CSL and Practicum Guide - UOttawa Education Experiences: CSL and Practicum Guide June 27, 2017 9 Collaborative Teaching and Learning Inquiry Model This model of …

Université d’Ottawa | University of Ottawa

Faculty of Education 613-562-5804 | [email protected]

education.uOttawa.ca

CSL and Practicum Guide

Faculté d’éducationFaculty of Education

Teacher Education - B.Ed. 2017 - 2018

PracticumExperiences:CSLandPracticumGuideJune27,2017

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TableofContentsTableofContents............................................................................................................................................................................1Calendars...........................................................................................................................................................................................2

PracticumExperiences:CommunityServiceLearningandPracticum..........................................................................6IntroductionandOverview........................................................................................................................................................6CollaborativeTeachingandLearningInquiryModel:ValueofthePracticumExperience...........................7CollaborativeTeachingandLearningInquiryModel....................................................................................................9CollaborativeTeachingProcess:Roles&Responsibilities.........................................................................................10PlacementProcess.......................................................................................................................................................................11RolesandResponsibilities:.......................................................................................................................................................13AssociateTeachers......................................................................................................................................................................13MentoringandCollaboration.................................................................................................................................................13Honorarium...................................................................................................................................................................................14TeacherCandidates....................................................................................................................................................................14Inquiry,Learning,andCollaborationExpectations.....................................................................................................15Absences...........................................................................................................................................................................................16PoliceRecordCheckReports..................................................................................................................................................17WorkplaceTraining...................................................................................................................................................................17WorkplaceSafetyandInsuranceBoardForm................................................................................................................17Co-curricularActivities.............................................................................................................................................................17ArrivalandDepartureTimes.................................................................................................................................................17UnqualifiedSupplyTeaching..................................................................................................................................................18FacultyRepresentative:PED3150/3151Professor.....................................................................................................18ExpectationsforCommunityServiceLearning..............................................................................................................20WhatdoesCSLentail?...............................................................................................................................................................20WhataretheexpectationsforLeadAssociateTeachersandPrincipalsinYear1?.......................................21WhataretheexpectationsforTeacherCandidatesforYear1?.............................................................................21WhataretheexpectationsforAssociateTeachers?.....................................................................................................21WhataresomepossibleexamplesofCSLProjects?......................................................................................................21ExpectationsforYear2CommunityServiceLearning................................................................................................22ExpectationsforPracticum.....................................................................................................................................................23Year1PracticumTimeframe.................................................................................................................................................23Year2PracticumTimeline......................................................................................................................................................25AssessmentandEvaluation.....................................................................................................................................................25Assessment&EvaluationChecklist......................................................................................................................................27StepstotakeifaTeacherCandidateisExperiencingDifficulty..............................................................................30Make-upPracticumPlacements:Reasonsforarrangingamake-uppracticum.............................................32WithdrawalfromCSL&Practicum:ProfessionalEthics...........................................................................................33Forms(AvailableonFacultyWeb-site)..............................................................................................................................33


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CalendarsMONDAY WK TeacherEducationCalendar2017-2018Year1

Sept.4 1 ORIENTATION(September5)&Class1(September6)

Sept.11 2

Sept.18 3 Wed.Sept.20-CSLBegins(EveryWednesdaytoDecember)

Sept.25 4 CSL-September27

Oct.2 5 CSL-October4

Oct.9 6 ThanksgivingMondayCSL-October11

Oct.16 7 CSL-October18

Oct.23 READINGWEEK

Oct.30 8 CSL-November1

Nov.6 9 CSL-November8




Dec.4 Practicum

Dec.11 Practicum

Dec.18 Practicum

Dec25 Mid-YearBreak

Jan.1 Mid-YearBreak

Jan.8 1 Wed.Jan.10-Practicum(EveryWednesdaytoMarch7)

Jan.15 2 PracticumJan.17




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MONDAY WK TeacherEducationCalendar2017-2018Year1

Feb.5 5 PracticumFeb.7




Mar.5 9 PracticumMarch7

Mar.12 MarchBreak

Mar.19 Practicum

Mar.26 Practicum

April2 Practicum

April9 Practicum

April16 Practicum

April23 Practicum(endsThursday,April26&Friday,April27-PED3150)

April30 Deferred

Practicum

8Weeks

May7

May14

May21

May28

June4

June11

June18


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Sept.4 Practicum

Sept.11 1 September13-Practicum



Oct.2 4 October4-Practicum

Oct.9 5 ThanksgivingMondayOctober11-Practicum

Oct.16 6 October18-Practicum

Oct.23 READINGWEEK

Oct.30 7 November1-Practicum

Nov.6 8 November8-Practicum



Nov.27 Practicum

Dec.4 Practicum

Dec.11 Practicum

Dec.18 Practicum

Dec.25 Mid-YearBreak

Jan.1

Jan.8 Practicum

Jan.15 Practicum

Jan.22 Practicum

Jan.29 1


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Feb.5 2

Feb.12 3

Feb.19 4

Feb.26 5

Mar.5 6

Mar.12 MarchBreak

Mar.19 7

Mar.26 8

April2 9

April9 CSL

April16 CSL

April23 CSL

April30 Deferred/Make-Up

Practicum

8Weeks

May7

May14

May21

May28

June4

June11

June18


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PracticumExperiences:CommunityServiceLearningandPracticum

IntroductionandOverviewWelcome to the Teacher Education program at the University of Ottawa. This guidebook isdesigned toprovide teacher candidates, associate teachers, faculty representatives and schoolpartnersanoverviewofthepracticumexperienceinournewextendedprogram.Werecognizethat our program continues to be a work in progress and we welcome your insights andsuggestions aswework through this year.We are committed to creating a teacher educationprogramthatreflectsthebestinteachingandlearningandwecertainlycouldnotdothiswithoutyour commitment, expertise and understanding in mentoring our teacher candidates. ThestrengthofthispartnershipisreflectedinthevideoaboutthevalueofAssociateTeachersonourfacultyweb-site.1

We see the practicum experience as a developmental and collaborative process between theTeacher Candidate, the Associate Teacher, the Faculty Representative and the host schoolpartners. Our practicum experiences reflect a clear and consistent link between theory andpractice,consistingoftwoparts:CommunityServiceLearningandPracticum.

For2017-2018:YEAR1TeacherCandidates

• Communityservicelearningwillconsistofonedayaweek(Wednesdays)inschoolsfromSeptember20toNovember29,2017.

• Evaluated Practicum will consist of a three-week block from December 4 to 22,2017,followedbyonedayaweek(Wednesdays)fromJanuarytoMarch,2018andasix-weekblockfromMarch19toApril26,2018.

Forthe2017-2018:YEAR2TeacherCandidates

• Evaluated Practicum will consist of an one-week block from September 5 to 8, 2016followedbyonedayaweek(Wednesdays)inSeptembertoNovember,afive-weekblockfromNovember27toDecember22,2017andathree-weekblockfromJanuary8to26,2018.

• Voluntarycommunityservicelearningwillconsistofone-dayaweek(Wednesdays)fromJanuary 31 to April 4, 2018. Amandatory three-week CSL placement in a school orcommunitysettingwillbecompletedfromApril9to26,2018.

1http://education.uottawa.ca/en/programs/undergraduate-studies/teacher-education/practicum-


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Forliabilitypurposes,whencompletingdutiestheTeacherCandidatemustbesupervisedatalltimesbyamemberoftheOntarioCollegeofTeachers.

The Teacher Education program is committed to the development of critically reflectiveprofessionalswhodevelopastanceofinquiryasthey:

• Create,promote,andparticipateincommunitiesofinquiry

• Showcommitmenttostudentlearning,engagement,andsuccess

• Continuouslydevelopandenhancetheirprofessionalknowledgealongwithknowledgeofselfasaneducator

• Continuouslydevelopandenhancetheirprofessionalpracticethroughcyclesofinquiry

• Show commitment to ongoing professional learning and provide leadership in thecommunity

Collaborative Teaching and Learning Inquiry Model: Value of the PracticumExperience

Theteachereducationprogramisanopportunityforbeginningteacherstoengageinadynamicandcollaborativecycleofinquirywithinavarietyofcommunities,includingtheschoolsetting.Itis within these various communities that our Teacher Candidates are exposed to ideas ofteaching and learning, engage in discussions about these ideas, and are provided withopportunitiestodeveloptheirprofessionalknowledgeandpractice.Thisinquiryissupportedbytwocourses:PED3150“BecomingaTeacherThroughInquiry intoTeaching” inYear1andPED3151“EnactingCollaborativeInquiryinProfessionalPractice”inYear2.

The community service learning and the practicum are based on a collaborative teaching andlearninginquirymodelthat:

• Allows Teacher Candidates to learn and grow as teachers through observing andparticipatingandengagingintheday-to-dayrealitiesofteachingandlearning;

• Provides Teacher Candidates with periods of observation, co-planning and collaborativeclassroom interaction in multiple school settings whether in Primary/Junior,Junior/IntermediateandIntermediate/SeniorDivisions;

• AllowstheTeacherCandidatestoappreciateandgaininsightsregardingschoolcultureandtheprofessionalcommunityinwhichtheywork;

• Provides a context within which Teacher Candidates are able to question, reflect, andentertainuncertaintyastheyexamineandarticulatetheirownunderstandingsofteachingandlearningandtheirdevelopmentofselfasateacher;


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• Providesopportunities forTeacherCandidates togrowasadaptiveexpertswho startwithstudent 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,andteaching,aspartofacycleofinquirytobetteraddressthediverseneedsofthelearnersintheirclassrooms.

Adaptiveexperts:“…theyareabletoflexiblyretrieve,organiseandapplyknowledgetonewproblemsandarenotrestrictedtoexecutingestablishedroutinesofpractice.Adaptiveexpertsknowwhattodowhenknownroutinesdonotwork,andwhentheyneedtoexpandthedepthandbreathofcurrentexpertisebyintegratingknowledgefromvariousdomainstosolvenewproblemsthatcannotbesolvedbywhattheydidpreviously”(Timperley,2010,p.6).


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CollaborativeTeachingandLearningInquiryModel

Thismodelofteachereducationrecognisesthatthecycleof learningiscontinuousandisenhancedwithexperience. TeacherCandidateswill continue todevelop their knowledgeand skills in a similar way in both years of the program. The components of CSL andpracticum are similar to the approaches and gradual release used in balanced literacyprograms,where theTeacherCandidate is expected todevelopmore independenceandcompetencyoverthecourseofthepracticum.

Understanding the job market and context in which our Teacher Candidates findthemselves once they graduate, the emphasis in CSL and practicum is on the quality ofteachingversusthequantityofteaching.


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CollaborativeTeachingProcess:Roles&ResponsibilitiesTeacherCandidate:

• Co-planningandco-teachingwithassociateteacher• Gradualincreaseofresponsibilityandindependenceinteachingrole• Buildingpositiverelationshipswithstudentsandschool,community,staff• Schoolcommunityinvolvement• Developingskillsofself-awarenessasateacherthroughreflection,self-assessmentand

goalsettingAssociateteacher:

• Appropriatemodelingofbestteachingpractices• Providingconstructive,ongoingfeedback• Gradualreleaseofteachingresponsibilities• Professionalmentorship• Supporting Teacher Candidates in navigating curriculum, OME initiatives, and school

contextFacultyrepresentative:

• LiaisonbetweenFacultyofEducation,TeacherCandidate,andassociateteacher

AdaptiveExpert(multiple

experiences)

Observation-modeledpractice

Co-planning

Co-teaching

GuidedPractice

Independentpractice

Re@lectiononPractice

ProfessionalDialogue-

collaboration


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• Supporting the associate teacher and the Teacher Candidate in CSL and practicumexperiences

• ProvidingfeedbacktoTeacherCandidatethroughschoolvisitsandobservations• Providingprofessionalandethicalfoundationsforteachingpractice• Introducingandencouragingreflectivepractice

Schoolpartners:

• BuildingconnectionsbetweenTeacherCandidatesandvariousstakeholdersintheschoolcommunity

• Supporting Teacher Candidates in inquiry based learning through mentorship andmodelingofprofessionallearning

PlacementProcess

ThePracticumteammakesCommunityServiceandPracticumplacementsaccordingtoprotocolsoftheindividualschoolboards.

• ThePracticumteamworkstoestablishpartnershipsbetweenAssociateSchoolsandtheUniversity of Ottawa. This team includes the Coordinator, Practicum Assistant, andFaculty Representatives from theUniversity of Ottawa, and Associate School PrincipalswhoapproveallTeacherCandidateplacements.

• TeacherCandidateswillnotbeplacedataschoolatwhichafamilymemberisonstafforany schoolwhere they have childrenwho attend and theymust inform the PracticumOfficeiftheyareplacedinaschoolwheretheyhaverelatives.

• ToprovideflexibilitytoschoolsandmodelcollaborativepracticespracticumplacementsmaybedividedbetweentwoormoreAssociateTeachers.AttherequestoftheAssociateTeacher,twoTeacherCandidatesmaybeassignedtooneAssociateTeacher.

• Associate Teachers may arrange opportunities for Teacher Candidates to observe andperhaps teach classes of other colleagues. While these colleagues may provide someinputintotheevaluationprocess,theresponsibilityfordeterminingtheformalevaluationof the Teacher Candidate(s) rests with the Associate Teacher(s) to whom the TeacherCandidateshavebeenassigned.

• FacultyRepresentativeswillobservetheTeacherCandidateandprovidefeedbacktoboththeAssociateTeacherandtheTeacherCandidate.

• Foranyquestionsorconcerns,pleasecontactthePracticumOffice:[email protected].


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Changes in school enrolment, staffing, administration, and grade assignment mayoccurbeforeorduringtheschoolyear.Asaresult,CommunityServiceLearningandPracticumplacementsmay change. For this reason, theFacultyofEducationasksallthose involved to be patient and demonstrate professional etiquette regarding thisplacementprocess

A Teacher Candidate’s eligibility to undertake Community Service Learning and PracticumrequirestheapprovaloftheDirectorofTeacherEducation. Approvalwillbebaseduponthefollowing:

• TheDirector, theAssistantDirectorof Teacher Educationand thePracticumCoordinatorwillmeetpriortoeachplacementblocktodetermineeachTeacherCandidate’seligibilitytoundertakethePracticumexperience.

• Teacher Candidates identified as having incomplete coursework or being in repeatedbreachoftheFacultyofEducationattendancerequirementswillmeetwiththeDirectororAssistantDirectorofTeacherEducationinordertoaddressissuesandconcerns.

• Basedontherelevantinformation,theDirectorofTeacherEducationwillmakeadecisionregarding the Teacher Candidate’s eligibility to proceed to a Practicumplacement, or bedeferreduntilallrequirementsaremet.

