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Brief Description of Key Practicum-Related Roles
(Please refer to MT Practicum Handbook for a full description, accessible at: http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html)
Role of the Associate Teacher (AT)
• Is a strong mentor, listener, and coach, and is willing to commit the time to mentor a TC.
• Develops a professional and collegial atmosphere and works as a partner with the TC.
• Is familiar with the goals and objectives of the practicum (Year 1) and (Year 2) by reading the MT Practicum Handbook.
• Provides a staff handbook or access to a copy of it to the TC. • Is a resource to the TC, perhaps providing such things as ideas,
materials, resources, guidance and direction. • Carefully observes lessons with students, and provides regular,
encouraging and constructive feedback. • Accommodates individual needs that a TC may share with them and/or
as outlined by U. of T.’s Accessibility Services (e.g., learning disability, health problems, family challenges, etc.).
• Provides formative feedback in the form of a checklist at the mid-point in collaboration with the TC.
• Writes a detailed summative evaluation of the TC's performance and abilities in collaboration with the TC.
Role of the Teacher Candidate (TC) • Develops a professional and collegial relationship with the AT as a
professional partner in the classroom and school. • Shares any concerns or accommodations needed as might be outlined
by U. of T.’s Accessibility Services (e.g., learning disability, health problems, family challenges, etc.).
• Participates in a range of teaching and administrative tasks that are responsibilities/duties of a classroom teacher.
• Shadows the AT during school duties and meetings. • Shows initiative and begins to take over routines, such as taking
attendance, dismissal, bell work, classroom set-up, etc. • Shares lesson and unit plans with AT in advance of teaching time in
order to be able to revise effectively to meet student needs and interests.
Role of the Faculty Advisor • Acts in a non-evaluative capacity to provide feedback to teacher
candidates. • Acts as a support person to the TCs, ATs, Liaison Teacher, and school
administrator(s). • Observes and provides feedback to TCs and support as needed.
DESK CARD:
PRACTICUM INFORMATION
2016-2017
Key Dates for Practicum – Fall, 2016 Elementary and Secondary
OBSERVATION DAYS: Oct. 21 & 28
PRACTICUM: Mon., Oct. 31 – Fri., Nov. 25, 2016
Assessment and Evaluation Dates for Fall Practicum
Complete Mid-‐Point Formative Assessment by Fri., Nov. 11. Complete Summative Evaluation by Fri., Nov. 25.
Week-‐by-‐Week Teaching Expectations Fall, 2016
Week 1 Week 2 Week 3 Week 4
Year 1 PT 1
Active engagement e.g., with students, classroom, school and community
Transition to teaching e.g., small group, co-‐planning, co-‐teaching, etc.
⅓ timetable Elem: 1-‐2 lessons/day Sec: 1 class/day
⅓ timetable Elem: 1-‐2 lessons/day Sec: 1 class/day
Year 2 PT 1
⅓ timetable Elem: 1-‐2 lessons/day Sec: 1 class/day
⅔ timetable Elem: 3 lessons/day Sec: 2 classes/day
⅔-‐full timetable Elem: 3-‐4 lessons/day Sec: 2-‐3 classes/day
⅔-‐full timetable Elem: 3-‐4 lessons/day Sec: 2-‐3 classes/day
The expectations noted above are to be used as a guiding framework, and can be adjusted to better meet the needs of a specific practice teaching situation.
New for 2016-17: To provide Year 1 TCs with additional time to get to know the students, program, school, etc., and to build a solid foundation, a more gradual transition into planning and teaching whole class lessons has been
established for Year 1 Practicum 1. See additional information on the detailed weekly expectation charts on the MT Practicum website at http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html
MT Practicum Team - Contact Information Anne Marie Chudleigh Partnership Coordinator 647-300-1929 [email protected]
CRITERIA FOR PRACTICUM Professionalism • Demonstrates initiative, active engagement and a positive attitude • Engages in inquiry and reflective practice, and is receptive and responsive to
feedback • Demonstrates flexibility, adaptability, and risk-taking • Demonstrates preparedness for all practicum responsibilities • Demonstrates regular attendance and punctuality Diversity/Equity • Uses strategies and language that are inclusive and provides equitable
learning for all students • Demonstrates and promotes respect for all identities and abilities • Incorporates appropriate accommodations and modifications as needed Involvement in School/Community Life • Demonstrates an interest in school activities • Communicates effectively with school personnel, parents and/or
community • Is cognizant of and adheres to school practices and routines Understanding Curriculum and the Learner • Demonstrates clear, engaging, supportive and instructionally effective
language • Demonstrates a commitment to getting to know students’ interests and
strengths • Uses a variety of effective questioning to facilitate student inquiry and
learning • Demonstrates knowledge of subject areas, child development and diverse
learning styles Assessment, Planning and Instruction (see note below) • Plans lessons/units from an outcomes-based perspective using the Ontario
provincial expectations • Plans include instructional strategies appropriate to students’ developmental
stages and needs • Plans include assessment strategies and assessment criteria appropriate to
expectations • Uses appropriate assessment and evaluative tools and strategies to gather
information about student learning and uses this information to inform planning and instruction
Classroom Management (see note below) • Uses a variety of techniques that are fair and consistent in preventing and
responding to misbehavior • Fosters respect and establishes a positive classroom climate with students • Develops useful routines, communicates and adheres to procedures, revising
them as needed • Prepares materials and resources, as well as organizes the classroom
appropriately for lessons
New for 2016-17 NOTE: For Year 1 TCs in Practicum 1, the “Assessment, Planning and Instruction” and “Classroom Management” sections should be assessed on the formative checklist at the end of week 3 of practicum (given that weeks 1 & 2 do not involve planning and teaching the whole class.)
Liz Coulson David Montemurro Practicum Coordinator – I/S Practicum Coordinator – I/S 905-330-3734 [email protected] [email protected]
LESSON PLAN EXPECTATIONS Teacher Candidates are expected to complete lesson plans for the lessons they are responsible for teaching. WHY? In order for Teacher Candidates to develop a “habit of mind” as they design and plan lessons for their students, TCs must regularly engage in lesson planning. Having a well-‐developed lesson plan also demonstrates to an Associate Teacher the careful and thoughtful process behind planning an effective lesson. Writing detailed lesson plans is an important stage on the developmental continuum of learning to teach.
Online resources for Associate Teachers include: Master of Teaching Practicum Information Booklet Midpoint Formative Assessment Checklist Assessment & Evaluation Tips A variety of feedback forms Lesson plan templates, and lesson plan feedback form
http://www.oise.utoronto.ca/mt/Practice_Teaching/index.html
If you have a question, concern, suggestion, etc., please contact us. Your
feedback is always welcome!
Thank you for being an
ASSOCIATE TEACHER!
Susan London McNab Ken McNeilly Lily Sarno Practicum Coordinator – P/J/I Practicum Coordinator P/J/I Practicum Coordinator P/J/I 416-978-0044 [email protected] 416-978-0043 [email protected] [email protected]
General Inquiries: Phillippa Pothemont [email protected] Practicum Admin Support 416-978-0041 [email protected]
