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Faculty of Education, University of Regina

Purposes and Objectives of ECS100 ECS100 is usually the first class students take in the Faculty of Education, regardless of their program specialization. It is intended to help students learn to think about the professional practice of teaching and learning. It is not an expectation for ECS100 students to plan and teach formal lessons. This course introduces prospective teachers to: 1. think about the teaching and reflective practices in Saskatchewan schools 2. learn about current issues related to K-12 schooling 3. explore foundational questions related to the construction of teacher identity 4. begin a process of constructing teaching knowledge and skills that will continue to emerge and grow

throughout their teacher education program and career. The First Year ECS100 Field Experience is an integrated requirement of Education Core Studies 100 (ECS100), "Knowledge, Schooling and Society". The first year field experience is usually seven or eight half days in an elementary school classroom. These school visits should not be focused on a particular subject area specialization, but rather to introduce students to the nature and practice of teachers, schools, and learning. These school visits will have students in a classroom setting where they will have the opportunity to observe, interact with students and staff and also reflect and question to begin to construct knowledge, skills and abilities required of a successful teacher. More specifically, the purpose of the ECS100 field experience is to: 1. introduce prospective teachers to broader aspects of the school and its relationship to the community. 2. introduce prospective teachers to the various aspects of the teacher's role. 3. begin the process of building their own teacher identity and repertoire of skills. To accomplish these purposes, students are expected to become actively involved in a classroom setting communicating with and helping teachers, students and other school-based staff when appropriate. They are expected to use initiative in seeking information, engaging in conversation with the cooperating teacher, school administrator and school staff, and (when appropriate) in assuming some aspects of the teacher's role. ECS100 is the beginning of our students’ guided personal journey towards becoming a professional teacher. The course, including the field experience, integrates the student’s personal journey with their understanding of the interconnectedness of knowledge, school and society.

ECS100 Field Experience Goals are to:

1. develop an appreciation of the role and experiences offered by the school in the community.

2. provide an introduction to the various classroom teacher roles.

3. provide students with opportunity for active involvement in a variety teacher tasks.

4. provide teachers, as members of the teaching profession, with the opportunity to participate in the professional development of prospective teachers.

5. facilitate the integration of theory with practice in the teacher education program.

Education Core Studies (ECS) 100 Field Experience Manual

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Faculty of Education, University of Regina

Expectations of ECS100 Students:

The success of the ECS100 field experience depends on the ability of all participants to work together. The STF Code of Professional Ethics is discussed with all ECS100 students. Students, as prospective teachers, are expected to demonstrate professional ethics by honouring and abiding by the STF Code of Professional Ethics. Strict confidentiality about students, student records or school problems must be maintained.

Students are expected to:

1. contact the school by email, not phone to provide an introduction and to arrange first day meeting time and location.

2. arrive at the school at least 30 minutes prior to commencement of classes, in order to discuss plans with the teacher; and stay after dismissal of classes for further discussion.

3. provide an original copy of their current Criminal Record & Police Information Check to school administrator on the first school involvement day.

4. notify the school administration office and ECS100 instructor at the earliest opportunity in the case of unavoidable absence or other changes in plans. It is customary for students to make-up missed days. Missing more than 2 school sessions may result in class failure.

5. be flexible enough to go to the school at other times, to experience a variety of school events that may not be available during the student's scheduled involvement hours.

6. assist the teacher (whenever possible) with

a) daily routines (e.g. opening and closing procedures, attendance, outdoor supervision)

b) teaching a portion of a lesson (e.g. explaining a learning task, assessing student work, giving a demonstration, leading a discussion, directing a game)

c) working with small groups of students (leading groups, learning centres, inquiry groups)

d) preparing, distributing and collecting instructional materials

e) setting up and/or operating technology/audio visual equipment

f) preparing displays, bulletin board, learning centres, and so on

7. when appropriate seek, and gain exposure to a variety of classrooms and grade levels.

8. become familiar with school operations and roles of the professional and support staff.

9. consult with ECS100 Course Instructor regarding all field related experiences and issues.

10. ensure appropriate materials and documentation are collected and included in ePortfolio.

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Faculty of Education, University of Regina

Expectations of School-Based Teachers, Principals,

ECS100 Instructor & Manager of Student Placement & Field Experiences

A. School-Based (Cooperating) Teachers will:

1. guide the student to fulfill school involvement expectations, in particular regarding regular and appropriate engagement with a variety of learners.