• In the event of a deferral, when the Director of Teacher Education is satisfied that theTeacher Candidate has met the requirements, steps will be taken to arrange a futurePracticumplacement,whichmayinvolveanadditionaladministrativefeetobepaidbytheTeacherCandidate.

Note: Two successfully completed evaluated practica are required for the completion of theTeacherEducationProgram.IfaCandidatereceivestwoPracticumfailurestheTeacherEducationProgramwillbeterminatedforthatCandidate,asperFacultyRegulations2.

2http://www.education.uottawa.ca/en/undergrad/teachered/faculty-regulations


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RolesandResponsibilities:

AssociateTeachersAs models of excellence in classroom teaching, professionalism, and collaboration, AssociateTeachers are critical topreparing TeacherCandidates inbecoming teachers. They alsoprovidethe essential feedback and mentoring to the Teacher Candidate as they develop theirprofessionalpractice.

DuringCommunity Service Learning andPracticum, the roleof theAssociate Teacher is three-fold:

• To mentor and guide the Teacher Candidate in his/her development as a teacher byproviding ongoing feedback (oral and written) on professionalism, planning,communication, instruction, student engagement, classroom management, andassessment.

• DuringthepracticumtoassessandevaluatetheperformanceoftheTeacherCandidateinthefiveteachingcompetenciesusingthePracticumEvaluationRubricandtheInterimandFinalReports.

• ToinformtheFacultyRepresentativethatthereareconcernswiththeTeacherCandidate’sprogressbyfollowingtheStepstoTakeifaCandidateisExperiencingDifficulty

MentoringandCollaborationThefollowingaresuggestionstofacilitatethementoringprocess:

• Welcome and introduce the Teacher Candidate to the school and the classroomcommunity.

• Encourage the Teacher Candidate to become involved in the life of the school. , withschooladministrationandLeadAssociateteacherprovidingarangeofschoolexperiencesduringcommunityservicelearning.

• DiscussexpectationsandsetgoalscollaborativelywiththeTeacherCandidate.

• Plan for observation, co-planning, modelling, guided practice, and co-teaching timethroughout the placement, and provide a collaboratively determined and well-pacedincreaseinresponsibilitiesandindependence.

• Provide opportunities for the Teacher Candidate to assume responsibility for generalschoolandclassroomresponsibilitiesandroutines.


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• Co-plan activities so that the Teacher Candidate can learn and practice engagingstrategiesinordertodevelopknowledgeoftheclassroomcontextandstudentneeds.

• SetasidetimeeachdaytoengageinconversationswiththeTeacherCandidatetodiscussstrengths and areas for improvement. Feedback sessions should be arranged at yourconvenience, such as before or after school or during planning and evaluation time. Afeedbacksheetisprovidedthatyoumayfindhelpfultouse.

• Guide theTeacherCandidate in thedevelopmentofeffective lessonandunitplanning.Teacher Candidates benefit from co-planning, modelling, and specific suggestions forplanningandimplementinglessons.AsTeacherCandidatesdeveloptheirconfidenceandcompetencetheymoveintoplanninglessonsandunitsofstudymoreindependently.

• Review all lesson plans prepared by the Teacher Candidate and provide feedback onplanning and assessment with adequate time for the Candidate to make necessarychanges,preferablythedaybefore.

• IftheTeacherCandidatefailstoprovideanadequatewrittenlessonplan,theyshouldnotteach the class and the Faculty Representative should be informed. As the AssociateTeacher, please feel free to use your professional judgement and intervene whennecessary,asyouareresponsibleforthelearningandmanagementinyourclassroom,.

• Review, observe, and provide written comments about lesson/unit plans and theirimplementation by giving alternative strategies, suggestions, and recommendations forbetterengagementandconnectionwithstudents.

Honorarium

• The University of Ottawa will provide Associate Teachers an honorarium of $320 perTeacherCandidatepersession.IfaCandidateissharedbytwoAssociateTeachersshareaCandidate,thehonorariumissharedbetweenthetwo.Thishonorariumispaiddirectlytothe teacher. A cheque, made out to the Associate Teacher, will be sent to the schooladdress.Pleaseallow6–8weeksforprocessingafterthecompletionofpracticum.

TeacherCandidates

TheFacultyofEducationrequiresthatTeacherCandidatescarryouttheirprofessionaldutiesinaccordancewiththeexpectationsofmembersoftheprofessionasoutlinedintheStandardsofPracticefortheTeachingProfessionandEthicalStandardsoftheOntarioCollegeofTeachers.


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TheTeacherCandidate isconsideredanassociatememberoftheOntarioTeachers’Federationandmust thereforeact inaccordancewith theDutiesofTeachers contained in theRegulationmadeundertheTeachingProfessionAct(June1,2006)

FailuretocomplywithanyofthestandardsmayresultintheimmediatewithdrawalfromtheCommunity Service Learning and/or Practicumplacement and possibly from theBachelor ofEducationprogram.ThisisinaccordancewiththeFacultyofEducation’sethicspolicy.

Inquiry,Learning,andCollaborationExpectations• Becomefamiliarwith,understand,andfollowschool,board,andtheUniversityofOttawa

policies,aswellasschool-specificprocedures.

• Demonstrateinitiative,apositiveengagingprofessionalattitude,andawillingnesstolearninallinteractionsintheschoolcommunity.

• Observe and record the Associate Teacher’s instructional techniques, strategies, andmethodsofestablishinganeffectiveandapositivelearningenvironment,includingwaystoengageandbuildrapportwithstudents.

• Clarify and problem-solve with the Associate Teacher as to how to engage individualstudents.

• Maintain a CSL/Practicum placement daybook. This is an essential tool for TeacherCandidatesasitreflectstheirprofessionalpresenceintheclassroomandschool.Itshouldreflect daily planning and professional responsibilities throughout Community ServiceLearningandPracticum.

• Complete administrative tasks normally completed by the Associate Teacher (e.g.,attendance,distributionorcollectionofforms)aspartofdailyroutinesoftheclassroom.

• Participateinanyout-of-classregularlyscheduleddutieswiththeAssociateTeacher(e.g.,lunchduty,busduty,yardduty,hallduty- forthefulldurationoftheduty),ProfessionalDevelopment(PD)days,ProfessionalLearningCommunities(PLCs)andmeetingswithstaffandparents(asappropriate).

• Planandpreparelessonsusingtheappropriatelessonplantemplates.Submitlessonplansto the Associate Teacher at least 24 hours prior to implementation to receive feedbackwhere required. Upload lesson and unit plans on Blackboard Learn for PED 3150/3151professor.

• Ensurethatanymaterialsneededforthelessonarepreparedwellaheadoftime.

• WiththesupportoftheAssociateTeacherplanandinstructlessons/unitstobothsmallandlarge groups of students and assess their progress. As you develop your skills and


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confidenceintheclassroom;planning,implementingandassessingstudentlearningwillbedonemoreindependently.

• Reflectdailyontheexpectationsofthelesson,theactualexperienceofteachingthelesson,andonwhatwaslearnedthroughthisprocess.Reflectionsshouldidentifystrengths,areasfor growth, and one or two SMART Goals for improving the effectiveness of studentlearning.

• MakearrangementswiththeAssociateTeachertoobtainregularfeedbacktoidentifyareasfor improvement. Regular feedback should occur – before school, after school or duringplanningtime-attheAssociateTeacher’sdiscretion.

• Display openness to new ideas, and a responsive attitude to the Associate Teacher’ssuggestions,alternativestrategies,andrecommendations.

• Maintainawritten recordof commentsand suggestionsmadeby theAssociateTeacher.These comments should become and reflect on how these strategies can help theirprofessionalgrowth.

• Incorporate the Associate Teacher’s suggestions and guidance into professional practicethroughaninquirymodelofadaptivepractice.

• Completeandsubmitgoal-settingandself-evaluationsforCommunityServiceLearningandPracticum.

Absences

• TeacherCandidatesareremindedtokeeptheirstudentshealthandsafety inmind inthecaseofanillness.

• IntheeventofanabsencenotifytheschoolandtheAssociateTeacherwellinadvanceofthe beginning of the school day. Any lesson plans andmaterials for the daymust be e-mailedtotheAssociateTeacher.

• Notify thePracticumoffice at [email protected] and the FacultyRepresentativeof allabsences.

• Amedical certificatemust be provided to the PracticumOffice in the event of absencestotalling 3 days ormore. Teacher Candidatesmay be expected tomake up absences tocompletetherequirementsofthePracticum.

• ATeacherCandidatewho leavesapracticumforanyreasonotherthan illness,withoutpermission of theDirector of Teacher Education,will be considered to have failed theplacement. Following an interview and possible remediation, a make-up round may bearranged.Thefeeforafailedpracticumwillbeapplied.


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PoliceRecordCheckReports

• Allpublicandprivateschoolboards requireapolice recordcheck, includingaVulnerableSector Screening. Teacher Candidates must submit this report from a local or regionalpolice service for each year of the program before the practicum (The Safe School Act20003).

• TeacherCandidateswillnotbepermitted tocommencethepracticumuntil this report isreceived.TheUniversityofOttawawillnotbeheldresponsibleifthepracticumcannotbeheldasaresultofthepolicerecordcheck.

• Teacher Candidates should carry their original police record check to their practicumschool.

WorkplaceTraining• TeacherCandidatesareexpectedtocompleteon-lineworkplacetrainingappropriateto

the Board of Education to which they are assigned. The certificate from the trainingshouldbeincludedintheirCSL/practicumdaybook.

WorkplaceSafetyandInsuranceBoardForm• Completion of the Student Declaration of Understanding form is mandatory prior to

participationinCommunityServiceLearningandPracticum.ItprovidesWorkplaceSafetyand Insurance coverage for Teacher Candidates and will be distributed to TeacherCandidatesthroughPED3150/3151. IftheTeacherCandidateis involvedinanaccidentwhileatschool,thismustbereportedinwritingand/orbyphonetothePracticumOfficeassoonaspossible.

Co-curricularActivities• Teacher Candidates are encouraged to engage in the school community and make a

contributiontoco-curricularactivities.TeacherCandidatesmustconductanyco-curricularactivitiesunderthesupervisionofamemberoftheOntarioCollegeofTeachers.

• Under no circumstances should a school activity interfere with Practicum classroomresponsibilitiesorUniversitycoursework.

ArrivalandDepartureTimes• TeacherCandidatesareexpectedtoarriveattheirassignedclassroomatleast30minutes

priortotheofficialschoolstarttimeandstayattheschoolatleast30minutesattheendofthedayorasdeterminedbytheAssociateTeacher.

• Schoolsrequirenon-staffmemberstosign inat themainofficeandadheretothevisitorpolicyoftheindividualschool.

3http://www.edu.gov.on.ca/safeschl/eng/ssa.html


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UnqualifiedSupplyTeaching• OurTELC(TeacherEducationLiaisonCommittee),whichrepresentstheteacherfederations

inOntario,haveaskedustoremindteachercandidatesofthepotentialrisksofunqualifiedsupply teaching inOntario or in other jurisdictions. Although Teacher Candidates are anassociatememberofOTFandareexpectedtoactaccordingtotheStandardsofPractice,they do not have the same protection provided to full members if an allegation, anincident, or significant issue arises. As Teacher Candidates are pursuing teaching as acareer, any incident or investigation of an allegation may impact upon their ability tocomplete the Teacher Education program or be certified by the Ontario College ofTeachers.Wewantallpartnerstobewellawareoftherisks.

PrincipalsandLeadAssociateTeachers:

• ConsultandencourageteacherstobecomeAssociateTeachers.

• Collaborate with Lead Associate Teacher and school staff to determine school-basedcommunityservicelearningpriorities.

• Welcome the Teacher Candidates to the school and provide information the TeacherCandidatemayrequireregardingschoolorboardpolicies.

• Providemodelling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.

• Helpfacilitateopportunities forTeacherCandidatestoexperienceall facetsof theschoolcommunity [e.g., invite Teacher Candidates to staffmeetings, assistwith extra-curricularactivities,andattendstudent/parentinterviews(asappropriate)].

• Ensure that whenever Teacher Candidates are with students, they are under thesupervisionofamemberoftheOntarioCollegeofTeachers.

• CollaboratewithAssociateTeacherstocompletesummativeandformativeevaluationsoftheTeacherCandidate ifnecessaryandparticipate in theprocess if aTeacherCandidateexperiencesdifficulty

• Report,asrequiredforotherstaffmembers,anyaccidentinvolvingtheTeacherCandidatewhileonschool/boardproperty.

FacultyRepresentative:PED3150/3151Professor• Facilitate thePED3150“BecomingaTeacherThrough Inquiry intoTeaching”and/orPED

3151“EnactingCollaborativeInquiryinProfessionalPractice”classes.

• Oversee preparation of the Teacher Candidate for Community Service Learning andPracticum,including:goalsetting,lettersofintroduction,andclarificationofexpectations.


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• DuringCommunityServiceLearningandPracticum,maintainregularcontactwithTeacherCandidates and Associate Teachers through telephone or electronic communication toprovidesupportandtoclarifyinformationand/orexpectationsasneeded.

• VisitTeacherCandidatesintheircommunityservicelearningandpracticumsettingatleastonceduringtheacademicyear.ReturnPracticumFeedbackFormtothePracticumOfficeelectronicallytopractica@uottawa.caorinpersonshortlyaftercompletion.

• ProvideguidancetoTeacherCandidatesbasedonprofessionalcollaborationanddiscussionbetweenallpartners.

• Advise the PracticumOffice, Director of Teacher Education and theAssistantDirector ofTeacherEducationofanyTeacherCandidates indifficulty.Followprocedures forTeacherCandidatesexperiencingdifficultytoensuretheyaresupported.Afinaldeterminationwillbemadeastohis/herperformanceafterthistime.

• AssesstheTeacherCandidates’placementdaybook,reflections,goals,andself-assessment,and advise on areas for improvement. Approve the Teacher Candidate's record of CSLhoursonCommunityNavigator.


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ExpectationsforCommunityServiceLearningThe ultimate purpose of CSL is to provide Teacher Candidates with opportunities to becomefamiliar with school communities, to participate in and contribute to the wide range ofeducationalexperiencesinschool,andtolearnandgaininsightsregardingschoolcultureandtheprofessionalcommunity.Itisanessentialcomponentofthepracticumexperience.An example of the type of school-based collaboration is demonstrated in this story fromAdrienne Clarkson Elementary School, OCDSB.: http://education.uottawa.ca/en/news/teacher-candidates-adrienne-clarkson

WhatdoesCSLentail?• TeacherCandidateswillcomplete90-150hoursofCSLoverthecourseoftheyear.• ForYear1teachercandidate’scommunityservicelearningwillconsistofonedayaweek

(Wednesdays)SeptembertoNovember2017.Theseschool-basedplacementsarelinkedtotheirpracticumplacements.

