Candidate.

Teacher Candidate

  • The Final Report is e-mailed or delivered in person to the Practicum Office and the Faculty Representative practic2@uottawa.ca
  • It is the Candidate’s responsibility to ensure the practicum office receives a copy of the Final Report and that the original is kept for personal records.
  • Artefacts from the Practicum, including the completed Goal Setting Sheet, and The Practicum Self-Evaluation Form must be shared with the Faculty Representative, following Practicum .
Teacher Candidate Experiencing Difficulty

It is important to note that these steps serve as guidelines. Since all situations vary, the issues that occur will be dealt with in an appropriate and collaborative manner based on the professional judgement of the Associate Teacher, the Faculty Representative, the Director of Teacher Education and the Assistant Director of Teacher Education.

  • Notify the Principal, the Faculty Representative, and the Practicum Office of the Teacher Candidate’s name and the key areas of difficulty. A classroom observation by a Faculty Representative will be scheduled in collaboration with the Associate Teacher.
  •  Using the teaching competencies as a basis for discussion, the Associate Teacher and the Faculty Representative should discuss the areas for improvement and concerns with the Teacher Candidate. A plan of action offering constructive suggestions, guidance, and assistance should be collaboratively developed.
  • In situations of serious concerns, a Letter of Concern is collaboratively written by the Associate Teacher and the Faculty Representative. A copy of the Letter of Concern is to be provided to the Practicum Office. Please note that a Letter of Concern can be completed at any point during the practicum when expectations are not being met.
  • The Associate Teacher and the Faculty Representative will ensure that the Teacher Candidate understands the concerns outlined in the Letter of Concern, as well as the necessary action required to improve and continue in the placement by the specified timeline.
  • The Associate Teacher and the Faculty Representative will monitor subsequent performance of the Teacher Candidate. The determination of the final evaluation will be made by the Associate Teacher in consultation with the Faculty Representative and the Principal.
  • If the Candidate fails to meet objectives as set out in the Letter of Concern and/or is deemed inappropriate for being in a classroom, the Practicum will be terminated by the Principal in collaboration with the Associate Teacher and the Faculty Representative. A letter of withdrawal will be completed by the Director of Teacher Education.
  • If the Practicum is terminated, a final report ­must be prepared by the Associate Teacher with Failure indicated on the report.
  • The Teacher Candidate will meet with the Director and/or Assistant Director of Teacher Education. A plan of action will be developed to address areas of concern

The Teacher Candidate must make a written request to the Director and/or Assistant Director of Teacher Education for a make-up practicum. The written request should clearly reflect insight gained from the previous placement and the action required by the Teacher Candidate to achieve success in a future placement 

Make Up Practicum Placement
Reasons for arranging a make up practicum

A: Deferral of Practicum due to illness or personal circumstances prior to the commencement of Practicum

  • Teacher Candidates who need to defer their Community Service Learning and Practicum due to medical/personal or family reasons must meet with the Assistant Director or the Director of Teacher Education (teached@uottawa.ca) in advance of the placement.  Medical reasons require a medical certificate.  The Assistant Director and the Director of Teacher Education authorize all such deferrals.  Candidates will be offered a subsequent Practicum in consultation with the Practicum Coordinator.
  • Candidates deferring a Practicum may not graduate with their cohort.

B: Deferral from Practicum after the commencement of Practicum:

  • Candidates choosing to leave practicum without the prior approval of the Director of Education, except in the case of illness, will receive an automatic Failure.
  • The Faculty Representative must be involved in the decision to leave a Practicum.
  • Deferrals of Practicum after the commencement of Practicum are given only in very exceptional circumstances. Candidates cannot obtain a deferral without the approval of the Assistant Director or the Director of Teacher Education.
  • Candidates will not automatically receive a make-up Practicum within the academic year.
  • An administrative fee for the make-up practicum may be charged to the Candidate.

C: Make-up Practicum as a result of unsatisfactory performance:

Teacher Candidates who receive a grade of Unsatisfactory (E) for one of the Practicum placements can request a make-up placement. The Teacher Candidate must make a written request to the Director or Assistant Director of Teacher Education. The written request should clearly reflect insight gained from the previous placement and the action required by the Teacher Candidate to achieve success in a future placement. The written request should also demonstrate appropriate professional conduct.

  • The Candidate must meet with the Assistant Director or the Director of Teacher Education.
  • The Director of Teacher Education will consider the written request and examine all documentation to determine whether or not a make-up placement is granted.
  • Depending on the seriousness of the issue, make-up placements may be refused, and the Teacher Candidate’s right to continue in the Bachelor of Education program may be revoked.
  • If the request is granted, a Candidate will typically be asked to complete a remediation plan. The Practicum Coordinator, in consultation with school board personnel, will establish a placement. There will be an additional administrative fee levied.
  • If the request is denied, the Director of Teacher Education will inform the Teacher Candidate in writing that s/he has been removed from the program.
  • Make-up placements may be carried to the following academic year. Upon successful completion of the make-up placement, the Teacher Candidate will be permitted to participate in the subsequent Faculty of Education convocation.
  • The Teacher Candidate is permitted to complete only one make-up Practicum placement. If the make-up attempt is unsuccessful, the Teacher Candidate will not be given another opportunity to raise the grade and will not be recommended for the B.Ed. degree.
Withdrawal from CSL and Practicum

Teacher Candidates must at all times comply with the Ontario College of Teachers’ (OCT) Ethical Standards for the Teaching Profession, Standards of Practice for the Teaching Profession and the Teaching ProfessionActand The Faculty of Education Regulation on Professional Ethics. Any violation of these standards will result in the immediate withdrawal of the Candidate from the Practicum and the initiation of the process is outlined in the Regulation. 

Forms

The Faculty of Education requires that Teacher Candidates carry out their professional duties in accordance with the expectations of members of the profession as outlined in the Standards of Practice for the Teaching Profession and Ethical Standardsof theOntario College of Teachers.

The Teacher Candidate is considered an associate member of the Ontario Teachers’ Federation and must therefore act in accordance with the Duties of Teachers contained in the Regulation made under the Teaching Profession Act (June 1, 2006)

Failure to comply with any of the standards may result in the immediate withdrawal from the Community Service Learning and/or Practicum placement and possibly from the Bachelor of Education program. This is in accordance with the Faculty of Education’s ethics policy.

The following are documents that outline these expectations and policies.  

The Teacher Candidate’s performance in Community Service Learning and Practicum should be assessed as a developing teacher rather than compared to the performance of an experienced teacher. The interim and final evaluation forms for Practicum reflect the developmental nature of learning to teach. The following are tools to assist in the assessment and evaluation process of Teacher Candidates.

The following forms have been created in Adobe to comply with the Ontario Government and University of Ottawa accessibility standards. To optimally use these forms please download and save on your desktop. Open the form from your desktop.

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