2. discuss school involvement expectations with the student at the beginning of the experience, clarifying, modifying or extending expectations as appropriate.

3. be aware of and be open to having conversations with the students regarding specific topics listed in the assigned weekly focus questions.

4. alert the school administrator as early as possible when there are concerns.

5. alert the Manager, Student Placements & Field Experience, to inform of any field related experiences and/or concerns.

B. School Administrator will:

1. provide an initial orientation for the ECS100 student(s).

2. review Criminal Record & Police Information Check with Vulnerable Sector Search for each ECS100

student and may choose to make a copy for school records but will return original to student.

3. be available, when possible, to discuss further aspects of the school's functions with the students

and/or weekly focus question discussions as related to the role of a school administrator.

C. ECS100 Instructor will:

1. prepare students with focus question for the week to guide observations and discussions.

2. monitor students reflective writing based on the weekly focus questions.

3. debrief field experiences as a part of the ECS100 coursework.

4. is available anytime for communication with cooperating teachers and school administration.

D. Manager, Student Placements & Field Experience will:

1. contact the school if there are any concerns with student progress or professionalism.

2. is the liaison between cooperating teacher/school administrator and Faculty of Education.

3. is available anytime for communication with cooperating teachers and school administration.

Contact Information for Manager, Student Placements & Field Experience

Jill Young-Lee Office: ED355 Email: jill.young-lee@uregina.ca Phone: 306-585-4623

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Faculty of Education, University of Regina

Field Experience Weekly Focus Topics & Questions:

Week One: School and Community: You will become familiar with the school environment, the student, teachers, administrators and other staff members as well as the community. Core Questions: Who are the people in your school? How would you describe the school and surrounding com-munity? What and who do you see as creating the links between school and community? Have someone take a photo of you standing in front of your school - great keepsake to add to your Professional ePortfolio. Inquire as to if your school has a school website - spend some time becoming familiar with your school community. *Take a photo of yourself in front of the school on your first day. Great to add to your Stories from the Field blog and Professional ePortfolio.

Week Two: Teachers, Knowledge, Building Relationships: You will focus on the teachers, knowledge and building relationships. Core Questions: How do you see teachers honouring different ways of knowing? In what ways do teachers build a sense of community in the classroom? How do teachers build relationships with students? How do teachers continue to build their own professional knowledge?

Week Three: Students & Learning Environment: You will focus on the students in the classrooms. Core Questions: Who are your learners? What does the learning environment look like? Spend some time talk-ing with students to get to know who they are. If possible, join your students on the playground at recess or break times and have informal conversations (and let them get to know a bit about you too as they're always curious as to who the new 'teacher' is). What does the learning environment look like? Take a photo of the classroom (empty) or draw a sketch of what the classroom looks like. Does this remind you of your own schooling or is it very different? How does this space make you feel?

Week Four & Five: Diversity & Difference: You will focus on the diversity, difference & inclusiveness in the school and classrooms. Core Questions: In what ways do you observe the school, classrooms and teachers honouring inclusive practic-es? How is your school community honouring diversity, equity, and human rights for all students (including sexual and gender diversity) within their schools and communities?

Week Six: Powerful Influences: You will focus on what you believe is the most powerful influence on life in your school. You will write about what influences and determines the school culture and atmosphere. Core Questions: "Why is school the way it is?” “What are you now more aware of?” “What surprised you the most?” “How does this affect your journey to become a teacher?”

Week Seven: Interconnectedness of Knowledge, Schooling & Society ***Final Reflections to be posted on your ePortfolio Core Questions: As you observed and interacted in your field experiences, how did the focus topics & ques-tions connect with one another? What connections did you make personally and/or professionally to the ‘interconnectedness’ of lecture, seminar, field experiences and assignments? Of knowledge, schooling and so-ciety? How does this experience affect your process of becoming a teacher? Revisit your blog posts, select specific pieces that tell your story of learning. Include significant quotes you gathered throughout the semes-ter. Add a photo or collage that represent your experience. This final reflection will be posted on your ePortfo-lio, limit of 750 words. If you are adding photos of students you must have permission from the school.