• ForYear2teachercandidatesCSLconsistsofathree-weekblockfromApril9–26,2017in a school, community or alternate setting. A variety of educational opportunities arearrangedinpartnershipwiththeFaculty.

• ApprovedandverifiedCSLactivitieswillberecordedonTeacherCandidates’co-curricularRecord(CCR),auniversitydocumentthatrecognizesservicetothecommunity,andhelpstracethedevelopmentofleadership,compassion,ethics,andself-confidence.

• With the adaptive expertmodel, the development of each Teacher Candidatemay bedifferentandthereisflexibilityintheprocess.TheFacultyhasexpectationsforhighlevelsof professionalism, initiative and engagement demonstrated by Teacher Candidates intheirCSLplacements.

WhattoexpectatthebeginningofCSLforYear1?

• Become familiar with school culture and environment, including expectations forteachers,students,andvolunteersinthebuilding.

• Gettoknowschoolroutinesincludingproceduresforsigningin,parking,classschedules,dutytimes,andaccesstophotocopierandothertechnologyintheschool.

• First introductions in the classroom and begin to build rapport between AssociateTeacher,TeacherCandidate,otherstaff,andstudentsintheclassroom.

• Meet with Lead Associate Teacher and Principal to discuss possible school based CSLprojects


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WhataretheexpectationsforLeadAssociateTeachersandPrincipalsinYear1?• Welcome the Teacher Candidates to the school and provide information the Teacher

Candidatemayrequireregardingschoolorboardpolicies.• Providemodeling,leadership,andsupportforTeacherCandidatesandAssociateTeachers.• HelpfacilitateopportunitiesforTeacherCandidatestoexperienceallfacetsoftheschool

community.• Ensure that whenever Teacher Candidates are with students, they are under the

supervisionofamemberoftheOntarioCollegeofTeachers.

WhataretheexpectationsforTeacherCandidatesforYear1?• Become familiar with, understand, and follow: school, board, and the University of

Ottawapolicies,aswellasschool-specificproceduresforstudentsafety.• Demonstrate initiative, a positive engaging professional attitude, and a willingness to

learninallinteractionsintheschoolcommunity.• Observe and record the Associate Teacher’s instructional techniques, strategies, and

methods of establishing effective class management and a positive environment,includingwaystoengageandbuildrapportwithstudents.

• UsetheirobservationstoengageinaprofessionaldialoguewiththeirAssociateTeachers.The questions they ask should help in their understanding of the strategies andapproachesusedinplanningandimplementingoftheschool-basedand/orclassactivitiesandinunderstandingthewaysstudentsarelearning.

• Completeandsubmitweeklywrittenreflectionsandself-evaluationsforPED3150.• Over the courseof theCSLplacementTeacherCandidates collaboratewith teachers to

support student learning in school-based and classroom-based programs, and shouldbegintoco-planandco-teachclassroomlearningactivities.

• Demonstrate growth in professionalism, initiative, comfort and confidence in theclassroomandschoolsettings.

WhataretheexpectationsforAssociateTeachers?• 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,classroommanagement,andassessment.

• DuringCSLprovidefeedbackregardingtheperformanceoftheTeacherCandidateinthethreeofthefiveteachingcompetencies(professionalism,communication,engagementincommunity)usingtheCSLFeedbacksheet.

WhataresomepossibleexamplesofCSLProjects?• Support in AT’s classroom- small group, one-to-one, teaching once aweek stand-alone


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subject• SupportinResourceSetting• Tutoringatlunchorafterschool• Literacyprograms(readingwithstudents)• Numeracysupportprograms• Socialskills/mentoringprojects• Peermediationsupport• Technologytraining-assistivetechnology,makerspace• Assistanceinbreakfastandlunchprograms• Supportforclubsorlunchhourextra-curricularactivities

ExpectationsforYear2CommunityServiceLearningThe goal of the three-week community service placement is to provide Teacher Candidatesexperiencesinalternateeducationalandcommunitysettings.TheexpectationsandstructureoftheplacementaredependentonthecollaborationbetweentheTeacherCandidate,theFacultyRepresentative,andtheschoolorcommunitypartner.IntheCSLplacementthesiteplacementsupervisorandthePED3151professorsupervisetheTeacherCandidate.TeacherCandidatesareexpectedrecordtheirhoursandtosubmitawrittenreflectionattheendoftheirplacement.


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ExpectationsforPracticumLearning to teach is a complicated process so there will be individual variations in a TeacherCandidate’s development. By the end of the eight-week evaluated practicum, the TeacherCandidate should showcompetence in teachingat thedivisionassigned. Thismeans that theyshouldmeetmostof theexpectations in the fivecompetencyareas (professional competency,communication, knowledge, commitment to students, and planning and implementation). Thepracticumevaluation rubric isavailable forclarification. Examplesof the timeframe forYear1andYear2areprovidedasaguide.Overtheeight-weekpracticumthetasksforeachpersonare:

• TeacherCandidate:•Gradualincreaseofresponsibilityandindependenceinteachingrole•Demonstratecompetence(meetsmostexpectations)inteachingattheassigneddivision(planning,implementing,managingandassessingstudentlearning)bytheendofpracticum

• Associateteacher:•Constructive,ongoingfeedback• Gradual release of teaching responsibilities and independence in planning,implementing,managing,andassessingstudentlearningbytheendofpracticum•Professionalmentorship

• Facultyrepresentative:•LiaisonbetweenFacultyofEducation,TeacherCandidate,andAssociateTeacher• Support associate teacher and Teacher Candidate in practicum experiences,especiallyifcandidateexperiencesdifficulty

• Schoolpartners:• Support Associate Teacher and Teacher Candidates in evaluated practicumexperience

Year1PracticumTimeframe

Whattoexpectforthethree-weekblockinDecember?TransitionfromCSL

• The three-week placement in December provides the teacher candidate with anopportunitytoobserve,teachandparticipateintheroutinesandcourseschedule/classesoftheAssociateTeacheroverthecourseofthreeweeks.


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• Teachercandidatesshouldcontinuetosupportindividual,smallgroupand/orlargegrouplearning. Insomeclassesthismightbeanopportunitytoco-planandco-teachaunitofstudy,toconductaninquiry,ortoco-developlearningcenters.

• Teacher candidates could continue to participate in or implement the school-basedprojectthatwasdevelopedwiththeschoolstaffassistance.

• Iftheteachercandidatehasnotalreadydoneso,withinthefirstweektheyshouldplananddeliverwithassistanceatleasttwolargegroupinstructionactivities.

• Teachercandidatesshouldassistinco-planningandco-evaluatinganassessmentpieceorpieces. This brings the teacher candidate learning from their curriculum course intoaction.

• Receivefeedbackregardingtheirprogresstodateintheirpracticumplacement.• Provide an extra support in classrooms and schools at a very busy time of year when

schedulesarenotalwaysconsistent.

WhattoexpectduringnineWednesdaysinJanuarytoMarch?

• Co-Planning,Co-Teaching• Assumingmoreindependenceandresponsibilityfordailyroutines• Individuallessonplanning• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching

InterimEvaluation:March29,2018

• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas

Week4-9

• Implementingunitplan• Increased independence in planning, implementing, assessing and managing learning

activities

FinalEvaluation:

• April 26, 2018 Demonstrates competence by meeting most expectations in thecompetencyareas.


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Year2PracticumTimeline

Week1

• Observation• Co-Planning,Co-Teaching• Gettingtoknowroutinesandstudents

Wednesdaysfor9Weeks

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

Week2-4

• IndividualLessonPlanningwithfeedback• Co-planningunitplan• Assumingmoreresponsibilityandindependenceinteaching

InterimEvaluation:December15,2017

• Demonstratesdevelopingtowardsexpectationsinallcompetencyareas

Week5-8

• Implementingunitplan• Increased independence in planning, implementing, assessing and managing learning

activities

FinalEvaluation:January26,2018

• Demonstratescompetencebymeetingmostexpectationsincompetencyareas.

AssessmentandEvaluation

• TheTeacherCandidate’sperformanceinCommunityServiceLearningandPracticumshouldbe assessed as a developing teacher rather than compared to the performance of anexperiencedteacher.Arubricisavailableforreference.


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• TeacherCandidatescontinue todevelop their skills throughobservation,guidedpractice,independentpractice,andtheconstructivefeedbackandmentoringofAssociateTeachers.Co-teachingandco-planningareessentialtothisdevelopment.

• If a Teacher Candidate experiences difficulty during the Community Service Learningand/orPracticumplacement,theAssociateTeachershouldrefertothe‘StepstotakeiftheTeacherCandidate isexperiencingdifficulty’.PleasenotethataLetterofConcernmaybecompletedatanypointduringthepracticumexperiencewhenexpectationsarenotbeingmet.


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Assessment&EvaluationChecklistThefollowingchartprovidesguidelinesfortheassessmentandevaluationofTeacherCandidates:

Details GivenBy Date

Dailyfeedback

• Provideoral feedbackdailyon fivecompetencies:professional commitment, communication,knowledge, classroommanagement, and planningandimplementation.

• MaintainawrittenrecordofsuggestionsprovidedbyAssociateTeacher.

• Reflect of lessons learned and incorporate intodailypractice

ASSOCIATETEACHER

TEACHERCANDIDATE

Daily

Weeklyfeedback

• DuringPracticumprovidewrittenfeedbackweeklyonthefullrangeofcompetencies,aslistedabove.The Practicum Feedback Form for AssociateTeacherscanbeusedasreference.

• Please note that if the Teacher Candidateexperiences difficulty at any time, the Steps totake if a Teacher Candidate is ExperiencingDifficultyshouldbefollowed

• Please note that a Letter of Concern may becompleted at any point during the CSL andpracticumwhenexpectationsarenotbeingmet

• Incorporateweeklyfeedbackintoweeklygoalsandself-reflections

• Submit Lesson plans to Associate Teacher inrequiredtimeframe

• Submit lesson plans to Faculty RepresentativethroughBlackboardLearnforPED3150/3151.

• Read goals and reflections and provide feedbackand suggestions to Teacher Candidates asnecessary

ASSOCIATETEACHER

TEACHERCANDIDATES

FACULTYREPRESENTATIVE

Weekly


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CSL • Complete CSL Checklist provided by FacultyRepresentative

• ApproveCSLHoursonCentre forCommunity andGlobalEngagementWebsite

• CompleteCSLSelf-Reflection

• Prepare Poster Board for November showcase(YEAR1TeacherCandidates)

ASSOCIATETEACHER/LEADASSOCIATETEACHER


TEACHERCANDIDATE

YEAR1TeacherCandidates

November29,2017

YEAR2TeacherCandidates

April26,2018

PracticumInterimReport(FormativeEvaluation)

• Using the Practicum Interim Report, the AssociateTeacher evaluates the Teacher Candidate’s overalllevelofeachoftheperformanceindicators.

• Use the Practicum Evaluation Rubric in preparingtheInterimReport.

• TheAssociateTeachersharesthePracticumInterimReportwiththeTeacherCandidate.

• TheTeacherCandidatemakesacopyfortheirownrecords and signs the Practicum Interim Reportwhichindicatesthatthereportwasprovided

• TheTeacherCandidatee-mailsor delivers a copyof the report in person to the FacultyRepresentative and to the Practicum Office:[email protected]

• A Teacher Candidate who receives any ratings ofDoes Not Meet Expectations on the PracticumInterim Report should follow theSteps to take iftheTeacherCandidateisexperiencingdifficulty

ASSOCIATETEACHER

TEACHERCANDIDATE


YEAR1-PRACTICUM

Friday,March29,2018

YEAR2-PRACTICUM

Friday,December15,,2017


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PracticumFinalReport(SummativeEvaluation)

• Support in the preparation of the Final Report isavailablethroughtheFacultyRepresentative.

• The Final Report must be completed and sharedwith the Teacher Candidate. Both the AssociateTeacher and the Teacher Candidate must sign theFinalReport. TheAssociateTeacher shouldkeepacopy and provide the original to the TeacherCandidate.

• The Final Report is e-mailedor delivered inpersonto the Practicum Office and the [email protected]

• It is the Candidate’s responsibility to ensure thepracticumofficereceivesacopyoftheFinalReportandthattheoriginaliskeptforpersonalrecords.

ASSOCIATETEACHER

TEACHERCANDIDATE

YEAR1-PRACTICUM

Thursday,April26,2017

YEAR2-PRACTICUM

Friday,January26,2018

Practicum• Artefacts from the Practicum, including thecompletedGoal Setting Sheet, and The PracticumSelf-Evaluation Form must be shared with theFacultyRepresentative,followingPracticum.

TEACHERCANDIDATE/FACULTYREPRESENTATIVE

PED3150/3151Class


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StepstotakeifaTeacherCandidateisExperiencingDifficulty

Itisimportanttonotethatthesestepsserveasguidelines.Sincesituationsvary,theissuesthatoccurwillbedealtwith inanappropriateandcollaborativemannerbasedon theprofessionaljudgementoftheAssociateTeacher,FacultyRepresentative,DirectorofTeacherEducation,andAssistantDirectorofTeacherEducation.

• NotifythePrincipal,theFacultyRepresentative,andthePracticumOfficeoftheTeacherCandidate’s nameand the key areasof difficulty.A classroomobservationby a FacultyRepresentativewillbescheduledincollaborationwiththeAssociateTeacher.

• Usingtheteachingcompetenciesasabasisfordiscussion,theAssociateTeacherandtheFacultyRepresentative shoulddiscuss areas for improvementand/or concernswith theTeacher Candidate. A plan of action offering constructive suggestions, guidance, andassistanceshouldbecollaborativelydeveloped.

• In situationsof serious concerns, theAssociate Teacher and the FacultyRepresentativecollaborativelywriteaLetterofConcern.AcopyoftheLetterofConcernistobeprovidedto thePracticumOffice. Pleasenote that a Letter of Concern canbe completed at anypointduringthepracticumwhenexpectationsarenotbeingmet.

• The Associate Teacher and the Faculty Representative will ensure that the TeacherCandidate understands the concerns outlined in the Letter of Concern, as well as thenecessary action required to improve and continue in the placement by the specifiedtimeline.

• The Associate Teacher and the Faculty Representative will monitor subsequentperformance of the Teacher Candidate. TheAssociate Teacher in consultationwith theFaculty Representative and the Principal will make the determination of the finalevaluation.

• If the Candidate fails tomeet objectives as set out in the Letter of Concern and/or isdeemed inappropriate for being in a classroom, the Principal in collaboration willterminatethePracticumwiththeAssociateTeacherandtheFacultyRepresentative.TheDirectorofTeacherEducationwillcompletealetterofwithdrawal.

