Faculty of Education

Welcome to “Field Experience”

Welcome to the Pre-service Program and particularly to the field experience component. Past graduates often describe this as an enjoyable and rewarding part of their education year. Associate/Mentor Teachers often report that the presence of Education students in their classroom adds to their own professional and personal enrichment. At the University of Windsor we are proud of the long-standing and successful partnership between the Faculty of Education and the local schools. We, therefore, also extend a warm welcome to our Associate/Mentor Teachers. Your hard work and dedication to our program is vital for its ongoing success and is truly appreciated. We hope to offer as much support as possible, particularly to new Associates/Mentors. Please do not hesitate to direct any questions to the Field Experience Manager or to any of the Faculty representatives in the course of their school visitations.

The Field Experience Handbook informs candidates, teachers, principals, faculty advisors and school board personnel about the expectations, policies and procedures that are designed to make this experience as effective and enjoyable as possible for all participants. There have been significant changes made throughout the Handbook. It is essential that all participants review the contents of all sections.

With our best wishes for a successful and enjoyable year.

Pat Rogers, Ph. D. Clinton Beckford, Ph. D. Jo-Anne Grozelle, M. Ed. Dean of Education Associate Dean (Pre-Service) Field Experience Manager

TABLE OF CONTENTS

SECTION A: PROFESSIONAL PRACTICE .........................................................................................................1 Ontario College of Teachers: Standards of Practice.............................................................................................1 Roles and Responsibilities ...................................................................................................................................2

Teacher Candidates .....................................................................................................................................2 Associate/Mentor Teachers..........................................................................................................................3 Faculty Advisors ..........................................................................................................................................4 School Administrators..................................................................................................................................4 Experiential Learning Specialist..................................................................................................................5

SECTION B: FIELD EXPERIENCE POLICIES ..................................................................................................7 Field Placement Policy ........................................................................................................................................7 Field Experience Requirements ...........................................................................................................................8 Requirements for Passing Practice Teaching .......................................................................................................8

Professional Standards Committee ..............................................................................................................9 Practicum Failure........................................................................................................................................9 Failure for Cause.........................................................................................................................................9

Professional Conduct .........................................................................................................................................10 Day-to-day Routines ..................................................................................................................................10 Ethical Conduct.........................................................................................................................................10 Problem Situations.....................................................................................................................................11 Complaints about Associate/Mentor Teachers...........................................................................................11 Candidates in Difficulty .............................................................................................................................11 Immediate Withdrawal from Placement.....................................................................................................12

Posting of Placements........................................................................................................................................12 SECTION C: FIELD EXPERIENCE PROCEDURES ........................................................................................13

TB Clearance.............................................................................................................................................13 Police Record Check..................................................................................................................................13 Religious Needs..........................................................................................................................................13 Prior Contact with and Arrival at the School............................................................................................13 Presence in School.....................................................................................................................................13 Absence from Practice Teaching...............................................................................................................13 Professional Development Days................................................................................................................15 Emergency School Closure........................................................................................................................15 Absence of Associate/Mentor Teacher.......................................................................................................15 Withdrawal from a Practice Teaching Placement.....................................................................................16 Withdrawal from the Program...................................................................................................................16 At the End of a Practicum Block................................................................................................................16 Accidents and Injuries................................................................................................................................16

SECTION D: TEACHING PRACTICE ...............................................................................................................17 Orientation .........................................................................................................................................................17 Observation........................................................................................................................................................17 Lesson Planning.................................................................................................................................................18 Self Assessment .................................................................................................................................................20 Associate/Mentor Assessment ...........................................................................................................................21 Teacher Candidate’s Day Book .........................................................................................................................21

SECTION E: PRACTICE TEACHING INFORMATION ..................................................................................23 In-School Orientation ........................................................................................................................................23 Workload Expectations......................................................................................................................................23 Observation/Collaborative Teaching and Planning............................................................................................24 Areas of Focus ...................................................................................................................................................24

October/November Placement ...................................................................................................................24 February Placement...................................................................................................................................25 March/April Placement..............................................................................................................................25

SECTION F: THE ASSESSMENT AND EVALUATION OF PRACTI CE TEACHING ...............................27 Formative Assessment................................................................................................................................28 Summative Assessment...............................................................................................................................28

Important Information about the Associate/Mentor Teacher’s Reports .............................................................28 Downloading Reports from the Internet.....................................................................................................29 Online Form Submission............................................................................................................................29 Guidelines for Associate/Mentor Teacher’s Assessments..........................................................................30

Guidelines to Complete Formative/Summative Reports....................................................................................31 Associate/Mentor Teacher’s Summative Report Only: Qualitative Assessment................................................37

APPENDICES A. OCT Ethical Standards for the Teaching Profession B. Standards of Practice for the Teaching Profession C. Regulation made under the Teaching Profession Act D. Associate/Mentor Teacher’s Feedback Sheet E. Faculty Advisor’s Formative Report F. Associate/Mentor Teacher’s Formative Report G. Associate/Mentor Teacher’s Summative Report H. Associate/Mentor Teacher’s Report (Supplemental page) I. Professional Standards Committee Process J. Practicum Absence Report K. In-School Observation Checklist L. Basic Lesson Plan Template M. Teacher Candidate Self Reflection Sheet N. Teacher Candidate and Associate/Mentor Teacher Reflection Sheet

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SECTION A: PROFESSIONAL PRACTICE The University of Windsor Faculty of Education strives to offer a learning-centred program committed to excellence in teaching and learning. Field experience serves this goal by providing teacher candidates with opportunities to:

• experience classroom observation and teaching in a variety of settings; • apply and develop pedagogical knowledge and skills acquired through their faculty

courses; • benefit from the advice and guidance of experienced professionals in their progress

towards acceptance into the profession. Ontario College of Teachers: Standards of Practice The Ontario College of Teachers bases the Foundations of Professional Practice on the Ethical Standards for the Teaching Profession (see Appendix A), the Standards of Practice for the Teaching Profession (see Appendix B) and Professional Learning Framework for the Teaching Profession. These standards outline the principles of ethical behaviour, professional practice and ongoing learning for the teaching profession in Ontario. Teacher candidates in the University of Windsor Faculty of Education are expected to perform their professional duties and obligations in accordance with the Standards of Practice for the Teaching Profession and Ethical Standards as articulated by the Ontario College of Teachers (OCT). It is the duty of all teacher candidates to develop a thorough knowledge and understanding of these standards. Breaches of any Standard may result in the withdrawal of teacher candidates from practicum placements and the Bachelor of Education program. Furthermore, teacher candidates are considered to be associate members of the Ontario Teachers’ Federation (OTF) and as such are obligated to conduct themselves in accordance with the Duties of Teachers set out in the Regulation made under the Teaching Profession Act (see Appendix C). The Standards of Practice for the Teaching Profession are described within five interdependent domains: Commitment to Students and Student Learning, Professional Knowledge, Professional Practice, Leadership in Learning Communities, and Ongoing Professional Learning. The Bachelor of Education program at the University of Windsor addresses these domains in a number of significant learning experiences. Two of the five domains of the Ontario College of Teachers’ Standards of Practice for the Teaching Profession are particularly relevant to practice teaching. These provide a good basis for reflection for all candidates throughout the year. Commitment to Students and Student Learning Members of the Ontario College of Teachers demonstrate care for and commitment to students. They are dedicated in their efforts to teach and support student learning. They treat students equitably and with respect. They encourage students to grow as individuals and as contributing members of society. Members of the Ontario College of Teachers assist students to become life-long learners.

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Teaching Practice Members of the Ontario College of Teachers apply professional knowledge and understanding of the student curriculum, teaching, and the changing context of the learning environment to promote student learning. They conduct ongoing assessment and evaluation of student progress. They modify and refine practice through continuous reflection.

Roles and Responsibilities Teacher Candidates Success in practice teaching requires assuming responsibility for professional growth. This involves attention to four main areas: Attitude, Orientation, Observation, and Participation. Professional attitude involves:

• recognition and acceptance that the welfare of the students is of ultimate concern and that the Associate/Mentor Teacher has the final responsibility for what occurs in the classroom;

• maintenance of an ethical and professional attitude towards all members of the school community;

• continuous evaluation of one’s growth as a teacher; • ability to accept critical suggestions and assessments in a cooperative and positive

manner. Orientation involves:

• familiarizing oneself with the philosophy, resources, policies, and rules of the school assigned;

• conferring with the Associate/Mentor Teacher prior to the beginning of each practicum. Observation includes:

• determining the procedures to be followed in completing assignments which are acceptable to the Associate/Mentor Teacher;

• observing in a systematic and purposeful manner, remembering that the observation is designed for one’s introduction to the educator’s role;

• arranging opportunities, through the Associate/Mentor Teacher, to observe other classrooms and teachers in order to broaden one’s perspective of the teaching role.