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Faculty of Education, University of Regina

Criminal Record and Police Information Check including Vulnerable Sector Search From: Xia Ji, Director, Professional Development & Field Experiences

Students accepted into the Faculty of Education, either on a part-time or full-time basis, will be required to obtain a Criminal Record Check (CRC) or Police Information Check (PIC) including a Vulnerable Sector Search (VSS) before going into any schools or community organizations during the various stages of their field experience and volunteer components of their program. This requirement has been established by the policies of our partnering school boards and community organizations. It applies to students who go out into schools for the first time and to all subsequent placements in schools and community organizations throughout a student’s program. Students may be required to provide an original copy CRC/PIC (VSS) for each experience in a different school or community organization. This will depend on the governing and relevant policy of each school board or community organization. Students are responsible for the costs associated with obtaining the necessary CRC/PIC (VSS) each time the documentation is required. The same CRC/PIC may be used for ECS 100, ECS 300, EPSF 300, EAE 302, ECS 311, and EPSF 315, provided nothing has changed between field experiences and is accepted by the participating school division. All interns will require a new CRC/PIC (VSS) specific to their EFLD internship placement. Any concerns related to a CRC/PIC (VSS) search should be referred to the Faculty of Education Student Services and the Superintendent of Human Resources/Director of Education designate for the participating school division. For international students, a CRC/PIC from their home country is useful, but they will require a CRC/PIC (VSS) from the RCMP or city police, as well. The local CRC/PIC will generally indicate they have resided in other jurisdictions during the past 5 years. Many school divisions, including Regina Public and Regina Catholic Schools, will require international students to make an appointment at their division office to sign an affidavit swearing to no criminal records/charges in any other jurisdictions. This process must be completed before students begin their field placement experience. Criminal Record and Police Information Checks including a Vulnerable Sector Search are done through the Canadian Police Information Centre which has access to the criminal data bases of various police organizations. As of July 16, 2010, the RCMP and local police services have implemented a revised process in securing a CRC/PIC (VSS) using name, birth date, and gender. If a search comes up positive, an individual must consent to be fingerprinted to obtain a CRC/PIC (VSS). Fingerprints are sent to Ottawa to be compared to the criminal record. If there is a possible match to a criminal record, this process can take up to 120 business days. If no match is found, this process can take 3 business days or less. Fingerprinting is either done by the local city police service or by the Corp of Commissionaires. There can be a charge for this service that students are responsible for. Within the city of Regina, if an individual has a conviction, such as a DUI or another criminal code violation, there is a possibility that the Regina Police Service will require a thumb print to be processed. This will take 5-10 days. This process is different within various jurisdictions. It is up to the individual student to find information about the different processes with regard to obtaining a CRC/PIC (VSS). Although criminal records can be expunged, if the charge is related to sexual criminal activities, it will show up when a Vulnerable Sector Search is included with the CRC/PIC.

https://www.uregina.ca/education/offices-centres/pdfe.html

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Faculty of Education, University of Regina

Criminal Record and Police Information Check including Vulnerable Sector Search (continued) Where to Obtain a CRC/PIC with Vulnerable Sector Search Depending on your permanent address (the address that is listed on your I.D.), a CRC/PIC can be requested from your local RCMP detachment or city police service. You may be required to pay for this service. We suggest that you ask for a least two originals as you may be placed in more than one school division for different field assignments. If possible, do not have the CRC/PIC mailed, but pick it up in person. The RCMP will not give the Vulnerable Sector Search to you. At the same time as you apply for a CRC/PIC, a waiver can be signed that will allow the RCMP to complete a Vulnerable Sector Search and send it to the school division once you have provided the necessary information. It may take a number of weeks for you to receive a CRC/PIC. The majority of CRC/PIC’s will be completed within a day or two, but some checks will take much longer and may require fingerprinting, even if you have no previous conviction. Applications should be made within 4 months of the start of a field experience. You will not be permitted to take ECS 100 without a complete CRC/PIC with Vulnerable Sector Search. When requesting the CRC/PIC, please have the purpose for it included (e.g., University of Regina Student or Field Experience Assignment). This is a requirement if a field experience is with Regina area schools. Chinook School Division (Swift Current and South West Saskatchewan area) will reimburse the costs of a CRC/PIC upon the successful completion of a practicum experience. School Field Experience Placements Generally, University of Regina field experience placements are arranged in the following school divisions: Regina S.D. #4 (RBE), Regina RCSSD #81 (RCSD), Prairie Valley S.D. #208 (PVSD). Specific requests for other school divisions will be considered on a case-by-case basis and accommodated when possible. Information about your field-based practicum placement will be provided to you in your ECS 100/300/311/350, EAE 302, and EPSF 300/315/350 classes once the field assignments have been completed. When you go to the school you have been assigned for the first time, you must have the current, original CRC/PIC with you. Students will not be allowed into classrooms without an acceptable CRC/PIC (VSS). In Regina schools, the principal may take a copy of the CRC/PIC and return the original to you. Please make sure to keep the original CRC/PIC in a safe spot, because you will need it again for future pre-internship or field experience placements. Although the CRC/PIC used for ECS 100 will be accepted in Regina schools for all ECS classes until internship*, you may be required to sign a form indicating that there have been no changes to your CRC/PIC since the original was submitted. If you are placed in a school division outside of Regina, please check with the school principal or the school division office for information regarding the CRC/PIC policy and procedures. *For the sixteen-week internship field experience, all students require an updated CRC/PIC including a Vulnerable Sector Search.*