• IfthePracticumisterminated,afinalreportmustbepreparedbytheAssociateTeacherandaFailuremustbeindicatedonthereport.

• TheTeacherCandidatewillmeetwiththeDirectorand/orAssistantDirectorofTeacherEducation.Aplanofactionwillbedevelopedtoaddressareasofconcern.

• The Teacher Candidate must make a written request to the Director and/or AssistantDirector of Teacher Education for a make-up practicum. The written request should


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clearlyreflectinsightgainedfromthepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccessinafutureplacement.


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Make-upPracticumPlacements:Reasonsforarrangingamake-uppracticum

A: Deferral of Practicum due to illness or personal circumstances prior to thecommencementofPracticum.

• Teacher Candidateswho need to defer their Community Service Learning andPracticum due to medical/personal or family reasons must meet with theAssistantDirectorortheDirectorofTeacherEducation([email protected])inadvanceof theplacement. Medical reasons requireamedicalcertificate. TheAssistant Director and the Director of Teacher Education authorize all suchdeferrals. Candidates will be offered a subsequent Practicum in consultationwiththePracticumCoordinator.

• CandidatesdeferringaPracticummaynotgraduatewiththeircohort.B:DeferralfromPracticumafterthecommencementofPracticum:

• Candidates choosing to leave practicum without the prior approval of theDirector of Education, except in the case of illness, will receive an automaticFailure.

• The Faculty Representative must be involved in the decision to leave aPracticum.

• DeferralsofPracticumafterthecommencementofPracticumaregivenonly inveryexceptionalcircumstances.CandidatescannotobtainadeferralwithouttheapprovaloftheAssistantDirectorortheDirectorofTeacherEducation.

• Candidates will not automatically receive a make-up Practicum within theacademicyear.

• An administrative fee for the make-up practicum may be charged to theCandidate.

C:Make-upPracticumasaresultofunsatisfactoryperformance:

• Teacher Candidates who receive a grade of Unsatisfactory (E) for one of thePracticumplacementscanrequestamake-upplacement.TheTeacherCandidatemustmake a written request to the Director or Assistant Director of TeacherEducation. The written request should clearly reflect insight gained from thepreviousplacementandtheactionrequiredbytheTeacherCandidatetoachievesuccess in a future placement. The written request should also demonstrate


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appropriateprofessionalconduct.

• TheCandidatemustmeetwiththeAssistantDirectorortheDirectorofTeacherEducation.

• TheDirectorofTeacherEducationwillconsiderthewrittenrequestandexaminealldocumentationtodeterminewhetherornotamake-upplacementisgranted.

• Dependingontheseriousnessoftheissue,make-upplacementsmayberefused,and the Teacher Candidate’s right to continue in the Bachelor of Educationprogrammayberevoked.

• If the request is granted, a Candidate will typically be asked to complete aremediationplan.ThePracticumCoordinator,inconsultationwithschoolboardpersonnel,willestablishaplacement.Therewillbeanadditionaladministrativefeelevied.

• If the request is denied, the Director of Teacher Education will inform theTeacherCandidateinwritingthats/hehasbeenremovedfromtheprogram.

• Make-up placements may be carried to the following academic year. Uponsuccessfulcompletionofthemake-upplacement,theTeacherCandidatewillbepermittedtoparticipateinthesubsequentFacultyofEducationconvocation.

• The Teacher Candidate is permitted to complete only onemake-up Practicumplacement. If themake-upattempt isunsuccessful, theTeacherCandidatewillnot be given another opportunity to raise the grade and will not berecommendedfortheB.Ed.Degree.

WithdrawalfromCSL&Practicum:ProfessionalEthics• TeacherCandidatesmustatalltimescomplywiththeOntarioCollegeofTeachers’(OCT)

Ethical Standards for the Teaching Profession, Standards of Practice for the TeachingProfessionandtheTeachingProfessionActandTheFacultyofEducationRegulationonProfessional Ethics. Any violation of these standards will result in the immediatewithdrawal of the Candidate from the Practicum and the initiation of the process isoutlinedintheRegulation.

Forms(AvailableonFacultyWeb-site)

• OCTEthicalStandards

• OCTStandardsofPractice


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• TeachingProfessionsAct(Excerpt)

• FacultyofEducationRegulationonProfessionalEthics

• NoticeofCollectiveDisclosure

TheTeacherCandidate’sperformance inCommunityServiceLearningandPracticumshouldbeassessedasadeveloping teacher rather thancompared to theperformanceofanexperiencedteacher.TheinterimandfinalevaluationformsforPracticumreflectthedevelopmentalnatureoflearningtoteach.Thefollowingaretoolstoassist intheassessmentandevaluationprocessofTeacherCandidates.

ThefollowingformshavebeencreatedinAdobetocomplywiththeOntarioGovernmentandUniversity of Ottawa accessibility standards. To optimally use these forms please downloadandsaveonyourdesktop.Opentheformfromyourdesktop.

• PracticumFeedbackform(AssociateTeacher)

• PracticumEvaluationRubric

• InterimPracticumReport*thisformmustbedownloadedandsavedondesktoptosave

changes.

• FinalPracticumReport*thisformmustbedownloadedandsavedondesktoptosavechanges.


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Appendix

• PracticumRubric

• OCTAccreditationGuideSummary

PRACTICUM EVALUATION RUBRIC

Please Note:

• The practicum evaluation should be based on the developmental nature of learning to teach. In filling out the practicum report please keep in mind the teacher candidate’s stage of preparation in the program. Teacher candidates continue to develop their skills through observation, guided practice and the constructive feedback and mentoring of Associate Teachers.

• There are three categories for evaluating teaching competencies: Does Not Meet Expectations, Developing Towards Expectations, Meets Expectations

• If the Teacher Candidate receives any ratings of “Does Not Meet Expectations”, the PED 3150/PED 3151 professor or the Practicum Coordinator must be contacted and a Letter of Concern may be collaboratively generated

• If the Teacher Candidate receives any ratings of “Developing Towards Expectations”, clear suggestions for improvement should be provided to the Teacher Candidate.

• Under the ‘comment section’ within each competency the Associate Teacher is encouraged to add descriptions of the positives that really stand out for the teacher candidate and/or to make suggestions in areas where the teacher candidate needs improvement.

A. PROFESSIONALCOMMITMENTCOMPETENCYCOMPETENCY DoesNotMeetExpectations MeetsExpectationsProfessionalInteractions:Demonstratesprofessionalismininteractions.Demonstratesapositiverapportwithstudents.

TheTeacherCandidatedemonstratesalackofprofessionalismininteractions.

TheTeacherCandidatedemonstratesprofessionalismininteractions.

ProfessionalRelationships:Interactsrespectfullywithmembersofschoolcommunity.DemonstratesanunderstandingoftheAssociateTeacher/TeacherCandidatementoringrelationship.

TheTeacherCandidatehasdifficultyinteractingrespectfullyand/ordemonstratesalackofunderstandingoftheAssociateTeacher/TeacherCandidaterelationship.

TheTeacherCandidateinteractsrespectfullyanddemonstratesanunderstandingoftheassociateteacher/teachercandidaterelationship.

ProfessionalResponsibility:FulfillsresponsibilitiesidentifiedbytheAssociateTeacherandtheUniversityPracticumHandbook(e.g.duties,reinforcingschoolrules,extracurricularactivities,meetingrequireddeadlines)

TheTeacherCandidatehasongoingdifficultyfulfillingtheresponsibilitiesidentifiedbytheAssociateTeacherandtheUniversityPracticumHandbook.

TheTeacherCandidatefulfillstheresponsibilitiesidentifiedbytheAssociateTeacherandtheUniversityPracticumHandbook.

Initiative:Demonstratesthathe/sheisa‘self-starter’andactsonsuggestionsandguidancefromtheAssociateTeacher.

TheTeacherCandidateshowslittleinitiativeandhasongoingdifficultyactingonthesuggestionsandguidancefromtheAssociateTeacher.

TheTeacherCandidateshowsinitiativeandincorporatessuggestionsfromtheAssociateTeachertoimprovetheirprofessionalpractice.

B. COMMUNICATIONCOMPETENCYCOMPETENCY DoesNotMeetExpectations MeetsExpectationsVerbalCommunication:Speaksclearlyandunderstandably(e.g.pronunciation,modulation,volume,articulation).Usescorrectoralconventions(e.g.mechanicsoftheEnglishlanguageaswellassubjectspecifictermsandsymbols).

TheTeacherCandidatehasongoingdifficultywithverbalcommunication.

TheTeacherCandidatecommunicatesclearlyandappropriately.

Non-VerbalCommunication:Useseffectiveandappropriatenon-verbalcommunication(e.g.eyecontact,facialexpressions,bodylanguage).Readsnonverbalcommunicationandrespondsappropriately.(e.g. scansclasstoidentifystudentswhoarenotengaged)

TheTeacherCandidatehasongoingdifficultyusing,readingorrespondingtononverbalcommunication.

TheTeacherCandidateuses,readsandrespondstononverbalcommunicationappropriately.

WrittenCommunication:Usescorrectwrittenconventions(e.g.mechanicsoftheEnglishlanguage,aswellassubjectspecifictermsandsymbols).Writesclearlyandunderstandably(e.g.appropriatesizeandscripttext,legibletext,layoutofboardwork,overhead,multimedia).

TheTeacherCandidatehasongoingdifficultywithwrittencommunication.

TheTeacherCandidateuseswrittencommunicationappropriately.

ListeningandResponding:Usesappropriatewaittime(e.g.givesstudentappropriatetimetoprocessquestionsbeforeresponding).Usesprobingandpromptingtechniques(e.g.rephrasesquestions;providescues).Modelseffectivelisteningskills(e.g.demonstratesactivelistening;demonstratescomprehension).

TheTeacherCandidatehasongoingdifficultydemonstratingappropriatelisteningandrespondingskills.

TheTeacherCandidatedemonstratesappropriatelisteningandrespondingskills.

C. KNOWLEDGECOMPETENCYCOMPETENCY DoesNotMeetExpectation MeetsExpectationsSubjectKnowledge:Demonstratesfundamentalknowledgeofsubjectmatterforteachingtheassignedgradelevel.Providesclearexplanationsanddemonstratesappropriatesubjectknowledgeandrelatedskills.

TheTeacherCandidatedemonstratesaconsiderablelackofsubjectmatterknowledgeand/orhasdifficultyconveyingthesubjectmatter.

TheTeacherCandidatedemonstratesappropriatesubjectmatterknowledgeandconveyssubjectmatterinappropriateways.

COMPETENCY DoesNotMeetExpectation MeetsExpectationsDevelopmentalNatureofLearners:Respondstoquestionsregardinglessoncontentinaknowledgeableandappropriatemanner.Buildsuponstudentresponsestoexpandandextendthediscussionandlearning.

TheTeacherCandidatehasongoingdifficultyrespondingtoquestionsandbuildingonstudentresponses.

TheTeacherCandidateisrespondingappropriatelytoquestionsandbuildingonstudentresponses.

Curriculum:Demonstratesanunderstandingofthecontextinwhichthelearningtakesplace(e.g.,therationaleofthelesson,howthelessonfitsintotheoverallunitorlongrangeplans).DemonstratesgrowthinunderstandingtheOntariocurriculumexpectationsspecifictogradeandsubjectstaught.

TheTeacherCandidatehasongoingdifficultydemonstratinganunderstandingofthelearningcontextandOntariocurriculum.

TheTeacherCandidatedemonstratesappropriategrowthinunderstandingofthelearningcontextandOntariocurriculum.

D. COMMITMENTTOSTUDENTSCOMPETENCYCOMPETENCY DoesNotMeetExpectations MeetsExpectationsPositiveLearningEnvironment:Demonstratesafriendly,positive,andprofessionalmanner.Promotesclasssafetyandwellness.Demonstratesaprofessionalpresenceintheclassroomthathelpstoensurestudents’attentionandrespect.

TheTeacherCandidateisexperiencingongoingdifficultycreatingapositivelearningenvironmentandaprofessionalpresence.

TheTeacherCandidateisdemonstratingapositivelearningenvironmentandaprofessionalpresence.

ManagingClassroomEnvironment:Demonstratesconsistencyinmaintainingclassroomroutinesandexpectations.Utilizesappropriateverbalandnon-verbalclassroommanagementtechniques(e.g.,circulatesthroughouttheclass,makeseye-contact,usespausesandproximity).

TheTeacherCandidateisexperiencingongoingdifficultyindevelopingclassroomroutinesandexpectationsand/orusingclassroommanagementtechniquesappropriately.

TheTeacherCandidateisdemonstratingconsistentclassroomroutinesandexpectationsandusesclassroommanagementtechniquesappropriately.

StudentEngagement:UsesproactiveandpreventativestrategiesforengagingstudentsDemonstrates an understanding of student’s needs and responds in a culturally appropriate and flexible manner

TheTeacherCandidateisexperiencingongoingdifficultyinusingstrategiesforengagingstudentsand/orunderstandingandrespondingtostudentneeds

TheTeacherCandidateisdevelopingstrategiesforengagingstudentsandmeetingtheirneeds.

CollaborativeProblem-SolvingandPlanning:Demonstratesanunderstandingoftheneedforcollaborativeplanninganddifferentiationtoaddressstudentlearningneeds.(e.g. workingwith theAssociateTeacher,schoolstaff)

TheTeacherCandidatedemonstrateslittleunderstandingoftheneedforcollaborativeplanninganddifferentiation.

TheTeacherCandidatedemonstratesunderstandingoftheneedforcollaborativeplanninganddifferentiation.

E. PLANNINGANDIMPLEMENTATIONCOMPETENCYCOMPETENCY DoesNotMeetExpectations MeetsExpectationsDevelopmentofLessonPlansUtilisesalessonplantemplateincludingappropriatereferencetoOntariocurriculum.(e.g. overallandspecificexpectations)Providesinlessonplansufficientdetailandtimingforeachpartofthelesson. Usesappropriateresourcestoenhancelesson(e.g.visuals,library/resources,technology,internet).Incorporatesavarietyofappropriateinstructionalstrategiesintolessonplan(e.g.,teacher-directed,student-centered,cooperativelearning,technology).Incorporatestechniquesforstudentengagementintoplan(e.g.,topicrelevanttostudents’interests,appropriatequestioning,studentparticipation,useofmanipulatives,labs,hands-onactivities).Incorporatesopportunitiesforconsolidation(e.g.,summarizeskeycomponentsoflesson)andapplication(e.g.,follow-upactivity,seatwork,homework).Planstogatherevidenceofstudentlearningandnextsteps.(e.g.,checkingforunderstanding,summativeand/orformativeassessment).Incorporatesstrategiestoaddressstudentneeds.(e.g.StudentswithIEPs,studentsatrisk,EnglishLanguageLearners)

Withguidanceandsupport,theTeacherCandidatehasongoingdifficultycreatinganddevelopingalessonplan.TheTeacherCandidatedoesnotusealessontemplateorincludeOntariocurriculumexpectations.TheTeacherCandidateprovidesinlessonplaninsufficientdetailandtimingforeachpartofthelesson. Usesfewresourcestoenhancelesson.TheTeacherCandidatedoesnotincorporateorincorporatesfewtechniquesforstudentengagementintoplan.TheTeacherCandidatedoesnotincorporateorincorporatesfewopportunitiesforconsolidationandapplication.TheTeacherCandidatedoesnotincorporateplanstogatherevidenceofstudentlearningandnextsteps.TheTeacherCandidatedoesnotincorporateappropriatestrategiestoaddressstudentneeds.