Participation includes:

• increasingly assuming responsibility for more complex tasks; • making oneself available for regular conferences (planning and analysis) with the

Associate/Mentor Teacher or Faculty Advisor; • developing written plans for lessons and making them available to all supervisory

personnel; • participating in school activities beyond the classroom setting; • engaging in critical self-reflection around teaching and professional conduct; • attending all Advisory Group meetings; • submitting copies of each Formative and Summative report to Advisor after each

placement.

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Associate/Mentor Teachers Associates serve as mentors and coaches to teacher candidates by providing modelling, guidance and support in a number of varied and integrated areas. Orientation and Observation Mentoring in this phase includes:

• welcoming the teacher candidate to the school and the classroom; • familiarizing the teacher candidate with the Associate/Mentor Teacher’s expectations; • orienting the teacher candidate to the school, which includes providing information

about the programs, the students and the school/classroom, routines and procedures; • providing the teacher candidate with adequate opportunities to observe the

Associate/Mentor Teacher's own teaching techniques and procedures and, where possible, those of other teachers in the school.

Teaching Practice Mentoring includes:

• enabling teacher candidates to progress from simpler to more complex teaching tasks; • providing the teacher candidate with opportunities to co-teach and co-plan, moving

teacher candidates gradually towards greater responsibility as appropriate; • assisting teacher candidates in planning their own teaching strategies and in selecting

and designing appropriate instructional material; • guiding teacher candidates in developing sound classroom organization and management

strategies; • requiring the teacher candidate to prepare and submit detailed written lesson plans for

each lesson and unit plans where appropriate; • requiring the teacher candidate to prepare thoughtful written self-reflection for each

lesson; • preparing Formative and Summative Assessments that are fair and appropriately

rigorous.

Providing Feedback Consistent daily feedback to teacher candidates is important to their growth and development as teachers and professionals. Here are a few tips that might help you in providing quality feedback to your Mentee: • Remember that, like the students in your class, teacher candidates will vary in their

readiness to independently perform certain teaching tasks. Some teacher candidates will require more assistance, guidance and encouragement than others;

• Make your expectations clear from the outset; • Ensure that the teacher candidate(s) in your classroom take notes during observation; • Set aside a few minutes each day to discuss their notes and progress; • Always provide feedback on strengths and strategies for improvement; • Consider using the Associate/Mentor Teacher’s Feedback Sheet (see Appendix D) to

provide written feedback. (Some Associate/Mentor Teachers keep a log book in which they make daily entries which are shared and discussed with teacher candidates);

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• Feedback should be realistic, honest and fair. Teacher candidates should be mature enough to handle constructive criticism even when it sometimes stings. Unrealistic feedback lulls teacher candidates into false complacency and is thus a disservice to them;

• Some of the most valuable feedback is provided informally. This could happen during yard duty, over lunch, at the photocopier, on your way from the parking lot and into the building and so on;

• Review the Guidelines for Associate/Mentor Teacher’s Assessment (page 27) for additional ideas for oral and written feedback;

• Use your daily feedback to teacher candidates as a basis for preparing your formative and summative reports on their performance;

• Regular conferences allow the teacher candidate to analyse their own instructional skills and to set goals and strategies for improvement;

Please note: 1. Associate/Mentor Teachers must contact the Advisor as soon as possible if a teacher

candidate is experiencing difficulties or they believe the teacher candidate is at risk of failing the practicum.

2. Teacher candidates may not be left alone with students under any circumstances. If teacher candidates are left alone with students, it may lead to serious difficulties for both the Associate/Mentor Teacher and the teacher candidate.

Faculty Advisors The Faculty Advisor is expected to:

• maintain regular contact with their advisees throughout the year; • visit advisees in the schools at least twice, but as much as deemed necessary; • meet with them regularly, individually or in group seminars to discuss issues relating to

the practicum experience before and after each teaching block; • provide a minimum of two (2) Formative Reports (see Appendix E) during the Practice

Teaching Sessions; • at the request of the Field Experience Manager, investigate reports from schools of

individual problems; • if necessary, mediate candidate-teacher conflicts; • act as a liaison between the school and the Faculty of Education; • collect and review copies of the Formative and Summative Report for each placement.

Reviewing these reports allows for Advisors to address common issues or concerns. • complete Portfolio review with each teacher candidate in their Advisory Group; • complete a final Summative Practicum Report/Portfolio Assessment of each teacher

candidate. School Administrators

Principals and Vice-Principals facilitate the smooth running of practice teaching in many ways, including:

• cooperating with the recruitment of Associate/Mentor Teachers; • assisting in the orientation of teacher candidates assigned to their school;

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• facilitating teacher candidate’s involvement in activities beyond the classroom setting (e.g., staff meetings, staff socials, student functions, professional development days, parent/teacher conferences);

• cooperating with Faculty Advisors in solving problems that may arise; • providing both positive and critical feedback to the Field Experience Manager on the

general performance of teacher candidates and the administration of the practicum; • processing the forms for payment of Associate/Mentor Teachers; • cooperating with teachers to ensure the prompt return of assessment reports to the

Faculty.

Experiential Learning Specialist The Experiential Learning Specialist (ELS) assists the Faculty of Education in fulfilling its ongoing commitment to social justice and equity. The ELS consults and collaborates with teacher candidates, faculty and school partners as an impartial resource, assisting in the development of strategies to address equity and social justice issues. The Experiential Learning Specialist provides teacher candidates, faculty, Advisors and school partners with:

• supportive consultation regarding equity and/or human rights issues, concerns, and questions pertaining to the Field Experience Program;

• workshop sessions concerning social justice issues; and • support for success in the practicum by providing intervention activities such as micro-

teaching seminars.

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SECTION B: FIELD EXPERIENCE POLICIES Field Placement Policy In the interest of fairness and consistency, the following policy for practice teaching is applied equally and without exception to all teacher candidates. 1. Classroom placements are arranged with the following four school boards only:

Greater Essex County District School Board Lambton Kent District School Board Windsor Essex Catholic District School Board St. Clair Catholic District School Board

2. Candidates may not be involved in arranging their own placements. Candidates may not

make requests for their practicum placements. All arrangements are made by and through the Field Experience Office.

3. Requests for changes of placement cannot be considered for reasons of convenience of

transportation. Please be reminded that the Practice Teaching Registration Form “B” required a signed statement from teacher candidates indicating that they assumed the responsibility for making all necessary transportation arrangements. Also, as stated in the acceptance package, the four boards cover a geographical area up to 100 km from the Faculty and since some schools are not available by public transit, a vehicle may be required to reach candidates’ placements. For the assistance of candidates, a notice board for car-pooling requests and offers is maintained in the main foyer of the Faculty of Education building. Please note that the Office staff cannot become involved in facilitating these arrangements.

4. Placements are not permitted with an Associate/Mentor Teacher who is related to or a

close friend of the candidate, or in a school attended by the candidate’s children. Practicum situations involving possible conflicts of interest should be brought to the attention of the Field Experience Manager by the end of September. As well, if the candidate is related to another member of the school staff, this could be problematic and should be brought to the attention of the Field Experience Manager prior to attending the placement.

5. It is crucial that throughout the year local addresses and telephone numbers remain

current. It is sometimes necessary to communicate placement changes at short notice. Updates should be made through the Field Experience Office as soon as possible.

6. All official Faculty correspondence will be sent to your University email address only.

You are also advised that this address must be used for all communication with your Associate/Mentor Teacher, Advisor and Faculty members. Information supplied on Form “A” at the time of registration should be as complete and accurate as possible.

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Field Experience Requirements The program provides for a total of 58 days of classroom teaching and observation. The practice teaching schedule consists of three teaching blocks: October/November; February; and March/April, and includes observation days. PJ At least one practicum in each of the Primary (K-3) and Junior (4-6) divisions. JI At least one practicum takes place in each of the Junior (4-6) and Elementary

Intermediate (7-8) divisions. Elementary placements may include the teachable in some areas, such as French, Music or Science.

IS Placements sessions will be in Secondary schools, focusing on the teachable subjects. Requirements for Passing Practice Teaching Each teacher candidate receives a final Pass/Fail grade for Practice Teaching (80-499). A pass is an essential prerequisite for both the B.Ed. degree and recommendation for certification to the Ontario College of Teachers. The Pass/Fail determination is based on the Faculty Advisor’s final Summative Practicum Report/Portfolio Assessment, which documents the overall field experience using a range of criteria. Satisfactory performance in practice teaching is essential for success. Generally, in order to pass, a teacher candidate will have received THREE “Satisfactory” Summative assessments from the Associate/Mentor Teacher at the end of each placement. However, in cases where a teacher candidate receives a “Borderline” Summative assessment in the first placement, but receives “Satisfactory” Summative evaluations in all subsequent placements, the teacher candidate’s status will be reviewed by the Associate Dean, Pre-Service. A teacher candidate who receives a “Borderline” assessment in either of the final two placements will be required to complete an additional placement and obtain a “Satisfactory” Summative assessment. A teacher candidate who receives a Summative “Borderline” assessment will be notified in writing that he/she is in danger of not meeting the standard required in order to obtain a Pass. This letter will prescribe mandatory intervention strategies, and may include the completion of an additional placement. The candidate must sign the letter confirming receipt and return a copy of the letter to the Field Experience Office. Other mandatory intervention strategies may also be prescribed. Teacher candidates who receive either two Summative “Borderline” assessments or one Summative “Unsatisfactory” assessment have not met the standard required to obtain a Pass in 80-499. Should this occur, a meeting will be arranged with the teacher candidate, the Associate Dean, the Advisor and/or the Field Experience Manager. The recommendations arising from this meeting may include: The candidate is offered an additional probationary practicum of an appropriate length and in an appropriate setting; or, the candidate is referred to the Professional Standards Committee.