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Faculty of Education, University of Regina

Criminal Record and Police Information Check including Vulnerable Sector Search (continued)

Duty to Report If during your time as a full-time or part-time student in the Faculty of Education at the University of Regina, or prior to becoming a part-time or full-time education student, a criminal charge is brought against you, or you are convicted of a criminal offence such that there would be a change in your CRC/PIC, you are required to report this information immediately, but no later than 48 hours, after you first become aware of the charge or conviction, as follows:

1) If you are completing a field placement at a school, you must report this information to: your cooperating teacher by phone at the contact number you have secured, followed immediately by written confirmation via e-mail to the cooperating teacher’s email address; and the principal or administrative designate of the school in which you are involved, by phone to the school’s telephone number, followed immediately by written confirmation via e-mail to the principal or administrative designate at such email address as is provided by the principal or administrative designate.

2) If you are placed in a community organization for volunteer purposes, you must report this information to: the contact person in your organization who helped you secure your volunteer position by phone at the contact number you have secured for this person, followed immediately by written confirmation via e-mail to this same person at his or her email address; and the head or principal of the organization in which you are involved, by phone at the contact number you have for this person, followed immediately by written confirmation via e-mail to this person, or his or her designate, at such email address as is provided by the head or principal or his or her designate.

3) If a criminal charge is brought against you or you are convicted of a criminal offence such that there would be a change in your CRC/PIC, there may be adverse consequences to your status as a part-time or full-time student in the Faculty of Education which may ultimately result in you not being able to complete the field component of your teacher education program. This will depend upon the nature and circumstances of the charge or conviction. This, in turn, could potentially jeopardize your ability to successfully complete your degree program in the Faculty of Education. The ultimate determination of whether the student with a positive CRC/PIC can be allowed to perform or continue his or her teacher education in the field will be made exclusively by the hosting school board and/or community organization. 4) Failure to report any criminal conviction and/or outstanding charges that have occurred since the date of the original CRC/PIC (VSS) may be grounds for immediate dismissal from the field placement, either in a school or community organization. This will depend upon the governing school board’s or community organization’s policy.

Additional Information – Please read carefully 1) CRC/PICs are only completed on students who are over the age of 18. 2) Please forward the names of students who are not 18 to the PD office and we will prepare the schools for students who need the "School Division – CRC/PIC form". 3) CRC/PICs are a requirement of the school divisions, not the Faculty of Education - University of Regina, and students must take the original CRC/PIC with them on the first day of a field experience. 4) The principal may copy the CRC/PIC and return the original to the student. No CRC/PIC = no field placement. 5) Do not return the CRC/PIC’s to the Faculty of Education or to your ECS instructor. Students are responsible for these records themselves. 6) The cost of the CRC/PIC varies in each jurisdiction. If you have any concerns or considerations about the Police Information Check, please contact Student Services at 306-585-4521.

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Faculty of Education, University of Regina

6.2 These are the ethical ideals for Saskatchewan teachers, expressed as commitments made by assuming the duties of a professional teacher within Saskatchewan’s publicly funded public education system. **As “teachers in training,” all students enrolled in a teacher education program in Saskatchewan are automatically members of the Saskatchewan Teachers’ Federation. ** Commitments to the Profession

6.2.1 To act at all times in a way that maintains the honour and dignity of the teacher and the teaching profession.

6.2.2 To strive to make the teaching profession attractive and respected in ideals and practices.

6.2.3 To act in a manner that respects the collective interests of the profession.

6.2.4 To perform teaching duties competently in accordance with the profession’s standards of practice and

taking into consideration the given context and circumstances for teaching.