Withinacollaborativecommunityofinquiry,theTeacherCandidateiscreatinganddevelopingappropriatelessonplans.TheTeacherCandidateuseslessontemplateorincludesOntariocurriculumexpectations.TheTeacherCandidateprovides in lessonplansufficientdetailandtimingforeachpartofthelesson. Usesappropriateresourcestoenhancelesson.TheTeacherCandidateincorporatesappropriatetechniquesforstudentengagementintoplan.TheTeacherCandidateincorporatesappropriateopportunitiesforconsolidationandapplication.TheTeacherCandidateincorporatesappropriateplanstogatherevidenceofstudentlearningandnextsteps.TheTeachercandidateincorporatesappropriatestrategiestoaddressstudentneeds.

DevelopmentofUnitPlansDemonstratesacontinuityofplanandprogressionoflearning(e.g.scopeandsequence,culminatingtasks).Demonstratesbackwardsdesignanddifferentiation.

Withguidanceandsupport,theTeacherCandidatehasongoingdifficultycreatinganddevelopingunitplans.

Withinacollaborativecommunityofinquiry,heTeacherCandidateiscreatinganddevelopingaappropriateunitplans.

COMPETENCY DoesNotMeetExpectations MeetsExpectationsImplementationofLessonPlan:Ensuresallmaterialsareorganizedandreadyforusepriortoinstruction.Usesclearandeffectiveinstructionalandquestioningtechniquesthatincorporatearangeofthinkingskills.Promotesrelevantpurposefultalkandstudentdialogue.

Demonstratesappropriatepacingandtiming.Makeseffectivetransitionspriortoandthroughoutthelesson(e.g.,startingthelesson,conductingthelesson,givinginstruction,collectinganddistributingmaterials).Employsinstructionalstrategiesthatengagealllearners.(e.g.,wayonestartsandendsthelesson,hands-onactivities,technology).Adjustslessonstocircumstances(e.g.,abletoresumelessonafterinterruption,addressingstudentneeds).Ensuresconsolidationofstudentlearningandclosureoflesson.

Withguidanceandsupport,theTeacherCandidatehasongoingdifficultyimplementingalesson.

TheTeacherCandidatehasdifficultyusingclearandeffectiveinstructionalandquestioningtechniquesthatincorporatearangeofthinkingskillsand/orpromotingrelevantpurposefultalkandstudentdialogue.

TheTeacherCandidatehasdifficultydemonstratingappropriatetimingandpacingand/ormanagingtransitions.

TheTeacherCandidatehasdifficultyinemployinginstructionalstrategiestoengagealllearnersand/oradjustinglessonstocircumstances.

Withinacollaborativecommunityofinquiry,theTeacherCandidateappropriatelyimplementsalesson.

TheTeacherCandidateusesinstructionalandquestioningtechniquesthatincorporatearangeofthinkingskillsandpromotesrelevantpurposefultalkandstudentdialogue.

TheTeacherCandidatedemonstratesappropriatetimingandpacingandmanagestransitions.

TheTeacherCandidateemploysinstructionalstrategiestoengageall learnersandadjustslessonstocircumstances.

Assessment-StudentLearning:Assessesstudentworkfairly,accuratelyandinatimelymanner.Encouragesstudentstoseekwaystoimproveresponseswhengivinganswersinclass,and/orinassignments/tests.

Withguidanceandsupport,theTeacherCandidatehasongoingdifficultyimplementingassessmentstrategies.

Withinacollaborativecommunityofinquiry,theTeacherCandidateimplementsappropriateassessmentstrategies.

OCTAccreditationGuidelines:EnhancedTeacherEducationProgram-SUMMARYIn 2014theOCTcreatedanaccreditationguideasa“companiontorequirementssetoutinRegulation347/02,AccreditationofTeacherEducationPrograms.Thepurposeoftheguideistoclarifytheintent,throughadditionalinformationandexamples,ofthecorecontentthatshouldbeincludedintheenhancedteachereducationprogram.”(AccreditationResourceGuide.OCT.2014:p.3)ThissummaryofthisguideisprovidedtotheteachercandidatesattheUniversityofOttawaasaguidetosupplementtheirlearningintheB.Ed.program.Itbuildsontheconceptualframeworkof“communitiesofinquiry”andtheadaptiveexpertmodel(Timperley2012)usedtodesignourteachereducationprogram.ItalsoidentifiesthefoundationalknowledgeidentifiedbytheOCTtobegintodevelopprofessionaljudgmentandskillsinpedagogicaldecision-making.WehaveincludedsomewaysinwhichteachercandidatescandemonstratetheircompetenciesontheirDigitalHub.Centraltotheworkinourteachereducationprogramisthatteachersdemonstrateagrowthmind-setandthattheirgrowthasaprofessionalcontinuesthroughouttheircareer.Bestpracticesreflecttheintegrationoftheoryandpractice.Throughcoursework,communityservicelearning,practicum,professionallearning,andthemanyotheropportunitiesthatareavailableattheUniversityofOttawa,welooktothegraduatesoftheprogramasprofessionalswhoareabletoclearlyarticulatewhotheyareasteachersanddemonstratetheknowledge,skillsandattitudesnecessaryfortoday’slearners.TheOCTseestheprovisionofcorecontentasencouraging“teachercandidatesandinstructorstothink explicitlyabouttheirlearningandteaching”andfacilitatingthe“developmentofateachingidentity,includingbutnotlimitedtodevelopingacriticalandreflective inquiryhabitofmindthatisgroundedinresearchandevidence-basedpracticeandunderstandingof thesignificanceofperseveranceandself-assessmentinthedevelopmentofteachingexcellence.Itisintendedthatthecandidatesdevelopasenseoftheirowncapacitiestomakeinformedpedagogicaldecisionswith thegoalofsuccessforallstudentsbasedonknowledgeofthelearner,context,curriculum,andassessment.”(AccreditationResourceGuide.OCT.2014:p.3)

Ontario Curriculum“The inclusionof theOntario curriculum is intended toensure thatstudentsofprogramsofprofessionaleducationhaveopportunities to engage thoroughlywith the curriculumpolicydocuments,inorder to understand the purposes of each component (achievement chart,curriculum expectations and front matter,forexample)andtobeable touse thedocumentseffectivelywhenplanningunitsand learningexperiencesforclassesandindividualstudents.Studentsof theprogramwouldbefamiliarwiththerationaleandcomponentsofthedocumentsaswellasanysubject-specificskillsorprocesses,suchasproblem-solvingor inquiry.It isnot intended to introduce themtocurriculumwritingbut rather to the useof curriculumpolicydocumentstoguidetheirdesignofunits,lessons,assessments,assignmentsand learningactivities.”(AccreditationResourceGuide.OCT.2014:p.6)ProfessionalKnowledge:The structureandpurposesof thecurrentOntariocurriculumandprovincialpolicydocuments,includingthose related to students with special needs, and their use inplanninginstructionandassessmentTheexplicituseoffrontmatter,professionalterminology,andpracticesinprogramplanning,assessingandcommunicatingaboutstudentworkTheembeddedandinfusedelementsofthecurriculumpolicydocuments,frameworks,strategiesincludingenvironmentaleducation,safeschools,equityandinclusiveeducation,characterdevelopment,criticalthinking,mentalhealth,financialliteracyand criticalliteracyeducationSpecificcurricularknowledgeincludedinthesubjectarea—forexample,citizenshipeducation insocialstudies,historyandgeographycurricula,patterninginmathematicsUseofstudents’backgrounds,experiencesandknowledgeandconnectingthemto curriculuminculturallyrelevantandresponsivewaysThewaysinwhichcurriculacanbeeffectivelyintegratedtomeetexpectationsacrosssubjects andsupportstudentlearningandachievementWaystoDemonstrate:Unitplansthatreflectevidenceoflearninggoals,successcriteria,feedbackmechanisms, and

instructionalpracticesbasedonstudentstrengths,interestsandneedsLessonandunitplansthatreflectdifferentkindsofdemonstrationsoflearning,for example,e-products, performances, community-basedinvestigationsPracticumreflectionsontheeffectivenessofstrategiestoincorporateliteracyand numeracy

insubjectareateachingModelingofwaystousetechnologiestoengagestudentsandsupportlearningofsubjectarea skillsandknowledgeModelingofwaystoincorporateFirstNation,MétisandInuitresourcesandperspectivesinrelationtothesubjectarea.

UseofEducationalResearchandDataAnalysis“Theinclusionofcontentregardinguseofeducationalresearchanddataanalysisisintendedtohighlightforcandidatesofaprogramofprofessionaleducationthat,inadditiontodrawingdatafrom theirstudents,theyutilizeexistingresearchliteratureanddata(EducationQualityandAccountability Office(EQAO)resultsorresultsfromuseofdiagnostictools,forexample)todeterminepractices andnextstepsinordertofacilitatestudentlearning.Thisinclusionunderscoresthecriticalnatureof maintaininganinquirystancebothindividuallyandcollaborativelywithcolleagues.Theintentisthatstudentsoftheprogramseethemselvesasactive,inquiringprofessionalscontinuallyrefiningplanning, instruction,andassessmentbasedondatainpursuitofgreaterprecisionandpersonalizationfor learners.Theongoingcycleofreflectiveinquiryincludesquestioning,observing,consultingotherdata sources,reflecting,interpreting,andinterveninginstructionallyorthroughassessment.”(AccreditationResourceGuide.OCT.2014:p. 8)

ProfessionalKnowledge:Howtoaccess,interpret,evaluateanduseeducationalresearchliteratureaswellaslargeandsmallscaleassessmentdatatomakeinformeddecisionsaboutitsusefulnessinaparticularcontextCollectionanduseofdatainconjunctionwithotherinformationandknowledgetomakeinstructionaldecisionstofacilitatelearningKnowledgeofandcapacitiestoengageintheiterativeprocessofinquiryto facilitatestudentlearning.Capacitiestocollaboratewithothercolleaguesaroundsharedquestionsandareasof interest,lookingatevidenceandresearch,theoryorotherbodiesofknowledgeinorderto makeprecise,personalizedpedagogicaldecisionsanddeterminenextsteps.WaystoDemonstrate:Articlereview,incuding implicationsforclassroomteachingActioninquiryreportCasestudyrequiringapplicationofassessmentdataUseofresearchandlargeandsmallscaledata inassignments.Forexample,use ofEQAOmathematics results to planmathematics unit.

Inquiry-basedResearch,DataandAssessment toAddressStudentLearning“Theinclusionofcontentregardinginquiry-basedresearch,datacollectionandassessmentisintended tohighlightforstudentsofaprogramofprofessionaleducationthattheylearnfrom,withandabout theirstudentsandhowmosteffectivelytofacilitatelearning.Thisinclusionunderscoresthecritical natureofmaintaininganinquirystancebothindividuallyandcollaborativelywithcolleagues.The intentisthatstudentsoftheprogramseethemselvesasactive,inquiringprofessionalscontinually refiningplanning,instructionandassessmentbasedondatainpursuit ofgreaterprecisionand personalizationforlearners.Thecycleofreflectiveinquiryincludesquestioning,observing,consulting otherdatasources,collectingdata,reflecting,interpreting,interveninginstructionallyorinassessment.”(AccreditationResourceGuide.OCT.2014:p.9)

ProfessionalKnowledge:Theirroleasteacherinquirersseekingfurtherunderstandingoftheirstudentsandtheir ownpracticetoenhancestudentlearningTheimportanceofteacherstaking“anassessmentforlearningandaslearningapproach”to theirownprofessionallearningasmodelsandcapacitiestoundertakereflectionUnderstandingofthewiderangeofsourcesofdata(behaviours,writtenworkandother products,conversations,oralcommunicationandpresentations)andhowtocollectand analyzethesedataUnderstandingofthestudentasthefocusandsourceofinformationtoinform planningandassessment.WaystoDemonstrate:Articlereview,includingimplicationsforclassroomteachingActioninquiryreportPracticumreflectiononactioninquiryinitiativeoccurringintheschoolLessonandunitplansthatdemonstratetheuseofobservationandotherstudentdatatoinforminstruction.