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Professional Standards Committee The mandate of the Professional Standards Committee (PSC) is to review the performance of all teacher candidates who have been deemed to have failed for cause or failed Practice Teaching for issues related to inadequate teaching performance. Recommendations to the Dean may include withdrawal of the teacher candidate from the program at any time. The Dean considers the Committee’s recommendation and informs the candidate in writing of the final decision. Candidates have the right to appeal the decision through the Office of the Registrar, University of Windsor. Appendix I outlines the Professional Standards Committee process. Chaired by the Associate Dean of Pre-Service Education, Committee members include the Field Experience Manager and two Faculty members (not the teacher candidate’s Advisor). The candidate and Advisor are invited to attend a meeting of the Committee in order to respond to questions and/or share additional information. For full information on the Assessment and Evaluation of Practice Teaching, see pages 27-38. Practicum Failure It should be noted that failure may result from any serious contravention of the Ontario College of Teachers Standards of Practice and Ethical Standards for the Teaching Profession, including, but not limited to:

• Professional misconduct during the practicum component of the Faculty of Education program;

• Academic misconduct during the practicum component of the Faculty of Education program; and/or

• Neglect of teaching responsibilities and/or poor teaching performance during the practicum.

Failure due to issues related to performance in teaching practice, include, but are not limited to:

• Unsatisfactory performance in teaching practice (2 borderline or 1 unsatisfactory summative assessment); and/or

• An unsatisfactory portfolio assessment by the Faculty Advisor. Failure for Cause In certain circumstances a candidate may be deemed to have failed the Practice Teaching course 80-499 for cause. Failure for cause may result from professional misconduct during the practicum and gross neglect of teaching duties. All cases of this kind are referred for investigation and decision to the Professional Standards Committee. Recommendations to the Dean may include withdrawal of the teacher candidate from the program at any time.

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Professional Conduct

Day-to-day Routines

Success in practice teaching is sometimes undermined by teacher candidates’ failure to meet basic school policies, written or unwritten. As university students, they may consider these policies to be trivial or to not apply to them, and are then puzzled when teachers and administrators are disappointed by their behaviour. The simple guiding rule for practice teaching, which also indicates a responsible and respectful attitude, is: “When in school, behave like a teacher.” The following are important instances:

• Schools expect teacher candidates to dress professionally, whether there is an official dress code or not. Expectations regarding dress should be ascertained by observing other teachers or making enquiries at the outset;

• Ask the Associate/Mentor Teacher where it is appropriate to park; • Coffee and other supplies are not normally free for the taking; • Photocopying should only be done under the direction of the Associate/Mentor Teacher

and never for personal use. Ethical Conduct

Recent changes in legislation, notably the Safe Schools Act, have re-defined the responsibility of the Ontario College of Teachers for ensuring ethical standards for teachers. (See the Ontario College of Teachers Professional Advisory on Professional Misconduct Related to Sexual Abuse and Sexual Misconduct, September 2002). It is therefore imperative that teacher candidates quickly develop an awareness of appropriate ethical conduct. An important aspect of such conduct is the due observance of relational boundaries. Such boundaries apply to relationships between teachers and students, colleagues and other co-workers. Regardless of motivation, certain actions can lead to an appearance of professional misconduct and should therefore be avoided. As an important example:

Under no circumstances should a teacher candidate visit, phone or e-mail a student of the school in which s/he is placed for Practice Teaching, even after the conclusion of the placement.

The following are other examples of situations in which teacher candidates may place their professional reputation and hence their professional future at risk:

• “Staffroom gossip” about individual students, their families, other teachers and fellow teacher candidates, etc.

• Presentation of topics or materials which may be deemed inappropriate or offensive. When in doubt, such issues should first be discussed with the teacher.

• Contravention of the University of Windsor’s Senate Bylaws (i.e., Senate Bylaw 31) and the Ontario College of Teacher’s Professional and Ethical Standards.

• Inappropriate communication with students, parents, Associate/Mentor Teachers, Faculty Advisors, peers, staff, etc. This includes communication using Facebook, MSN, YouTube, etc.

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Problem Situations Occasionally, teacher candidates experience difficulties in their placement. There can be many reasons for this, but it is essential that problems be identified and resolved early in the practicum. In most cases, this can be achieved by clarifying expectations through effective communication. The following steps are prescribed for candidates who experience problem situations:

• First talk to the Associate/Mentor Teacher. Be frank, but be courteous. Talking openly about your concerns using “I” messages (e.g., “I feel...”) rather than accusatory “you” statements (e.g. “You are not...”) is always the most effective communication strategy;

• If the situation is not resolved, talk to the Faculty Advisor. S/he is a highly experienced educator and well equipped to mediate such problems;

• If further intervention or support is needed, contact the Field Experience Manager, who may direct you to either the Associate Dean or Experiential Learning Specialist.

Complaints about Associate/Mentor Teachers Associate/Mentor Teachers have been selected by their Principal and Superintendent and are considered competent for their role. If a teacher candidate decides to make an adverse report about a teacher to a third party, the following policy applies. Under the Teaching Profession Act (Section 4.2), teacher candidates are associate members of the Ontario Teachers’ Federation. It follows that teacher candidates are also subject to the regulations under the Teaching Profession Act. This regulation requires that, on making an adverse report on another member, a member shall “furnish him/her with a written statement of the report at the earliest possible time and not later than three days after making the report.” The Faculty of Education is in compliance with this law (see Appendix C). The OTF has provided a resource entitled, “Guidelines Regarding Harassment Complaints that Arise During Practicum Placements”. The web link is included for your reference. www.osstf27.ca/docs/HarassmentGuidelines.pdf Candidates in Difficulty Associate/Mentor Teachers are asked to contact the Advisor as soon as they become aware that a candidate is experiencing serious teaching difficulties. The Faculty Advisor will make arrangements to visit the school to observe, discuss the concerns and provide advice as appropriate to both the Associate/Mentor Teacher and the candidate. Even if the Associate/Mentor Teacher does not inform the Faculty of such difficulties, it may be in the interest of the candidate to do so. Should a candidate be at risk of failing a practicum placement, it is imperative that the Associate/Mentor Teacher contact the Advisor before completing a “Borderline” and/or an “Unsatisfactory” Summative Assessment. This will allow the opportunity for review of the candidate’s standing and the area(s) of concern. The candidate will then be in a position to make the necessary informed decisions, ranging from engaging in remediation measures to voluntary withdrawal.

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Immediate Withdrawal from a Placement It may be deemed necessary and/or appropriate to immediately withdraw a teacher candidate from a placement. Should a teacher candidate be asked to leave a placement, the placement is deemed to be unsuccessful, resulting in an “Unsatisfactory” Summative report. The following are examples of causes for which teacher candidates may be immediately withdrawn from a field experience placement:

• A report by the school or university faculty personnel of conduct that contravenes the Standards of Practice and Ethical Standards of the Teaching Profession or that violates the provisions of the Education Act, The Teaching Profession Act and the Ontario College of Teachers Act;

• A report by the school or university faculty personnel of physical or sexual abuse, harassment or other misconduct;

• An assessment by the school or the Faculty of Education that the presence of the teacher candidate constitutes a threat to, or compromises the physical or emotional well-being of students;

• An assessment by the Associate/Mentor Teacher and Faculty Advisor that the teacher candidate is guilty of dereliction of duty and breach of professionalism. This might be manifested in absenteeism, lateness, lack of planning and preparation, and other behaviour which brings into question the commitment of the teacher candidate to students and student learning;

• A determination by the Faculty of Education and school personnel that continuation of the placement is not in the best interest of the school, the Faculty of Education and/or school personnel. For example, where the actions of the teacher candidate brings the organizations into disrepute;

• In circumstances in which a teacher candidate is at risk of failing the placement due to “Failure for cause”.

Posting of Placements Placements are posted on the University of Windsor Faculty of Education website at www.uwindsor.ca/education. Follow the appropriate postings link under the “Education Bulletin Board.” You will be prompted to login with your Student ID and password. Detailed instructions can be found on the webpage.