Commitments to Teaching and Learning

6.2.5 To provide professional service to the best of one’s ability.

6.2.6 To treat each student justly, considerately and appropriately in accordance with the beliefs of the profession.

6.2.7 To respect the right of students to form their own judgments based upon knowledge.

6.2.8 To support each student in reaching their highest levels of individual growth across intellectual, social-

emotional, spiritual and physical domains.

6.2.9 To respond generously and appropriately to colleagues seeking professional assistance.

6.2.10 To evaluate the work of another teacher only at the request of the other teacher or when required by role as

a supervisor.

6.2.11 To protect the educational program from exploitation.

Commitments to the Community

6.2.12 To model the fulfilment of social and political responsibilities associated with membership in the community.

6.2.13 To respect the various roles and responsibilities of individuals involved in the educational community.

6.2.14 To keep the trust under which confidential information is exchanged.

6.2.15 To keep parents and the school community informed of and appropriately involved in decisions about

educational programs.

6.2.16 To inform an associate before making valid criticism and to inform the associate of the nature of the criticism

before referring the criticism to appropriate officials.

6.2.17 To strive for the appropriate implementation and enforcement of legislation, regulations, bylaws and policies

enacted by the Ministry responsible for PreK-12 education, school divisions and schools.

6.2.18 To maintain awareness of the need for changes in the public education system and advocate appropriately

for such changes through individual or collective action.

Source: STF Bylaw 6 (Professional Ethics and Practice) Approved by Council, April 2017

STF Code of Professional Ethics

https://www.stf.sk.ca/teaching-saskatchewan/teacher-professionalism/teacher-education-programshttps://www.stf.sk.ca/resource/code-professional-ethics

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Faculty of Education, University of Regina

ECS100 PROFESSIONAL FIELD EXPERIENCE PROGRESS REPORT for _______________________________ (Student Name)

Beginning Progressing Meeting Exceeding

Learning About Planning

Evidence of:

acting in a professional manner

planning for punctuality (arrive 30 minutes prior to class)

planning to stay after class (at least 15 minutes to reflect on the day and discuss next day plans with cooperating teacher)

attire and attitude

observing and discussing instructional plans with cooperating teacher

Learning About Teaching

Evidence of:

observing daily routines and instruction

interacting with students during learning tasks

assisting with small groups of students

assisting cooperating teacher with teaching related duties upon request (preparing materials, displays, learning centres, etc)

demonstrating positive attitude in class

Learning About Reflecting

Evidence of:

becoming familiar with the roles of professional & support staff

responding to cooperating teacher feedback in a professional manner

engaging in conversation, based on weekly focus questions, with cooperating teaching and other school staff where appropriate

Learning About Relating

Evidence of:

relating to students in kind, respectful ways

building professional relationships with cooperating teacher, school staff and community members

communicating professionally with cooperating teacher

using proactive problem solving approach

observing the STF Code of Professional Ethics

Evaluation Criteria Descriptors Beginning: Limited understanding of outcome; demonstrates little initiative to meet expectations Progressing: Basic understanding of outcomes; demonstrates some initiative to meet expectations Meeting: Solid understanding of outcomes; demonstrates strong initiative to meet expectations Exceeding: In-depth understanding of outcomes; demonstrates exceptional initiative to meet expectations

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Faculty of Education, University of Regina

Cooperating Teacher Comments (observations on student growth in experience)

ECS100 Student Comments (reflections on own growth in experience)

Thank you for providing our UofR Faculty of Education ECS100 students with an opportunity to professionally

explore, learn and grow in the journey of becoming a teacher.

Date: _____________________________________

Signatures Required:

Cooperating Teacher: ________________________________________________________

ECS100 Student: _________________________________________________________

Please note: Students are responsible for submitting the completed ECS100 Professional Field Experience Progress Report to the Faculty of Education Student Services Centre, ED355. These reports will be shared with ECS100 instructors as students must pass the ECS100 field experience in order to receive a pass in ECS100 course.