UseofTechnologyasaTeachingandLearningTool“Theinclusionofcontentregardinguseoftechnologyforteachingandlearningisgroundedinthecontextofunderstandingofpedagogy.Itisintendedtoemphasizethepedagogicalrolethattechnology canplayininstructionandparticularlytoengagealllearnerswithinanunderstandingofpedagogy.Effectiveteachingwithtechnologyrequiresanunderstandingofhowtorepresentconceptsandcontent usingtechnologies,knowledgeofwhatmakessomeconceptsandcontentdifficultandhowtechnology canhelpfacilitateandenhancelearningincludingtheuseofadaptiveandassistivetechnologies,aswellasstrategiesforassessingandevaluatingstudentlearning.Itisintendedtoprepareteachersfor ongoinglearningabouttechnologyanddigitaltoolsandincorporationofnewtoolsinanauthentic, ethical,responsibleandinnovativemannerinmultiplesubjectareasandsettings.”(AccreditationResourceGuide.OCT.2014:p.10)ProfessionalKnowledge:Theintersectionoftechnology,pedagogyandcontentknowledgeforinstruction, assessment,creation,collaboration,andcommunicationLocatingandevaluatingtechnologyresourcesandtoolsfordifferentpurposesandtomodel critical viewing,representing,andthinkingforstudentsEnsuringandmodelingsafe,ethical,healthy,andresponsibleuseoftechnologyanddigitalsocialmediatoolsUsingtechnologytoenhancedifferentiation,collaborativelearning,andconstructionandmobilizationofknowledgeaswellastoencourageinnovation,intellectualcuriosity,andcreativityTheunderstandingofstudentsasknowledgecreatorsandtheroleoftechnologyinsupporting thisWaystoDemonstrate:LessonPlansthat includestudentuseof technologies,includingassistiveandadaptivetechnologiesDigitalartifactsproducedbypre-serviceteachersandtheirstudents(e)PortfoliosPracticumreflectionontheeffectivenessofdigital technology insupportingstudentswith special needs

Unitplansthatdemonstratestudentuseoftechnologytomakeconnectionstotherealworld

Theories of Learning and Teaching andDifferentiatedInstruction“Theinclusionofcontentregardingtheoriesoflearningandteachinganddifferentiatedinstructionisintendedtoensurethatallstudentsofaprofessionalprogramofeducationhaveasolidunderstanding oftheresearch-based,evidence-informedpedagogyandthetheoreticalandempiricalfoundationsforthesepractices,includingcognitivescience,developmentalpsychology,languagedevelopment,socio- culturaltheoriesandsociology, itisintendedtofacilitatetheconnectionsbetweenhowpeoplelearn andteachingmethodsandtobuildunderstandingoftheuniquelearningapproachesofindividual studentsaswellastheneedtodeveloppersonalized andpreciseinstructionforallbaseduponthese bodiesofknowledgeandpedagogy.Itisalso intendedthatstudentsofprofessionaleducationprograms usethesetheoriesandpracticesto buildtheirprofessionalknowledgeandidentityanddevelopastrong foundationforprofessional judgementandmakinginformeddecisionsregardingpracticesforstudents individuallyand collectively.”(AccreditationResourceGuide.OCT.2014:p.11)

ProfessionalKnowledge:Variouslearningtheoriesandresearch-basedconceptsandtheirrelatedpedagogicalpracticesindevelopingpedagogy,instructionandassessmentforindividualstudents,groupsandclassesElementsandpracticesofdifferentiatedinstructiontosupportthelearningofallstudentsThestudentasthefocusandsourceofinformationtoinformplanningandassessmentLearnershavedifferentcapabilitiesanddifferentpreferencesforcertainlearningmodesandstrategiesTherolesofself-awarenessandmeta-cognitioninsupportingstudentself-regulationWaystoDemonstrate:AssignmentsthatreflectexplicitapplicationorreflectionoflearningtheoriesLessonandunitplansthatreflectapplicationoflearningtheoriesinspecific subjectareas, suchasmathematicsPracticum reflectionontheimplementationofresearch-based,evidence-informedlessonsorunitplansCasestudiesofdifferentiatedinstruction,includingforFirstNationMétisandInuitstudentsReflectiononapractice-basedexperienceofdifferentiatinginstructionforstudentswithspecialneeds

ClassroomManagementandOrganization“Theinclusionofclassroommanagementandorganizationisintendedtoensurethatstudentsofa programofprofessionaleducationunderstandtheirroleincreatingandsustaininganengaging, inclusive,safeandequitablelearningenvironmentforstudents.Itisintendedtoassistthemtosee thewaysinwhichsettingamotivating,effectiveandinvolvingprogramforstudentsbuildsfeelings ofsuccess,productivityandgrowth,minimizesbehaviouralconcernsandoptimizeslearningforallstudents.Understandingthemethodologiesanddevelopingprofessionaljudgementregardingproactive andresponsiveapproachestoestablishingclassroomnormsandoperationsandaddressingconduct concernsthatmayarisearealso partoftheintention.Understandingsofwaystobuildpositive,trusting relationshipsand promotecommunity,collaborativecultureandpositiveclassroomclimatewhichsupports individualandcollectivegrowtharealsokey.”(AccreditationResourceGuide.OCT.2014:p. 12)

ProfessionalKnowledge:Methodsforcreatinginclusive,productivelearningcommunitieswithmeaningful,relevant andculturallyresponsivelessonsandinstructionalapproachesthatengagelearnersArepertoireoftechniquesforstructuringtheclassroomenvironmentforoptimallearningforallstudentsinmanydifferentlearningarrangementsanddesigns—forexample, individual,smallgroupandwholeclassexperiencesMethodstoallowstudentstoseethemselvesinthecurriculumthroughtheirbackgrounds,experiencesandknowledge inculturallyrelevantandresponsiveways,includingthosethat reflecttraditionalFirstNation,MétisandInuitwaysofbeingandknowingCapacitiestodrawuponarangeofstrategiesforpreventingandaddressingoff-taskbehaviour,includingtheuseofstudentinformationtoplanlearningthatbuildsonstudentassetsand intereststomeetlearningneeds.WaystoDemonstrate:Classroommanagementplanincorporatingspecificmethodstobuildandmaintain authentic,respectfulconnectionsbetweenstudentsandcreateapositiveclassroom communityLessonorunitplanacknowledgingspecificclassroommanagementconsiderationsReflectionofcapacitytooptimizelearningtimeanddrawuponabroadrangeofpracticestorespondtoand restorepositivebehaviour,encourage self-regulationand communityresponsibilityReflectiononeffectiveclassroommanagementstrategiesusedduringteachingplacement

ChildandAdolescentDevelopmentandStudentTransitions“Theinclusionofcontentregardingchildandadolescentdevelopmentisintendedtoensurethatteachercandidatesbegintodevelopanunderstandingofthetrajectoryoftypicallydevelopingchildren andyouth.Thiscan,inturn,assistwithunderstandinglesstypicaldevelopmentandaidinrecognition ofstudentswhomightbestruggling. Itisintendedthatteachercandidatesbecomefamiliarwiththe largebodyofresearchthatinformsanunderstandingofhowstudentslearn,includingdevelopmental psychology,healthandneuroscienceandcognitivepsychology,aswell asthesocio-culturalcontextsinwhichlearningtakesplace.Theopportunitytoconsiderchildandadolescentdevelopmentfrom multipleperspectiveswillinformthetypesofinteractions,environments,experiences,andpracticeswithwhichteachercandidateswillengageintheirclassrooms.Teachercandidateswillconsiderhowbesttoconnectagrowingunderstandingoftypicalandatypicalchildandadolescentdevelopmentto studenttransitions.“(Accreditation ResourceGuide.OCT.2014:p.14)

ProfessionKnowledge:Theoriesofhumandevelopmentandtheinterconnectedphysical,social,emotional,communication/ language,andcognitivedomainsFirstNation,MétisandInuitunderstandingsabouthumandevelopmentincludingafocusontheinterconnectionsandrelationships betweenspirit,emotions,intellectandbody aswellastheunderstandingofgrowththroughconnectednessTheoriesregardingdevelopmentandlearningandtheirusesandlimitationsindevelopingpedagogy,instruction,andassessmentforindividualstudentsTransitions from elementary to secondary school, from secondary school to the nextappropriate pathway, andways in which to support students through these changes,particularlystudentswithspecialeducationneedsStudentprogressalongtheirindividualgrowthcontinuumfromK-12,includingtransitions— suchasschoolentry,changefromoneactivity,setting,classroomorgradechange,or schoolmoves—andpracticesthatsupportthesechanges,includingstudentswithspecial educationneedsTheteacher’srole in identifyingpromisingpracticesforusewith individualstudents tosupport successfulorientation insecondaryschooland into theworldofwork andfurther learning.WaystoDemonstrate:Lesson plans/course outlines/readings which incorporate information and/or strategiespertainingtoprogramsandpolicydocumentssuchasthefollowing:StudentSuccess/ Learningto18Initiatives;SpecialistHighSkillsMajors;orcreditrecovery,OntarioYouth Apprenticeship

ProgramsAssignments/evaluations/reflections that highlight the selection and utilization ofinstructional andassessmentpractices commensuratewith anunderstandingofdevelopmentand learning— for example,distributed practice,collaborative learning,problem solvingLessonplans/assignments/ that includepractices suchasquestioning,problem-basedlearning,simulationsthatcanfacilitatelearningUnitplansthatinvolveexperientiallearning,ceremony,ritualandotherFirstNation,MétisandInuitwaysoflivingandlearningUseofcasestudiesinvolvingtransitionplansandIndividualEducationPlans(IEPs)Reflectiononpracticumand/orlifeexperiencerelatedtoissuesinvolvinghumandevelopmentorstudenttransitions

StudentObservation,AssessmentandEvaluation“Theinclusionofcontentincludingobservation,assessmentandevaluationisintendedtohighlighttheimportanceofastudent-centredapproachtoteachingandlearningandthatitiskeytofocusuponstudentsassourcesofdataforprogramming,instructionandassessment.Observationistheongoingprocessofpayingattentiontostudents’behaviour,emotionalstate,interests,patternsofdevelopment,engagement andprogressinordertofosterstudentdevelopment.Theimportanceofpedagogythatcentresonprovidingenvironmentsandexperiencesthatbuildonstudents’background,knowledgeandinquiryisemphasized.Alldomainsofdevelopmentandlearningcanbeobserved:cognitive,communicative,physical,social,andemotional.Thekeyintentofthissectionistoemphasizetheuseofongoingobservation,documentationandassessmentforthelearningofstudentsandteachers,andtohighlightthecriticalroleofassessmentasdatagatheringfromawidevarietyofsourcesinordertoplan,interpretevidence,andappraiseachievement.Theroleofassessmentinimprovingstudentlearningandthevariouspurposesofassessmentfor,asandoflearningarekeytoensuringstudentsuccess.“(AccreditationResource Guide.OCT.2014:p.16)

ProfessionalKnowledge:Gatheringdatabyobservingstudentsindividually,ininteractionwiththelearningenvironment,learningmaterialsandeachother;Useofvarioussourcesofstudentdatatomakeinstructionaldecisionstofacilitatelearningforexample:behaviours,writtenworkandotherproducts,conversations,oral communicationandpresentations,andpeerandself-assessmentUseofstrategiesandtoolsinassessmentforlearningandaslearning,andtherelationshipofassessmenttosettinglearninggoals,developingsuccesscriteria,establishingfeedbackmechanisms,and interpretingevidenceof learning.WaystoDemonstrate:AssignmentsthatinvolvestudentobservationStudentassignmentsincorporatingtheuseofobservationaldatatocreatedifferentiatedlearningopportunitiesfortheirstudentsPracticumobservation,assessmentandevaluationrequirementsduringpracticumexperiencesPracticumlessonandunitplansthatareexplicitlyinformedbyobservationalandassessmentdataofstudents

SupportingEnglishLanguageLearners“TheinclusionofEnglishLanguageLearnersisintendedtoensurethatstudentsofprogramsofprofessionaleducationhaveopportunitiestolearnabouttheirroleinsupportingthediverselearning needsofstudentswhoarecomingtoEnglishasanewlanguage.Itisintendedto supporttheirdevelopmentofapedagogicalapproachandarepertoireofinstructionalandassessmentstrategiestoutilizetoengagealllearnersandsupporttheirlanguagedevelopment atwhateverstagetoassistthem tobuildtheknowledgeandskillsforadiversityoflearners(i.e., programming,instructionalpractices, thelargercontextofpolicies,termsandprocesses)inorder toplanforpersonalized,preciseassessment andinstructionalpracticesforallstudents.Understandingoftheprinciplesofanasset-basedapproach andteachingstrategiesareneeded toplanfor,differentiate,andpersonalizelearningandassessment forindividualstudents.Theintentionisthatgraduatesareabletoworkwithallstudents,usingstudent strengthsandintereststopromotetheirlearninganddevelopment.Capacitiestoworkwithfamilies andotherprofessionalsinsupportofstudentsarealsoneeded.Theintentionofthissectionistocreateteacherswhocanseekinformationfromandaboutstudentscollaborativelyinordertodevelopmany differentteachingapproachestosupportthem.“(AccreditationResourceGuide.OCT.2014:p.17)ProfessionalKnowledge:Anasset-basedapproachtosupportingculturallyandlinguisticallydiversestudents acquiringEnglishasanotherlanguageEnglishasaSecondLanguageandEnglishLanguageDevelopmentprogramsandmodelsofsupportClassroomenvironmentsthatreflect,engage,andcelebratetheculturalandlinguistic diversityofallstudentsUseofdigitalresourcesinsupportingEnglishlanguagelearnersenablingthemto becomeautonomouslearnersEffectivecommunicationwithparents/caregiversof studentswhoare culturallyand linguisticallydiverse.WaystoDemonstrate:Lessonandunitplansthatreflectdifferentiationforstudentswhoareculturally andlinguisticallydiverseCasestudyinvolvingateam-basedapproachtoprogrammingforastudentwhoisculturally andlinguisticallydiverse

Practicumreflectionontheeffectivenessofaspecificinstructionalorassessmentstrategyfor astudentwhoisanEnglishlanguagelearnerPracticumreflectionontheeffectivenessofdigitalresourcestosupportspecificlearninggoals ofastudentwho isanEnglish language learner

SupportingFrenchLanguageLearners“TheinclusionofcontentincludingsupportingFrenchlanguagelearnersisintendedtoensurethatstudents ofprogramsofprofessionaleducationhaveopportunitiestolearnabouttheirroleinsupportingthediverselearningneedsofstudentswhoarecomingtoFrenchasanewlanguage. Itisintendedtosupportthedevelopmentofapedagogicalapproach,inclusiveofarepertoireofinstructionalandassessmentstrategies toengageandsupportlanguagedevelopmentinordertoplanforpersonalized,preciseassessmentand instructionalpracticesforallstudents.Itisalso intendedtodevelopknowledgeandskillsrelatedtoacquisitionofbothFrenchlanguageandFrench culture.KeytothissectionisanunderstandingofthediversityoftheFrancophoneminoritycommunity,theconceptsinvolvedinthedevelopmentofsecond-languageinstructionandlearning,and theprinciplesofanasset-basedapproachtolanguageacquisition.Theintentionisthatgraduatesareabletoplanfor,differentiate,andpersonalizelearningandassessmentforawiderangeof individualstudents.”(AccreditationResourceGuide.OCT.2014:p.19)

ProfessionalKnowledge:Thevalue,elements,sensitivitiesandchallengesoflife-longlanguagelearninginminoritycontexts,includinglinguisticinsecurity,interdependenceoflanguageandculture,varietiesof Frenchlanguagesrepertoires,authenticoralandwrittencommunication,listeningandspeakingAnasset-basedapproachtosupportingculturallyandlinguisticallydiversestudentsacquiringFrenchasanotherlanguageTheroleoftheteachingstaffofaFrench-languageschoolinaminoritylanguagecommunityTeachingandlearningstrategiesinaminoritysituation,includingthefoundationsofaculturalapproachtoteachingUseofdigitalresourcesinsupportingbothFrenchlanguagelearnersandnewcomerstudentsandenablingthemtobecomeautonomouslearners.WaystoDemonstrate:AssignmenttocompileapersonalbankofFrenchlanguageresourcesthatarepertinent tothecandidate’sfutureteachingAssignmentregardingdifferentiationofanestablishedunitplantoaddressthedifferent languagelearningneedsofthestudentsintheirclassroomTeamsimulationsuchasprogrammingforthecasestudyofanewcomerstudentwhohashad littleformalschoolingduetocivilstrifeintheirhomecountryPracticumreflectionontheeffectivenessofaspecificinstructionalorassessmentstrategy forastudentwhoisaFrenchlanguagelearner.