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SECTION C: FIELD EXPERIENCE PROCEDURES TB Clearance Teacher candidates will not be permitted to begin their field experience if the required TB Clearance Form “E” is not on file with the Practice Teaching Office. Any missed days will have to be made up later. Police Record Check In compliance with the Regulation (January 2002) of the Safe Schools Act (2000), a teacher candidate will not be permitted access to a school if the Faculty of Education has not received the necessary clearance resulting from a Police Record Check. Religious Needs Candidates who have special religious needs that require accommodation in their school placements should ensure that the Religious Practices and School Placements Form “D” has been completed and filed with the Practice Teaching Office. Prior Contact with and Arrival at the School Candidates are requested to do the following in advance of each practicum block:

• Call the Associate/Mentor Teacher. To avoid disrupting a class it is advisable to leave a message with the school secretary indicating when and where you can be reached.

• Check what time you are required to arrive at the school. Unless otherwise instructed, arrive one half hour before school begins.

On the first day, report to the Principal unless otherwise instructed. Presence in School Full attendance during all practicum placements is required for candidates to meet the established expectations of the program. (See page 8, Field Experience Requirements). Candidates must be in the school for the entire day, every day, with no exceptions. When not teaching a class or group of students, candidates are expected to be actively involved in planning, observing and other appropriate activities. (See page 2 for teacher candidate “Roles and Responsibilities”). Absence from Practice Teaching We recognize that some absences due to illness, family emergencies and religious obligations may occur. The following policy and procedures govern all absences from practice teaching:

• Candidates must obtain prior approval from the Field Experience Manager for all absences, other than illness.

• All absences must be reported to the Field Experience Manager. Unreported absences or failure to receive prior approval from the Field Experience Manager may result in failure of the practicum.

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• Associate/Mentor Teachers and Faculty Advisors are not authorized to grant such approval. • All teacher candidates are required to complete the mandatory number of practicum

days.

Notification of Absence: Teacher candidates are required to contact the Associate/Mentor Teacher the evening before any absence. If this is not possible, the candidate must contact the Associate/Mentor and the School Principal at least one half hour before school opens on the morning of the absence. The teacher candidate is also required to notify his/her Advisor and the Field Experience Office (Ext 3827 or 3843).

Procedures to complete the practicum days

• Teacher candidates will make arrangements with the Associate/Mentor Teacher to make up the days missed, normally in the class missed unless the Associate/Mentor Teacher is unavailable. Make-up days can be arranged only on days when there are no scheduled classes or special events at the Faculty. Candidates will not receive credit for any time made up during days which conflict with the official Faculty schedule.

• Make up days cannot be completed by increasing the Teaching Expectations, e.g. teaching 50% instead of 25%.

• If absences in one placement exceed 2 days, the Field Experience Manager may prescribe when these days will be made up.

Please note: • All “Satisfactory” Summative assessments received for any placement with outstanding

absences will be considered provisional. These reports will remain provisional until the Associate and Advisor have signed the Practicum Absence report, indicating the completion of make up days, and it is submitted to the Field Experience Office.

• Associate/Mentor Teachers have been instructed to withhold the Associate/Mentor’s Summative Report until the absence(s) during the placement have been made up, if the absence(s) impede the Associate/Mentor’s final assessment.

• Varsity athletes and other teacher candidates who represent the University in other activities must register with Dr. Vern Stenlund as soon as possible. Dr. Stenlund can be reached by email at stemmer@uwindsor.ca.

Required documentation:

• All absences must be entered on teacher candidate’s Formative and Summative Reports. • Teacher candidates are required to complete the “Practicum Absence Report” for all

absences (see Appendix J: Practicum Absence Report). • Absence due to illness of more than two days duration must be substantiated by a

medical certificate. • When the practicum days are completed, the Associate/Mentor Teacher confirms this by

signing the Practicum Absence Report. • The Faculty Advisor verifies that the teacher candidate has completed the practicum

days and signs the Practicum Absence Report form. • It is the teacher candidate’s responsibility to return the copy of the Practicum Absence

Report to the Field Experience Office signed by both the Associate/Mentor and the Advisor.

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Professional Development Days When a PD day occurs during a practicum, it is counted as a placement day and recorded on the Associate/Mentor Teacher’s Summative Report. Principals and Associate/Mentor Teachers are encouraged to include candidates in PD day experiences, whenever possible. The decision for teacher candidates to attend or not attend the P.A activities is made by the Associate and/or Principal. Teacher candidates are required to follow those expectations. However, if the school is unable to accommodate candidates on a PD day, that day does not have to be made up. Emergency School Closure Schools are occasionally closed to students for weather-related or other emergency reasons. Teacher candidates are reminded to listen to the local radio stations early in the morning to have updated information regarding the status of schools within their specific school board. In severe weather, most often schools remain open even though the school buses are not running. Regular teachers are normally expected to be in school or attempt to attend even if there are no classes or student attendance is low. If teachers are not able to safely report to their own school, it is expected that they will report to a school closest to them.

• Teacher candidates are bound by the same expectations as regular teachers and expected to be in school or attempt to attend even if there are no classes or student attendance is low. If the situation arises in which teacher candidates are not able to report to their assigned school due to severe weather conditions, teacher candidates are required to contact the school closest to them to inform them that they will be arriving .

• In the rare instance that a school is closed completely for a limited time for emergency reasons (e.g. sanitary or heating problems, weather) the practicum days/time missed are considered to be complete as this situation is beyond the control of teacher candidates. However, if such closure extends beyond two days the Faculty will make alternative placement arrangements.

Absence of Associate/Mentor Teacher Extended absence of the Associate/Mentor Teacher should be discussed with the Field Experience Manager to decide whether another placement is necessary. If a supply teacher is assigned to the classroom for more than two days, the Field Experience Office should be made aware of the situation. It is against the policy of the Faculty of Education, the Ontario College of Teachers and the Ontario Teacher Federations for a teacher candidate to assume the role of a supply teacher or any unsupervised responsibility for classes or students during practice teaching. If the Associate/Mentor Teacher is absent such responsibility must be assumed by a supply teacher or other designated certified teacher. Any concerns should be directed to the Field Experience Manager. Please note: Teacher candidates cannot be left alone and be made responsible for the supervision of students, at any time. These situations can create serious issues for both the Associate/Mentor and teacher candidate.

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Withdrawal from a Practice Teaching Placement Candidates who withdraw from a school placement are deemed to have failed Practice Teaching. Under no circumstances should a candidate simply “walk out” of a placement, but should immediately contact the Faculty Advisor or Field Experience Manager when difficulties arise. Withdrawal from the Program Candidates considering withdrawing from the program should, in all instances, contact their Faculty Advisor or the Field Experience Manager for counselling before withdrawing. When such a decision affects a pre-arranged practicum placement, it is especially important and a matter of courtesy that we give the school sufficient notice that the placement has been cancelled. Not showing up without notice is unfair to teachers and students and reflects poorly on other teacher candidates and on the University. At the End of a Practicum Block It is a simple but important act of courtesy to express appreciation to the Associate/Mentor Teacher and Principal for their assistance. All pedagogical resources belonging to the teacher or the school and all students’ work and marks in the candidate’s possession must be returned. Not doing so could result in delay of graduation. Accidents and Injuries Teacher candidates are covered for accidents and injuries sustained during unpaid practicum placements through Workplace Safety Insurance. This insurance is provided by the Ontario Ministry of Training, Colleges and Universities through the University of Windsor Insurance Policy (ACEINA). All teacher candidates must complete the Work/Education Placement Agreement/Post-Secondary form. Advisors will provide these forms. In the case of any form of accident or injury during practice teaching, the following procedures should be followed.

• Ensure immediate first aid, including if necessary transportation to a hospital or clinic. • Note witnesses’ names, especially the Associate/Mentor Teacher if present at the time of

the incident. • If required to do so by the school, make a full written report of the circumstances using

the appropriate Board report form. • In all circumstances the University of Windsor form for reporting incidents (available at

the Practice Teaching Office) must be completed and forwarded to the Field Experience Manager within two school days. This information is required by the University Human Resources Department, who must determine whether the incident should be reported to the Workers’ Compensation Board.

• If immediate first aid was not rendered, consult a doctor as soon as possible, even if the injury appears to be slight.

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SECTION D: TEACHING PRACTICE Orientation The practicum schedule provides opportunities for teacher candidates to familiarise themselves with the school, its surrounding community, and the assigned classroom. Candidates should use this opportunity to become familiar with:

• the school program: goals and philosophy of the school, schedules and timetables, special projects or experimental programs and extracurricular activities;

• general school rules; • the layout and utilization of the physical plant: playground area and facilities, general

layout of school, specialized rooms or other areas (gymnasium, library, community centre, audio-visual equipment and other resources);

• the policies and procedures pertaining to the use of such facilities; • the surrounding community and its cultural make-up.