Pedagogy,AssessmentandEvaluationforSpecificCurriculum Area

“Theinclusionofcontentregardingpedagogy,assessmentandevaluationforspecificsubjectsisintended toassiststudentsofaprogramofprofessionaleducationtorecognizeanddeveloppedagogicalknowledgeandinstructionalandassessmentskillsinareasforwhichtheyarequalified.Asexamplesthesewouldincludediscipline-orientedskillssuchasproblem-solvinginmathematics,disciplinarythinkingincontent insocialstudiesorCanadaandWorldStudiesandanalyzingtextin language.Itisintendedtoassiststudentsoftheprogramtounderstandcontent,achievementandperformancestandards,discipline- specificaspectsofknowledgeandunderstanding,thinking,application,andcommunication.Keyaspects ofthissectionaretheelementsofplanning,processing,andcreativeandcriticalthinkingskillsthatarespecificallyrelatedtodisciplinarythinkingandapproaches.”

(AccreditationResourceGuide.OCT.2014:p.20)

ProfessionalKnowledge:Centralconcepts,knowledge,skillsandprocessesassociatedwithparticularsubjectareasFundamentalprinciplesofeffectiveassessmentandhowtheyrelatetoeffectiveplanningand instructioninparticularsubjectareasThestandardsrelatedtothinking,planning,processing,communicatingandapplicationoflearning inparticularsubjectareasWaystodifferentiatecontent,processandproductinparticularsubjectareasWaystoaddressstudents’commonmisunderstandingsorskillsneedsinparticularsubjectareasTheunderstandingthateveryteacherhasaresponsibilitytoteachliteracyand numeracythroughoutallgradesandsubjectdisciplinesWaystointegrateliteracyandnumeracyinsubjectarealearningStrategiesforincorporatingFirstNation,MétisandInuitpedagogiesinparticularsubjectareateachingThewaysinwhich theinstructionalgoals,contentunderstanding,andskillsinonesubjectarea connectwithotherstoallowinter-disciplinaryplanningandinstruction.WaystoDemonstrate:Reflectionofpedagogicalknowledge,assessmentandevaluation incoursesyllabiUseofcontentandperformancestandardsfoundintheachievementchartcategoriesforthe varioussubjectsinstudentlessonandunitplans

Evidenceinlessonandunitplansofstudentsconnectingsubjectareaskillsandknowledgewith real-lifesituationsEvidenceinlessonandunitplansofusingstudents’intereststoengagetheminthesubjectmatter.Practicumreflectionontheuseofassessmentasandforlearninginthesubjectarea.

“Theinclusionofcontentregardingpedagogy,assessmentandevaluationforspecificsubjectsisintended toassiststudentsofaprogramofprofessionaleducationtorecognizeanddeveloppedagogicalknowledgeandinstructionalandassessmentskillsinareasforwhichtheyarequalified.Asexamplesthesewouldincludediscipline-orientedskillssuchasproblem-solvinginmathematics,disciplinarythinkingincontent insocialstudiesorCanadaandWorldStudiesandanalyzingtextinlanguage.Itisintendedtoassiststudentsoftheprogramtounderstandcontent,achievementandperformancestandards,discipline- specificaspectsofknowledgeandunderstanding,thinking,application,andcommunication.Keyaspects ofthissectionaretheelementsofplanning,processing,andcreativeandcriticalthinkingskillsthatarespecificallyrelatedtodisciplinarythinkingandapproaches.”

(AccreditationResourceGuide.OCT.2014:p.20)

ProfessionalKnowledge:Centralconcepts,knowledge,skillsandprocessesassociatedwithparticularsubjectareasFundamentalprinciplesofeffectiveassessmentandhowtheyrelatetoeffectiveplanningandinstructioninparticularsubjectareasThestandardsrelatedtothinking,planning,processing,communicatingandapplicationoflearning inparticularsubjectareasWaystodifferentiatecontent,processandproductinparticularsubjectareasWaystoaddressstudents’commonmisunderstandingsorskillsneedsinparticularsubjectareasTheunderstandingthateveryteacherhasaresponsibilitytoteachliteracyand numeracythroughoutallgradesandsubjectdisciplinesWaystointegrateliteracyandnumeracyinsubjectarealearningStrategiesforincorporatingFirstNation,MétisandInuitpedagogiesinparticularsubjectareateachingThewaysinwhich theinstructionalgoals,contentunderstanding,andskillsinonesubject areaconnectwithotherstoallowinter-disciplinaryplanningandinstruction.WaystoDemonstrate:Reflectionofpedagogicalknowledge,assessmentandevaluation incoursesyllabiUseofcontentandperformancestandardsfoundintheachievementchartcategoriesfor thevarioussubjectsinstudentlessonandunitplans

Evidenceinlessonandunitplansofstudentsconnectingsubjectareaskillsandknowledge withreal-lifesituationsEvidenceinlessonandunitplansofusingstudents’intereststoengagetheminthesubjectmatter.Practicumreflectionontheuseofassessmentasandforlearninginthesubject area.

SpecialEducation“Theinclusionofspecialeducationisintendedtoensurethatcandidateshaveknowledgeandskillsforadiverse rangeoflearners(i.e.,programming,instructionalpractices,thelargercontextofpolicies,termsandprocesses) andinordertoplanforpersonalized,preciseassessmentandinstructionalpracticesfor allstudentsasteachersentertheprofession.Understandingoftheprinciplesofastrength-based approach,theprinciplesofUniversalDesignforLearning,andteachingstrategiesfordifferentiation,accommodationandmodifications areneeded toplanfor,differentiateandpersonalizelearningandassessmentforeachstudent.Theintentionisthatcandidatesareabletoworkwithallstudents,usingstudentstrengthsandaddressingtheirlearningneedstopromotetheirlearninganddevelopment.Capacitiestoworkwithfamiliesandotherprofessionalsinsupportofstudentsarealsoneeded.Theintentionofthissectionistocreateteacherswhocanseekinformationfrom andaboutstudentscollaborativelyinordertodevelopmanydifferentteachingapproachestosupportthem.”(AccreditationResourceGuide.OCT.2014:p.22)ProfessionalKnowledge:Anasset-basedapproach(thatis,focusingonstudentstrengthsandintereststoaddresslearning needsandabeliefthatallstudentscanlearn,thatsuccessbuildsasenseof efficacyandthatteacherscreatetheconditionsforsuccess)MultipleandcomplexcausesofbehaviouralconcernsandpracticestoaddressthemThelargercontextofspecialeducation,includingIndividualEducationPlans(IEPs), theIdentification,PlacementandReviewCommitteeprocess,exceptionalities,accommodations/modifications,alternativeprogrammingandreporting(forexample,alternatereportcard, transitions,andhowtodifferentiate)Learningexceptionalities,initialstrategiestotry,andtherolesofexternalprofessionalsTheusesofassistiveandadaptivetechnologiesinsupportofstudentlearningFirstNation,MétisandInuitwaysofthinkingaboutthekindsofdifferencesassociatedwith specialeducationneeds.WaystoDemonstrate:UseofcasestudiesandIEPstocreateparticularizedgoals,instructionalplansandtransition plansReflectionsonpracticumandlifeexperienceinrelationtoissuesinspecialeducation,e.g.useofAppliedBehaviouralAnalysis

Assignmentswhichrequireassessmentofstrengthsandlearningneeds,responsiveplanningandpersonalizedinstructionforastudentwithalearningchallenge,suchasFetalAlcoholSpectrum

DisorderUseofarangeofinstructionalsupports,suchasassistiveandadaptivetechnologyUseofarangeofinstructionalstrategies,suchasdifferentiatedinstructionandUniversal DesignforLearning.

MentalHealth,AddictionsandWell-Being“Theinclusionofmentalhealthandwell-beingisintendedtoensurethatstudentsofaprofessionaleducationprogram haveknowledgeandskillstoaddressthestrengthsandneedsofadiversityoflearnersandinordertoplanforthepersonalized,preciseassessmentandinstructionalpracticesforall students.Inparticular,itisintended tohelpcandidatesseetherelationshipamongmentalhealth,well- beingandachievementandviewstudentwell-beingasinclusiveofphysical,cognitive/mental,socialand emotionalwell-being.Itisintendedtohelpthemunderstandtheir roleinuniversalhealthpromotionaswell asidentifyingstudentswhorequiremoreintensiveinterventionandtheprocessstudentsandtheir familiesusetoaccesssupports.Understandingoftheprinciplesofanasset-basedapproachandthe importanceofstudentwell-beingarekey.Theintentionisthatgraduatesareabletoworkwithallstudents,families,andrelatedprofessionalstoidentifyindividualstudentstrengthsinordertoaddresstheirlearning needs.”(AccreditationResourceGuide.OCT.2014:p.24)

ProfessionalKnowledge:Allstudentscanbenefit frombuildingcapacitiestomanagestress,buildinghealthyrelationshipsandself-reflection.Theirroleinassistingstudentstodevelopskillsthatcanimprovetheirresilience,social/emotionalwellbeingandmentalwellnessbyprovidingasafe,supportive,inclusiveandengagingclassroomenvironmentforallstudentsTheirroleinrecognizingwhenastudentmaybeexperiencingdistressandhelpingthestudentandfamilytoaccessappropriatesupportIdentifyingwhenstigma isoccurringandreducingstigma,promotingpositivementalhealth,andbuildingstudentsocialemotional learningskillsUsinganasset-basedapproachforallstudentsandtheirfamilies.WaystoDemonstrate:Acomprehensiveclassroommanagementplanthatincludesbuildingasafe,healthyand inclusiveclassroomandlearningenvironment,withconsiderationofdiversepopulations includingFirstNation, Métis,andInuit,andfacilitatingdevelopmentofsocialandcollaborative skillsandotherlearningskillsAnassignment(beforeorduringpracticum)thatoutlinestheprocessforsupportingindividualstudentsReflectiononpracticumexperiencesandoutcomesinrelationtostudentwell-beingincludingissuessuchasmentalhealthandaddictions

Seminars,web-basedresources,speakersregardingsystemicpracticesinhealthpromotioninvolvingstudentsandtheirfamilies.

EducationLawandStandardsofPractice“Theinclusionofknowledgeofeducationlawistoensurethatteachercandidatesunderstand theirprofessionalrole,theirduties,theirlegalandethicalresponsibilitiesandthelawsand regulationsand policieswhichgoverntheirconduct,professionalrelationships,legalobligationsto students,families, colleaguesandcommunitiesandtheirroleinpromotingandmaintainingasafe, positive,healthyschool environment.Theroleoftheteacherinpromotingrespectfulbehaviour anddealingwithinappropriate behaviourwithinthebroaderframeworkoflegislationandpolicyis importantasisunderstandingprofessionalconductandthestandardtowhichteachersareheld atalltimes.”(AccreditationResourceGuide.OCT.2014:p.25)

ProfessionalKnowledge:Theprofessional,ethical,and legal responsibilitiesof teachers (forexample:EducationAct,Ontario CollegeofTeachersAct,StandardsofPracticeandEthicalStandards,professionaladvisories,in loco parentis,OntarioHumanRightsCode,TeachingProfessionAct,MinistryPolicies,andChildand FamilyServicesAct.)Theteacher’sroleandresponsibilitiesinensuringsafeschools(forexample,viatheEducation Act,OntarioSchoolsCodeofConduct,andcriminallawandtheAcceptingSchoolsAct,among others)Theteacher’sdutytoreport,asoutlinedintheEducationAct,theOntarioCollegeofTeachers Act,andtheChildandFamilyServicesActThatateacher’sdutyofcare—includingavoidingnegligence—alsoentailsbeingarolemodel(appropriateon-dutyandoff-dutyconduct,forexample).WaystoDemonstrate:ReflectionsfrompracticeregardingthepromotionofrespectfulbehaviourCourseassignmentregardingthedevelopmentofafieldtripitinerarythatincludesconsideration oflegalobligationsandprofessionalresponsibilities(e)Portfolio

ProfessionalRelationshipswithColleagues“Theinclusionofcontentregardingprofessional relationshipswithcolleagues is intendedtoassist candidates tounderstand the roles of other teaching staff and the variousprofessionalcolleagues, such as Early Childhood Educators,EducationalAssistants,Child andYouthWorkers,Psychologists,SocialWorkers,CommunityAgency andCommunity Support professionals,andmethods forworkingeffectivelywiththesecolleagues insupportofstudent learning.Theintentisto identifyeffectivebehaviours,practicesandapproachestoworkingina collaborativeenvironmentwithmultipleteamsto supportstudentwell-beingandlearning.”(AccreditationResourceGuide.OCT.2014:p.26)ProfessionalKnowledge:Thestandardsofpracticeinrelationtoprofessionalconduct,collaboration,communication,andrelationshipswithcolleaguesandotherstakeholdersTherolesandresponsibilitiesofprofessionalswhointeractwiththeschoolsystemBuildingapositiveandinclusiveschoolclimateundera“wholeschoolsapproach”Recognitionofsupportsandresourcestobeaccessedandsensitivityregardingwhentheseresourcesshouldbesought,indevelopmentofindividualeducationalplansorinterventions forstudents,assessment,evaluationanddifferentiationofinstructionandprogram.WaystoDemonstrate:Reflectiononpracticumandlifeexperienceregardingteamapproachestosupportstudentwell-beingandlearning

KnowledgeoftheOntarioContext“TheinclusionofknowledgeoftheOntarioContextinwhichelementaryandsecondaryschoolsoperateisintendedtoensurethatstudentsofaprogramofprofessionaleducationareawareoftheever-changingsocio-cultural,political,historical,economic,linguistic,religious,regional,institutional,systemiccontext ofOntarioinwhichtheirworkissituated.Itisparticularlyintendedtodevelopunderstandingoftheroleoftheteacheraschangeagentandtheimportanceofworkingforsocialjusticeandequityofaccessandoutcomesforalllearners.Itisintendedtofacilitatecommitmentandcapacitiestofacilitatelearningforstudentswithmultiple,diverseidentitiesandbuildonthestrengths,interests,andassetsofallstudentsandallcommunities,includingunder-servedandunder-representedcommunitieswhilerecognizingintersections withinandacrosscommunitiesandwithbroaderglobalcommunitiesaswell.”(AccreditationResourceGuide.OCT.2014:p.27)ProfessionalKnowledge:Equity,diversity,inclusionandsocialjusticeandthekeyroleofteachersinidentifyingandeliminating barriersandcreatingsocialchangeTheuseofculturallyrelevantandresponsivecontent,instructionandassessmenttoengageallstudents,supportpositiveidentitydevelopment,andaddressindividualstudents’strengths,interests,andneeds, particularlyformembersofunder-servedcommunitiesorgroupsTheresponsibilityofteacherstotakeintoconsiderationthehistoriesandcontemporaryexperiences ofmembersofmarginalizedand/orunder-servedcommunitiesTheimportanceofworkingfromanasset-basedorientationCulturalproficiencyandcross-culturalandinterculturalcommunicationandrelationship-building.WaystoDemonstrate:Elders,culturalandfaithleaders,LGBTQspeakersandrepresentativesfromdiversecommunitieswhogivepresentationsanddemonstrationsofdifferentculturalwaysofknowingandbeingFacultysupportofteachercandidateinterestinsocialissuesintheschoolandinthecommunityLessonandunitplansthatexplicitlyincorporatematerialsandactivitiesrepresentingdiverse approachestotheknowledgeandskillsintheOntariocurriculum

FirstNation,MétisandInuitPerspectives,Cultures,HistoriesandWaysofKnowing“TheinclusionofAboriginalhistories,cultures,contributionsandperspectivescontentisintendedto ensurethatcandidatesrecognizetheirresponsibilitytoengagelearnersfromFirstNation,Métisand Inuitcommunitiesusingculturallyrelevantandresponsivepedagogyandensurethatstudentswho identifyasmembersofFirstNation,MétisandInuitcommunitiesseetheir cultures,historiesandperspectives reflectedinthecurriculum,pedagogy,schoolandcommunity. Theintentistoensurethatcandidatesrecognizetheirresponsibilitytoeducateallstudentsin theirclassroomsaboutFirst Nation,MétisandInuithistories,cultures,perspectivesandwaysofknowingasimportantwithintheOntariocontextinwhichallstudentsarelivingandlearning.TheintentisthatFirstNation,MétisandInuitcultures,perspectives,historiesandexperienceswill beincorporatedintoareasofthecurriculumwhicharenotexplicitlyhistoricalorsociological,including,forexample,environmentaleducation,arts education,literacy,numeracy,science.Itisnotintendedthatcandidateswillspeakfororappropriateculturalknowledgebutratherincludeperspectivesandhistories,cultivaterelationshipswithFirst Nation,MétisandInuitcommunitiesandunderstandhowandwhentoutilizerespectfulmethodsfor incorporatingcultures.”(AccreditationResourceGuide.OCT.2014:p.28)ProfessionalKnowledge:TheculturalandlinguisticassetscontributedbyFirstNation,Métis,andInuitfamiliesand communitiestoeachchild’spositiveidentitydevelopment,learning,andwell-beingTheimportanceofhistories,cultures,contributions,perspectives,andtreatiestocontemporaryFirstNation,MétisandInuitcommunitiesThecolonialexperiencesofFirstNation,Métis,andInuitpeoples,suchasresidential schoolexperiences,andtheongoingimpactoftheseexperiencesonFirstNation,MétisandInuitcommunitiesandtheirmembersThe development of relationships with First Nation,Métis and Inuit community partners,Elders,and Senators to support culturally relevant and responsive curriculum andassessmentpractices, includingthosereflectingIndigenouspedagogiesThediversityoflanguageswithinFirstNation,MétisandInuitcommunitiesandwaysofsupportingmultilingual language development.WaystoDemonstrate:AssignmentwherestudentscompilealistofdigitalandwebFirstNation,Métisand Inuitresources relatedtothesubjectareasandagestheyplantoteachExperientiallearningonthelandAssignmentsandactivitiesinwhichcandidatesmeetcommunitymembersandElders, hear

FirstVoices,andengageinFirstNation,MétisandInuitcommunitiesandcultural experiencesPracticumreflectiononlessonsandunitsincorporatingFirstNation,MétisandInuitperspectivesonhistoricalevents,environmentalconcerns,suchashealth.

Politiqued’aménagement linguistique (PAL) de l’Ontario“Theinclusionofpolitiqued’aménagementlinguistique(PAL)del’OntarioisintendedtoensurethatstudentsofprogramsofprofessionaleducationwhowillbeteachingintheFrenchlanguage systemunderstandthebroaderFrenchlanguageeducationsystemincludingteachingand learninginaminoritycontext,identityconstruction,participatoryleadership,engagingparentsand communitiesandcontributingtostronginstitutionsandcommunities. Itisintendedthatthey learnabouttheirroleinsupportingstudentstocommunicateinFrenchandsustainfrancophone communitiesinOntarioandCanada.Itisintendedtosupporttheirdevelopmentofapedagogical approachandarepertoireofinstructionalandassessmentstrategiestoutilizetoengagelearnersandsupporttheirlanguagedevelopment(i.e.,programming,instructionalpractices,thelargercontextofpolicies,terms andprocesses).“(AccreditationResourceGuide.OCT.2014:p.30)

ProfessionalKnowledge:Thevision,valueandelementsoftheinterdependenceoflanguageandculturetosupportstudent learning,identity,andwell-beingTheirroleasFrench-languagemodelsfortheirstudentsandhelpingstudentstolearnaboutFrench-speaking culturesUseofstudents’backgrounds,experiences,andlanguagestocreateaclassroomenvironmentthatreflectsandcelebratesthelinguisticandculturaldiversityofallstudents,promotesapositivecultural identity,andprovidesengagingandchallenginglearningopportunitiesEngagementandcommunicationwithFrancophoneandFrancophilecommunitypartners.WaystoDemonstrate:AssignmentthatreflectsknowledgeofaspectsofcultureindiverseFrench-speakingcommunitiesMicro-teachingassignmentthatdemonstratesawarenessofcurrentapproachestoFrenchlanguage teachingandlearningPracticumreflectiononworkinginalinguisticandculturalsituationPracticumobservationsandreflectionsonthelinkbetweentheschool,familyandcommunityin aFrancophonecontextPracticumreflectionontheeffectivenessofspecificapproachestoFrench language learning.

Safe andAccepting Schools/CreationofaPositiveSchoolClimate“Theinclusionofknowledgeofsafe,inclusiveandacceptingschoolsandcreatingapositiveschoolclimateisintendedtoreinforcetheprofessionalresponsibilityoutlinedinthestandardsofprofessionalpracticeandlegalexpectationsandtoconnecttheresponsibilitiestostudentengagement, learning,well-beingandsafety.Itisalsointendedthatpracticeisfoundedonabeliefthatallstudentscanlearnusingtheassetsthattheybringandthatitistheteacher’sresponsibilitytoutilizepracticestoensurethatallstudents,familiesandcommunitiesarerespected,includedandserved.Theroleoftheteacherinpromotingrespectfulbehaviouranddealingwithinappropriatebehaviourwithin thebroaderframeworkoflegislationandpolicyisimportant.Theintentisthatteachercandidatesunderstandtheirroleindevelopingsafe,inclusive,healthyenvironmentsforlearningthatencourage studentwell-being.”(Accreditation ResourceGuide.OCT.2014:p.31)

ProfessionalKnowledge:Equity,diversityandsocialjusticeandtheintegralroleoftheteacherinidentifyingandeliminating barriersandcreatingsocialchangeLegislationsuchastheAcceptingSchoolsAct,andprovincialEquityandSafeSchoolsStrategies intendedtomakeschoolssafe,inclusiveandacceptingplacestolearnCulturallyrelevantandresponsivecurriculumcontent,instructionandassessmentusingOntario curriculatoengageallstudentsandmeetindividualstudents’strengthsandneeds, topromote healthyschools,andthehealthandwell-beingofstudentsandfamiliesEffectivepracticestoincorporateculture,language,backgroundsandexperiences,communityknowledge,perspectivesandstudentcontributionsandhowtheseelementsare connectedtoidentities,includingstudentsofFirstNation,Métis,andInuitheritage,of multiculturalidentities,andthosemarginalizedduetosexualorientationandgenderidentityInterculturalcommunicationandincreasedculturalknowledgeandunderstandingofsocialjustice issuesandthestrongconnectionbetweenequityandexcellencerelatedtohighexpectationsforallAdvancing social responsibility and environmental citizenship.WaystoDemonstrate:Student teaching statementsof students’self-awareness regarding their social,cultural andpolitical locationandthewaysinwhichthatinfluencestheirperspectivesClassroommanagementplanincorporatingcapacitiesinbuildingauthentic,respectful connectionsbetweenstudentsandcreatingapositiveclassroomcommunityandschoolclimate

Experientiallearningopportunitiestolearnaboutthemselvesanddifferences,culturalproficiencyandfacilityincross-culturalandinterculturalcommunicationCritical incidents that studentswriteaboutanddiscuss.

ParentEngagementandCommunication“Theinclusionofparentengagementandcommunicationisintendedtoensurethatcandidatesrecognizetheimportanceofparentsandguardiansaspartnersandthatcandidatesdevelopstrategies forworkingeffectivelywithfamiliestosupportandfacilitatestudentlearningandwell-being.The intentionisthatcandidateswilldevelopskillsinbuildingrespectful,productiverelationshipsandin communicatingwith parents and families regarding student learning,conduct anddevelopment. Candidateswill understandandutilize thediverse strengthsandbackgroundsof students,families and communities in planning,instruction and assessment.Ifopportunities arise during practicum, candidateswill observemeetingsand conferenceswithparents.”(AccreditationResourceGuide.OCT.2014:p.33)

ProfessionalKnowledge:Thesharedinterestofschools,familiesandcommunityinstudentwell-being,learninganddevelopmentThepositivewaysinwhichfamiliescancontributetoeachstudent’slearningDevelopingpositivereciprocalrelationshipswith families,individuallyandcollectivelyTheimportanceofsharedhighexpectationsSeekinghelptounderstandandhelpaddressbarriersthatmaypreventsomeparentsfromfullyparticipatingintheirchildren’slearning(forexample,language,transportation,theirown schoolexperiences)Proactiveandpositivecommunicationwithparentsandcaregivers.WaystoDemonstrate:Assignmentthatrequirescommunityobservationandaschool-basedcommunicationplanAssignment—compilationofideasforfamilyoutreachandparentalengagement,includinguses ofdigital technologyPracticumreflectiononeffectivewaystheschoolengagesparents.

Practicum“Theinclusionofalengthenedpracticumisintendedtohighlightandstrengthenthetheory-practice interconnectionsthatarepossiblewhenconsideringcourseworkandfieldworkaslinkedandmutually supporting,withtheintentthat,ultimately,allaspectsofknowledgeandskillwillbeconnectedto,and reflectedincourseworkandthepracticum.Theintentisalsotosupportdevelopmentofavisionof theprofession,meta-cognitiveunderstandingofcriticalelements,andevidence-informedandeffective practicesthatcanbeusedandadaptedforgroupsofstudentsandindividualstudents’strengthsand needsinparticularcontexts.Tobeusefulandeffective,itiscrucialforthepracticumexperiencetobe interwovenintofacultycourses,inclusiveofthecorecontentasdescribedinthisguide.”(AccreditationResourceGuide.OCT.2014:p.34)

ProfessionalKnowledge:Thecapacitytobeflexible,adaptiveandcreativeindrawingupontheirrepertoireof practices,bodiesofknowledge,andconcepts/theoriesinordertofacilitatestudentsuccessThecapacitytodiscernrelevantelementsofresearchandtheoryforconsiderationwhenaddressing problemsofpracticeThecapacitytoworkandlearncollaborativelywithcolleagues,includingassociateteachers, teachercandidates,andothereducators,inordertosupportstudentandprofessionallearningThecapacitytobereflectiveandself-assessinordertorespondtochanging,dissonant andchallenging conditionsThecapacitytoreflectontheirownprofessionaljudgement,problem-solving,andlearningfrom teaching placements.WaystoDemonstrate:SummaryreportsfromassociateteachersandfacultyadvisorsPracticumbindersLesson plansMulti-mediapresentationsReflections(e)Portfolios

TofulfilltherequirementsofRegulation347/02andRegulation184/97,theCollegerequiresthat:thepracticalexperience:• isaminimumof(80–revised)days• includesobservationandpracticeteaching• iscompletedinaninstructionalsettinginschoolsorothersituationsthatuse theOntario

curriculumorinsituationsapprovedbytheCollege

• iscompletedinEnglish-languageschoolsorclassesifthecandidateis tobe certifiedtoteach inEnglish,or inFrench-languageschoolsclassesifthecandidateistobecertifiedtoteachinFrench

• takesplaceininstructionalsettingswhicharerelatedtotheareasof concentrationof thecandidate’sprogramofprofessionaleducation,thatis,in primary(K–Grade3) andjunior(Grade4–6)classroomsforacandidate whoseareasofconcentration aretheprimaryandjuniordivisionsorin intermediate(Grade7–10)andseniordivision(Grade11–12)subject-specifi classroomsforacandidatewhoseareasof concentrationaretheintermediate andseniordivisions.

• Enablescandidatestoparticipateinsettingsrelatedtoeachdivisionand,whereapplicable,atleastoneofthesubjectareasoftheprogramthatare relevanttothecandidate’sprogram.Wherepossible,candidateswouldbebetterpreparediftheyhaveanopportunitytoobtainexperienceinboth subjectareas.

• IssupervisedandassessedbyanexperiencedteacherwhoisamemberoftheCollegeingoodstanding.TheCollegerecognizesthatthedeterminationofacandidate’ssuccessinthepracticumisinformedbytheassociate teacher’sassessmentbutthattheresponsibilityforfinalevaluationrestswithfacultystaff.

• IssuccessfullycompletedandsonotedonthetranscriptsenttotheCollege.• Afacultymemberisappointedasanadvisorforthestudent.Inaddition,theCollegerecommendsthatthepracticalexperienceoccurinarestrictedsubject,identified insubsection19(14)ofRegulation298,madeundertheEducationAct,onlyifthecandidate’sareaofconcentrationintheprogramofprofessionaleducationisinsuchasubject.Forexample,acandidate’spracticalexperiencemaytakeplaceinaclassroominanEnglish-languageschoolwhereFrenchisthe languageofinstruction(i.e.inaFrenchImmersionclassroom)ifthecandidate’sareaofconcentrationis IntermediateFrenchorSeniorFrench.Further,theCollegerecommendsthatcandidatesnotbeplacedinspecializedsettingssuchasEnglishasaSecondLanguageorSpecialEducationwherestudentsarecongregatedforinstructionsincethesearenotteachablesubjects

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CSL and Practicum Guide - UOttawa Education Experiences: CSL and Practicum Guide June 27, 2017 9 Collaborative Teaching and Learning Inquiry Model This model of …