The following are specific suggestions for school orientation activities:

• Introduce yourself to the Principal and Vice-Principal; • Talk to the learning specialists (speech pathologists, psychologists, social workers,

consultants). Learn what that person does and current issues in their field; • Learn where the first aid facilities for the school are. Talk to the school's safety officer

about safety issues; • Become familiar with the audio-visual equipment in the school; • Explore school policies and practices concerning current educational issues like gender

equity, bullying, anti-racism, and multiculturalism; • Learn about how the school community is handling changes in Ministry of Education

curricula and policies. Observation At the beginning of each practicum placement teacher candidates should spend at least one day in classroom observation before beginning to teach. The Associate/Mentor may well decide that an additional observation day is appropriate. Systematic observation should continue to play a vital role throughout the remainder of the experience and for this to be meaningful:

• Plan carefully prior to the observation; • Give purposeful attention during the observation; • Follow the observation with critical reflection and discussion. For example, ask the

Associate/Mentor to clarify why he/she has initiated specific routines, procedures, programs.

• See Appendix K for a sample of the “In-School Observation Checklist.” Observation activities are the vital link in translating theoretical knowledge into practice. Be sure to engage in activities that familiarize you with:

• the school/classroom environment; • the characteristics and needs of students; • the styles and techniques used by different teachers; • awareness of your own personal interests, abilities, and future needs;

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• the classroom: number of students, grouping of students, furniture arrangement, equipment, aids, teaching materials, classroom routines (basic discipline procedures, movement of pupils, distribution of materials, opening exercises, closing exercises), physical climate, psychological climate;

• the teacher: dress, mannerisms, teaching style, relationship with students, movement, speech, attitude, preparatory efforts, motivational techniques, reinforcement techniques, discipline and control;

• the students: physical characteristics (size, co-ordination and dexterity, energy), language, attention span, interests, needs, abilities, individual differences, participation.

There are numerous other activities which will enable candidates to become familiar with the classroom, the program and the students. For example:

• team-teaching and team-planning with the Associate/Mentor or your teaching partner; • working with students at activity centres; • designing and producing bulletin boards; • compiling a bibliography for a future unit of instruction; • assisting the teacher with extra duties, e.g. recess duty, lunch, bus duty; • reading the texts, teacher’s editions, curriculum guides used in the classroom, and

learning what the students have already studied; • preparing an inventory of visual aids, manipulative materials, and other available

instructional materials; • assisting in the preparation of review materials for students.

Lesson Planning The importance of maintaining thorough written instructional plans in practice teaching cannot be overemphasized. Skillful lesson preparation demonstrates both an understanding of curriculum goals and a growing competence in providing for the needs of the student population. Teacher candidates who consistently include careful thought and detailed planning in the early stages of the instructional cycle will find that they feel more secure when they teach the lesson, have greater success in achieving lesson outcomes, and are more effective in their teaching role. Effective planning of individual lessons takes into account the whole educational program and the abilities, interests, and needs of learners. Initially the teacher will establish working guidelines within which the candidate is to teach and together a detailed overall plan of the experience will be developed. Following this, the candidate assumes greater responsibility for instructional planning by developing specific plans for achieving the intended learning outcomes. These may include single lesson plans, unit plans, daily plans, weekly and/or long-term plans. Elements of effective lesson plans There are a variety of formats and styles for written lesson plans depending on such factors as grade level and subject area. A sample basic lesson plan template including annotations for its use is provided (see Appendix L). Further guidance will be provided by Faculty members, Advisors, and Associate/Mentor Teachers and may also be found in Ministry of Education curriculum documents (print or on-line). Most teachers consider the following elements to be essential parts of effective instructional plans.

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Expectations • The purpose of the lesson should be clearly stated in terms of anticipated changes in

specific student knowledge, skills or attitudes. The teacher should confidently answer the question: what am I hoping students will learn as a result of this experience?

• A more detailed description of expectations might include a brief outline of the conceptual knowledge to be learned, the specific skills to be practised and the values to be internalized.

• Guidance in formulating appropriate expectations for each grade level and subject are outlined in the official Ministry curriculum documents.

Instructional Strategies A variety of appropriate teaching strategies and student activities, which promote the instructional outcomes, should be outlined. Factors to be considered include:

• individual learning differences; • student backgrounds and readiness; • curriculum guidelines; • Associate/Mentor Teacher expectations; • availability of resource materials and media; • time available.

When planning lessons, teacher candidates should attempt to:

• Focus on the learning outcomes and specific expectations for each lesson; • create an introductory activity that engages students’ attention and participation; • design activities which encourage maximum student participation, since active

involvement is the key to effective learning; • determine which teaching strategies most appropriately achieve the expectations and

build flexibility into the lesson plan by providing alternative approaches for responding to unexpected situations;

• anticipate possible areas of difficulty and make provision for suitable reinforcement; • assign sufficient time to each segment of the lesson to ensure that the learning process

is not rushed for the sake of completion; • give priority to the major concepts and most important activities; emphasize main ideas

throughout the lesson; • relate new material to previous lessons and the students’ past experiences; • consider student attention span and include a variety of activities to keep the pace of

the lesson moving briskly; • formulate clear, concise, complete directions to ensure understanding; • devise a list of effective questions for stimulating discussion and sustaining critical

thinking; • anticipate possible student answers and plan for responding to them; • provide an effective closure which reviews and summarizes the main points of the

lesson thereby reinforcing the learning process; • provide enriching follow-up activities for sustaining interest and introducing related

areas of study; • design assignments that are meaningful and assess the learning expectations; • plan a closing/culminating component to the lesson that facilitates lesson/classroom

transitions; • analyse the complete plan to assess its probable effectiveness.

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Evaluation The third integral part of effective lesson planning is the provision made for assessment, which facilitates future instruction. The evidence gathered as a result of this phase of the planning process will be invaluable in providing subsequent optimal learning activities. Two important areas should be considered:

• Assessment of student learning should respond to curriculum expectations and lesson objectives.

• Relevant information regarding student learning can be gathered in several ways, including:

i use of grade or subject specific rubrics ii observation through the use of checklists and anecdotal records iii discussion and participation during lesson iv conferences with individual students at the end of the lesson v questions asked by the students vi responses to questions asked by the teacher vii paper and pencil tests viii generalizing activities and related problem-solving tasks ix evidence of transfer of learning to other experiences

Self Assessment A great deal of improvement in teaching comes as a result of critical personal assessment. This results from regular self-evaluation during all stages of the Practicum. Two templates for self-assessment are included as Appendices:

• Teacher Candidate Self Reflection Sheet (see Appendix M) • Teacher Candidate and Associate/Mentor Teacher Reflection Sheet (see Appendix N)

This kind of “soul searching” consists of asking questions such as: • How did I prepare for today’s lesson to ensure that a highly effective lesson was

presented? • How did my behaviour and attitude demonstrate my own enthusiasm for the lesson? • How did the lesson plans guide my instruction? • How effective were my questions to scaffold concepts and new learning? • What evidence demonstrated students’ participation and engagement in the lesson? • Overall, what are my areas of strength? • Overall, what are the areas that require further development? • What steps will I take to address the areas requiring further development?

Micro-teaching One of the most effective methods for stimulating self-reflection of your teaching is to video a segment of a teaching unit. The essential part of this process is to playback the recording and analyse your performance. This can be done alone, with a supervisor, or with peers. Working in a team is an excellent approach, which allows members to interact and critique each other’s teaching in the absence of a supervisor. Before taping a lesson, permission should be obtained from the Associate/Mentor Teacher or Principal, since some parents may not wish their children to take part. When using this process it is best to pre-plan the lesson and decide on the particular teaching skill or technique that will be the primary focus.

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In addition, micro-teaching sessions are arranged by the Experiential Learning Specialist (ELS) for teacher candidates at risk. Information regarding these sessions can be obtained from your Faculty Advisor or the ELS.

Associate/Mentor Assessment Teacher candidates will need to carefully review the Guidelines for Associate/Mentor Teacher’s Assessment found on page 30. This section of the handbook provides an excellent guide to the descriptors and the criteria that Associate/Mentor Teachers use in assessing your progress.

Teacher Candidate’s Day Book

All teachers are required to maintain a Day Book. This requirement applies to all teacher candidates. The Day Book is a teacher candidate’s professional record similar to a classroom teacher’s Day Book. The teacher candidate’s Day Book is used to organize unit plans, lessons plans, routines, timetables and schedules, observation notes, reflections, teaching resources and materials and other pertinent information related to the Field Experience. Well organized and complete Day Books must be available for Associate/Mentor Teachers and for Faculty Advisors who will examine them when they visit teacher candidates in the schools. Organizational tips:

• Use a 2-inch ring binder with clearly labeled dividers and tabs. • Make sure written and printed material is legible and easy to read. • Information should be easily accessible so it is a good idea to have a table of contents

with clearly identified sections. • Materials in each section should be organized in logical chronological sequence from the

most dated to the newest additions.

Possible sections in order could include: • School and classroom policies, School Handbook • Teaching timetable • Supervision duties: Yard, Lunch, Bus • Seating plans • Information regarding students who require accommodations • Observation notes • Unit plans; lesson plans with relevant materials and resources • Self reflection of each lesson; general daily or weekly reflection of teaching experiences

and lessons learned

** A well organized and complete Day Book will facilitate the effective compilation of a teacher candidate’s Professional Learning Portfolio.

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SECTION E: PRACTICE TEACHING INFORMATION The following provides information regarding practicum dates, teaching expectations and the suggested areas of focus for each placement.

In-School Orientation When candidates first arrive, the Principal and Associates/Mentors are asked to assist them in becoming acquainted with the school, its routines and organization. Orientation activities could include:

• initial welcome; • tour of the school and its facilities; • introductions to support staff; • information about the school’s philosophy, accomplishments, policies and initiatives; • information about parent and community relations.

Please see page 17 for more detailed suggestions to candidates on ways of managing their own school orientation process.

Workload Expectations Teacher candidates require a suitable balance of opportunities for (a) observing the Associate/Mentor’s and other teachers’ classroom practices, particularly during the October/November placement and at the beginning of each practicum, and (b) practicing their own teaching skills to an increasing extent as they gain in experience and confidence. Associate/Mentor Teachers are therefore requested to organize the school day as far as possible according to the teaching expectations identified in the chart below. Please do not exceed candidates’ teaching allotment without consulting the Faculty Advisor. The remaining time should be used in observation and other teaching-related activities. It is expected that the amount of whole-class teaching a candidate does will be based on the Associate/Mentor Teachers judgement of the teacher candidate’s readiness to teach.

Please note: A Formative and Summative Report is required for all Practice Teaching Sessions.

Week 1 Week 2 Week 3 Week 4 Week 5 October/November October 9 - November 6

Observation/Collaborative Planning and Teaching up to 25%

25% 25% 25%-50% n/a

February February 5 – February 26

Observation/Collaborative Planning and Teaching up to 25%

50% 50%-75% n/a n/a

March/April March 29 – April 30

Observation/Collaborative Planning and Teaching up to 50%

50%-75%

50%-75% 100% 100%

Note: Teacher candidates are placed alone as well as in pairs. If candidates are paired, they can achieve the teaching expectations by:

• team-teaching, or • teaching small groups of students, or • teaching in another class for part of the day.

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Observation/Collaborative Planning and Teaching The pre-service year provides the best opportunity most candidates will ever have for observing and modelling the classroom practices and various teaching styles of experienced Associate/Mentor Teachers. Observation does not consist of mere unfocussed “watching.” Candidates should consult the section on “Observation” on page 17. During the modelling process, we ask Associate/Mentor Teachers to provide opportunities for the teacher candidate to actively participate in co-planning and co-teaching with the Associate/Mentor, followed by debriefing sessions. These types of activities reinforce the mentorship role of Associates/Mentors. Associate/Mentor Teachers are asked to ensure that there is a realistic balance between observation, collaborative planning and teaching, and independent planning and teaching. This is especially important during the early part of the practicum.

Areas of Focus The areas of focus represent a progressive and cumulative pattern of skills designed to develop the teacher candidate’s proficiency in their teaching practice. The areas identified are the minimum expectations that guide the teacher candidate and the Associate/Mentor Teacher in the planning and assessment of each placement. However, they do not preclude attention to other areas of teaching. October/November Placement

Dates: Friday, October 9 to Friday, November 6 Formative and Summative Reports required Focus Observation:

• seating arrangements • entry and dismissal routines • delivery of lessons • methods of handling small groups within the overall classroom program • routines for sharpening pencils and for washroom breaks • methods of preparing, distributing, collecting and evaluating students’ exercises • storage and distribution of classroom supplies • other classroom/school management policies, as pointed out by the Associate/Mentor

Teacher Practice:

• lesson planning • daybook preparation • sequential organization of lesson material and questions • awareness of timing • effective preparation and use of transparencies, chalkboard, copies • handling of routines

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Focus will also be on developing confidence and competence in: • ability to use suggestions of the Associate/Mentor Teacher or Faculty Advisor • projecting a professional attitude • growing awareness of student needs • appropriateness of application

February Placement Dates: Friday, February 5 to Friday, February 27 Formative and Summative Reports required Focus, in addition to the areas identified for October/November Developing confidence and competence in:

• variety in questioning style • maintenance of a high interest level - enthusiasm, good lesson introductions, etc. • use of instructional technology • introduction to varying assessment strategies and tools • good class control

Increased competence in:

• subject matter competency • ability to relate teaching materials to lesson content, to handle student questions

comfortably • developing and utilizing varying assessment tools and strategies • maintenance of a high level of interaction

March/April Placement Dates: Monday, March 29 to Friday, April 30 Formative and Summative Reports required Focus, in addition to the areas identified for October/November, and February A degree of competence approximating that of a beginning teacher in:

• self direction, initiative • ability to organize work over a period of time • professional attitude to students and staff, participation in activities outside class, etc. • planning and implementation of work for a full week • developing and utilizing varying assessment tools and strategies • ability to recognize and deal with individual problems

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SECTION F: THE ASSESSMENT AND EVALUATION OF PRACTICE TEACHING

Assessing and ultimately evaluating performance in practice teaching is one of the most important and difficult tasks faced by Associate/Mentor Teachers and Faculty. Teacher candidates often find the process stressful but usually recognize it as one of the most useful parts of their field experience, provided that it is well formulated and constructive and includes clear guidance for growth. When assessing or evaluating the performance of teacher candidates:

• Bear in mind that they are prospective teachers and should not be judged on the standards for an experienced teacher.

• Make sure that the eventual assessment report that you prepare for teacher candidates reflects the written and oral feedback you have giving them.

• Remember that there are several levels of “Satisfactory” performance, and take into consideration the stage the teacher candidate is at in the program.

• You have an obligation to help the teacher candidates assigned to you to be the best teacher they can be. You also have an obligation to the teaching profession to assist in ensuring that only deserving teacher candidates are successful. Associate/Mentor Teachers should not pass undeserving candidates either because of pressure and/or compassion.

The process is most likely to be effective and fair if the Associate/Mentor Teacher and Faculty Advisor:

• follow the established guidelines and use the appropriate forms; • maintain adequate and accurate documentation; • strive for a realistic and balanced assessment of the candidate’s performance in the light

of her/his present stage of professional development; • have communicated with the candidate regarding her/his strengths and learning

opportunities throughout the session being evaluated. Teacher candidates also have a responsibility to:

• become familiar with the established procedures for the assessment of practice teaching; • seek clarification about comments and suggestions received throughout the session and

during the assessment process; • receive all reports, particularly the final Summative assessment, in a courteous and

professional manner. Each practicum is subject to assessment by the Associate/Mentor Teacher. The form of such assessment will be of a Formative and Summative nature, in accordance with the following guidelines.

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Formative Assessment The provision of regular feedback during practice teaching is essential for facilitating candidates’ professional growth. Formative assessment is of two kinds, informal and formal .

Informal Ongoing, ideally daily, conferencing occurs between the candidate and the teacher. Written observations are more helpful than oral comments. They are generally used to give feedback concerning strengths and weaknesses and to offer suggestions for overcoming weaker areas. Candidates are encouraged to include these comments in a section of their daybook for personal reference and reflection.

Formal At the mid-point of all placements, Associate/Mentor Teachers are asked to complete the Associate/Mentor Teacher’s Formative Report (See Appendix F). Teachers are asked to:

• give the WHITE copy to the candidate and the YELLOW copy to the Principal for forwarding to the Faculty of Education;

• retain the PINK copy for their own records. Summative Assessment At the end of the October/November, February and March/April sessions, the Associate/Mentor Teacher is asked to complete both pages of the Associate/Mentor Teacher’s Summative Report (See Appendix G). The final assessment should be based on the “average” performance and growth for the session, not just the “high” or “low points.” In preparing the final Summative Assessment report, teachers are asked to:

• select the appropriate level (Satisfactory, Borderline, Unsatisfactory) and check the box for that level;

• give the white copy to the candidate and the yellow copy to the Principal for forwarding to the Faculty of Education; retain the pink copy for their records.

Teacher Candidate Absence(s) All absences from Practice Teaching must be recorded on the Formative and/or Summative report, as they occur. If a teacher candidate’s absence(s) are thought to impede the Associate/Mentor’s final assessment, the Summative report is required to be withheld until the teacher candidate makes up the absence(s). Important Information about the Associate/Mentor Teacher’s Reports Teachers’ cooperation is requested particularly in the following areas:

• In cases where a candidate has been assigned to more than one teacher, a single Summative Report, based on a consensus of the teachers involved, should be submitted.

• Please ensure that a final rating has been entered on the form before it is given to the candidate to sign. A candidate is within his/her rights in refusing to accept a report in which this information is omitted.

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• Please note that the candidate’s signature indicates receipt of the report, not agreement with its contents. If a candidate declines to sign, both the white and the yellow copy should be sent to the Field Experience Office with an explanatory note.

• Please bear in mind that candidates will include these reports in their professional portfolios and job applications.

Prompt return of the reports after each session is appreciated, particularly following the March/April session to permit processing for graduation and recommendations to the Ontario College of Teachers.

Downloading Reports from the Internet For the convenience of teachers who prefer to type their assessments, the Associate/Mentor Teacher’s Reports are also available on the University of Windsor web-site:

www.uwindsor.ca/education On the left side of the screen you will find the menu option and select “Associates/Advisors” . Click on “Associates - forms”. The files are in Microsoft Word format and can be downloaded and typed on.

When you have completed your report, print and sign three copies for distribution and mailing as noted below. Principals are asked to ensure that copies of the Associate/Mentor Teacher’s Formative and Summative Reports are forwarded to:

Field Experience Office, Faculty of Education

University of Windsor 401 Sunset Ave.

Windsor ON N9B 3P4

Online Form Submission Associate/Mentor Teachers also have the option to submit their reports online. Those who wish to do so should contact Carol Kong by email - carolk@uwindsor.ca. Login information, including the link and the login key will be provided by return email. Please note that when you submit your evaluation reports online, you will be asked to confirm that:

• the report has been reviewed with the teacher candidate; • a copy of the report has been signed by the Associate/Mentor and the teacher candidate; • the teacher candidate has received a copy of the signed report.

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Guidelines for Associate/Mentor Teacher’s Assessments The Associate/Mentor Teacher’s Summative Report is divided into two main categories:

• Personal and Professional Factors: How did the teacher candidate meet the profession’s normal expectations of conduct and attitudes?

• Performance Assessment: How ready was the teacher candidate for the assigned tasks? How successful was s/he in actual classroom delivery of the instruction planned?

A number of descriptions of desirable behaviours are provided within each category, followed by columns indicating the extent to which the candidate has demonstrated the behaviours shown. The guiding criterion for assessment here is one of consistency. Were the behaviours demonstrated “consistently,” “usually,” “sometimes,” or “infrequently”? (Please note that the last column indicates that the particular behaviour did not apply to the class situation, or there was no opportunity to observe it. A check-mark in this column is not a negative.) In making their assessments, teachers and visiting Faculty Advisors may ask themselves: “Is this aspect of the candidate’s teaching emerging, inconsistently applied, or more of an ‘after-thought’?” Any observational, criterion-based assessment is inevitably subjective to some degree. Teachers are aware of this in dealing with their own students and have usually developed certain strategies for making their judgments as consistent as possible. Associate/Mentor Teachers often ask whether the assessment should be based on what would be expected of a teacher candidate who is in the process of learning to become a teacher, or whether the assessment should be based on what would be expected of an experienced teacher? This question applies particularly to the early part of the program. The expectations and suggested focus for each session are listed earlier, and the principle of fairness would suggest that at least the greater part of the assessment should be based on those areas. Learning is a continuum, and Associate/Mentor Teachers need to assess not only the teacher candidate’s current progress, but also consider the teacher candidate’s potential for growth. Teachers may wish to state that a candidate’s performance is above or below expectation for any given stage of the program. The final rating is the result of an integrative assessment, in which the various behaviours observed in the classroom and school setting are weighed and balanced in order to arrive at an overall decision about the candidate’s professional readiness.

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Guidelines to Complete Formative/Summative Reports

SAMPLE

SECTION II: PERFORMANCE ASSESSMENT

On the following pages, please assess the candidate=s performance on the indicators shown. These are based on the Ontario College of Teachers Standards of Practice which are considered foundational to success in the pre-service practicum, namely: (1) Commitment to Students and Student Learning, and (2) Teaching Practice. It is also expected that both will be informed by the Standards of Practice for Professional Knowledge. Please observe the following KEY: C=consistently U=usually S=sometimes I=infrequently n/a=not applicable (The placement did not provide sufficient information to assess this aspect.)

1) COMMITMENT TO STUDENTS AND STUDENT LEARNING

The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATORS showed an overall awareness of how children develop and learn demonstrated overall care and respect for the students practised principles of diversity and inclusion, providing for individual differences in social and cultural backgrounds shaped instruction appropriately to meet different abilities and ways of learning effectively motivated students to improve their learning encouraged active participation in the learning process provided appropriate feedback on students= class-work and assignments promoted appropriately respectful interactions within the classroom addressed inappropriate student behaviour in an appropriate manner established a safe and supportive learning environment

In completing the PERFORMANCE ASSESSMENT section of the Report, please consider the EXTENT OR DEGREE to which the candidate demonstrated the performance indicators shown for the various AAAALook-Fors@@@@

KEY: Consistently, Usually, Sometimes, Infrequently COMMITMENT TO STUDENTS AND STUDENT LEARNING The teacher candidate: showed an overall awareness of how children develop and learn.

• It was apparent that the candidate had an underlying understanding of key principles of learning processes.

• Pedagogical strategies, activities and resources were designed to match students’ developmental levels, collectively and individually, and to promote their personal and academic growth.

• IEP and IPRC processes were implemented if and as required. demonstrated overall care and respect for the students.

• A co-operative relationship existed between the candidate and the students. • There was mutual respect and confidence. • Interactions with students were positive, nurturing, and free of demeaning behaviours

such as sarcasm.

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practiced principles of diversity and inclusion, providing for individual differences in social and cultural backgrounds.

• The candidate developed an informed awareness of the diverse social and cultural backgrounds of the students in the class and took this knowledge into account when planning their learning experiences.

• When occasion arose, there was an effort to model and promote attitudes of respect and fairness towards cultural, racial, religious and sexual minorities, the disabled and those of opposite gender.

• Care was taken to use information, resources and means of assessment which were free of bias towards minority groups.

shaped instruction appropriately to meet different abilities and ways of learning.

• Individual differences in learning styles, abilities and rates of work were considered in the planning of lessons and activities.

• Tasks were modified where necessary for special needs students. • The candidate was resourceful in adjusting plans to variations in students= moods,

behaviour, or level of understanding, departing from Athe script@ if necessary. effectively motivated students to improve their learning.

• The candidate put effort into making the lessons enjoyable and engaging. • Students were challenged to work at their ability level. • General performance of the group showed steady growth.

provided opportunities to practice and apply new learning in meaningful ways.

• Learning offered meaningful experiences going beyond acquiring basic information. • Activities were designed to demonstrate the relevance of the topic to the real world. • Resources included an appropriate use of authentic materials.

encouraged active participation in the learning process.

• Students’ needs and interests were an important consideration in planning. • Introductory activities engaged the students. • The main part of the lesson included activities that were open-ended, allowed for

complex thinking or hands-on in nature.

provided appropriate feedback on students==== class-work and assignments. • Good performance in class work was appropriately acknowledged. • Opportunities for improvement and growth were indicated in constructive ways. • Homework and tests were marked and returned in a timely way and with adequate

follow-up. promoted appropriately respectful interactions within the classroom.

• Students were effectively guided to exercise self-control and respect for others. • Expectations and activities resulted in a learning atmosphere in which students were

focussed and cooperative instead of over stimulated, noisy, insecure, and unable to learn. • Consistent standards of politeness and civility were maintained.

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addressed inappropriate student behaviour in an appropriate manner. • Classroom rules of behaviour and the consequences of misbehaviour were fully

understood. • Violations of the rules were treated in a consistent and fair manner. • The candidate avoided such excesses as yelling, overreacting or otherwise showing lack

of judgment and control. established a safe and supportive learning environment.

• There was an overall awareness of the students’ expectation of psychological and physical safety.

• The candidate understood the concept of the Asafe school@ and was aware of the standard measures and expectations for maintaining school safety.

• Where circumstances arose, the teacher candidate took appropriate action to remediate cases of ridicule, bullying and/or other forms of victimization.

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Guidelines to Complete Formative/Summative Reports cont’d

SAMPLE

Associate/Mentor Teacher====s Formative Report, p. 2. Teacher Candidate:___________________________

2) TEACHING PRACTICE The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATORS

prepared and organized pertinent curriculum resources

set clear and achievable instructional expectations

prepared adequate daily lesson plans

presented material in a clear and meaningful manner

managed instructional time effectively

spoke with clarity and appropriate volume and expression

made effective use of appropriate instructional strategies

followed established routines for promoting effective classroom management

provided opportunities to practice and apply new learning in meaningful ways

modelled correct and appropriate oral and written language

demonstrated effective questioning techniques

made effective use of appropriate technology when available

demonstrated accurate knowledge of curriculum content

used appropriate and varied techniques to monitor and assess students= learning

linked daily lesson plans and long-range plans

Comment on these expectations during the Feb and Mar/Apr practice teaching blocks.

Specific Areas of Strength Specific Areas Requiring Further Development Overall Performance Assessment. If a teacher candidate is experiencing serious difficulties in the placement, please contact the Faculty Advisor. A supplemental assessment form for additional comments is available. Dates of Absence(s):

In completing the PERFORMANCE ASSESSMENT section of the Report, please consider the EXTENT OR DEGREE to which the candidate demonstrated the performance indicators shown for the various AAAALook-Fors@@@@

TEACHING PRACTICE

The teacher candidate: demonstrated accurate knowledge of curriculum content.

• The candidate had a sound knowledge of the content being taught and was able to present it in sufficient breadth and depth.

• Skill area and curriculum expectations were appropriate for the level, conveyed the required learning and led to expansion of the concepts.

• The verbal and written content of presentations, including board-work, was accurate. set clear and achievable instructional expectations.

• Expectations were carefully thought out and understood by the students. • Expectations sometimes extended beyond routine skills included in the text, but were

reasonable in terms of time, level and abilities. • Lessons were productive because of good design and organization.

35

prepared adequate daily lesson plans. • Lessons were fully prepared before arrival at school. • Lesson plans were detailed and, where appropriate, provided for knowledge, practise,

and application. • Plans were carefully thought through and reflected the appropriate curriculum

expectations. linked daily lesson plans and long-range plans.

• Both short term and long term goals were considered in the planning of lessons and units.

• Lessons were viewed as more than isolated entities. • The candidate inquired about or showed interest in the teacher=s forward planning for the

group. prepared and organized pertinent curriculum resources.

• Use was made of a wide variety of learning experience and aids, consistent with students= needs and the curriculum expectations.

• Initiative was shown in going beyond dependence on the textbook. • Supplementary learning resources produced were creative and effective.

made effective use of appropriate technology when available.

• The candidate had an awareness of potential applications of computer-based technologies for the program, level or topic that was being taught and was proactive in implementing some of them.

• Technology was used with an appropriate degree of expertise and judgment. made effective use of appropriate instructional strategies.

• The connections between various teaching practises and specific learning outcomes were understood and applied.

• The candidate demonstrated flexibility in modifying and adjusting teaching strategies according to students’ responses.

presented material in a clear and meaningful manner.

• Clear and complete directions means that activities ran smoothly and minimized the need to repeat instructions.

• Explanations matched the conceptual and learning level of the students. presented new learning in a logical and sequential manner.

• Information, concepts or terminology required for an activity were pre-taught adequately.

• Lessons reflected a progression in learning, such as knowledge, practise and application. • Transitions between different activities or stages of the lesson were well managed.

managed instructional time effectively.

• Lessons were well-paced. • Routines such as taking-up homework or distributing materials were carried out in an

organized manner which minimized loss of time or time off task.

36

used appropriate and varied techniques to monitor and assess students==== learning. • Various assessment techniques were used for continuous assessment. • The candidate was resourceful in developing tests or other assessment tools. • Attention was given to recording students= achievement and remedial needs and

following-up in areas where they needed assistance. followed established routines for promoting effective classroom management.

• Procedures in place for class opening and dismissal, homework, absenteeism and other routine matters were known to the candidate.

• Such procedures were applied consistently and effectively. demonstrated effective questioning techniques.

• Questions were well-distributed, on topic, well-phrased and stimulating. • Individual and group questioning encouraged higher-order thinking rather than being

limited to factual or Adisplay@ questions. • Unanticipated responses were seen as opportunities for active or incidental learning.

modelled correct and appropriate oral and written language.

• The language of instruction (English or French) was used accurately and appropriately for the setting and the students= level and background.

• Board-work and work-sheets provided good models of spelling, punctuation, grammar, syntax and expression.

spoke with clarity and appropriate volume and expression.

• The teaching voice was clear and well articulated. • The normal volume was within the comfort range of the listeners. • The tone was well modulated rather than monotonous and generally pleasant to listen to.

37

Associate/Mentor Teacher’s Summative Report Only - Qualitative Assessment

SAMPLE

SUMMATIVE ASSESSMENT: Please indicate your OVERALL assessment by checking ONE box ONLY.

Satisfactory *Borderline *Unsatisfactory

* Prior consultation with Faculty Advisor is requir ed.

The move to qualitative assessment depends solely on teachers providing detailed anecdotal information to communicate the degree of competency of the teacher candidate. In arriving at the SUMMATIVE ASSESSMENT please consider which of the following best describes the teacher candidate’s overall performance. Satisfactory The performance of a candidate receiving a “Satisfactory” assessment will range between an adequate level of success and an exceptionally high level of success. Please use any part of the descriptors below in your assessment in order to clarify, for the candidate and prospective employers, your perspective regarding the competency level of your particular candidate.

• The candidate has achieved a high level of success by consistently meeting the expectations in all or most of the areas identified and exceeding them in some significant areas. The attitudes, skills and knowledge shown have been successfully integrated to provide good quality learning experiences for the students and positive professional relationships with other members of the school community. The candidate is a highly competent practitioner in every respect.

• The candidate has achieved a good level of success by meeting the expectations in most of the areas identified and showing a willingness to improve in other areas, which may not be considered major. The attitudes, skills and knowledge shown have been applied with sufficient success to result in satisfactory progress in students’ learning and generally sound relationships between the candidate and other members of the school community. There are no major concerns about the candidate’s teaching competence, although there may be room for development in overall ‘polish’ or confidence.

• The candidate has achieved a satisfactory level of success by meeting some of the expectations in the areas identified and recognizes a need for improvement in other areas, including some which may be considered major. The attitudes, skills and knowledge shown have resulted in some progress in students’ learning and in satisfactory relationships with other members of the school community. The overall level of competence is uneven but acceptable.

Borderline The candidate has not yet met expectations in many of the areas identified and may not fully recognize the need for improvement in areas that may be considered major. The attitudes, skills and knowledge shown have resulted in minimal progress in students’ learning, requiring some re-teaching on the part of the Associate/Mentor Teacher. Relationships with other members of the school community may be strained in some respects, though not to the point of being dysfunctional. An acceptable level of competence has not yet been reached. Before a “Borderline” assessment is given, consultation should have been had with the Faculty Advisor.

38

Unsatisfactory The candidate has failed to meet expectations in most of the areas identified and may not recognize the need for improvement or have a realistic sense of how to achieve such improvement. Failure to demonstrate many of the attitudes, skills and knowledge shown have had a negative impact on students’ learning, and relationships with other members of the school community may be difficult. The overall performance falls noticeably short of what would be considered an acceptable level of competence for the profession. Before an “Unsatisfactory” assessment is given, consultation should have been had with the Faculty Advisor.

The Ethical Standards for the Teaching Profession (excerpted from OCT’s Standards for Practice for the Teaching Profession at

http://www.oct.ca/standards/ethical_standards.aspx?lang=en-CA)

The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility in their relationships with students, parents, guardians, colleagues, educational partners, other professionals, the environment and the public. The Purposes of the Ethical Standards for the Teaching Profession are:

• to inspire members to reflect and uphold the honour and dignity of the teaching profession

• to identify the ethical responsibilities and commitments in the teaching profession • to guide ethical decisions and actions in the teaching profession • to promote public trust and confidence in the teaching profession.

The Ethical Standards for the Teaching Profession are: CARE The ethical standard of Care includes compassion, acceptance, interest and insight for developing students' potential. Members express their commitment to students' well-being and learning through positive influence, professional judgment and empathy in practice. RESPECT Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development. In their professional practice, they model respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment. TRUST The ethical standard of Trust embodies fairness, openness and honesty. Members' professional relationships with students, colleagues, parents, guardians and the public are based on trust. INTEGRITY Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities.

Appendix A

The Standards of Practice for the Teaching Profession (excerpted from OCT’s Standards for Practice for the Teaching Profession at

http://www.oct.ca/standards/standards_of_practice.aspx?lang=en-CA)

The Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession serve as the foundation for professional teacher education in Ontario. The Purposes of the Standards of Practice for the Teaching Profession are:

• to inspire a shared vision for the teaching profession • to identify the values, knowledge and skills that are distinctive to the teaching

profession • to guide the professional judgment and actions of the teaching profession • to promote a common language that fosters an understanding of what it means to be a

member of the teaching profession. The Standards of Practice for the Teaching Profession are: COMMITMENT TO STUDENTS AND STUDENT LEARNING Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society. PROFESSIONAL KNOWLEDGE Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice. PROFESSIONAL PRACTICE Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection. LEADERSHIP IN LEARNING COMMUNITIES Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities. ONGOING PROFESSIONAL LEARNING Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.

Appendix B

Excerpt from the Teaching Profession Act: The Regulation Made Under the Teaching Profession Act

(excerpted from http://www.otffeo.on.ca/en/about_otf/wtt02/regtpa.php)

General Duties of Members 13. A member shall strive at all times to achieve and maintain the highest degree of professional

competence and to uphold the honour, dignity, and ethical standards of the teaching profession.

Duties of a Member to His or Her Pupils 14. A member shall, (a) regard as his first duty the effective education of his pupils and the maintenance of a high

degree of professional competence in his teaching; (b) endeavour to develop in his pupils an appreciation of standards of excellence; (c) endeavour to inculcate in his pupils an appreciation of the principles of democracy; (d) show consistent justice and consideration in all his relations with pupils; (e) refuse to divulge beyond his proper duty confidential information about a pupil; and (f) concern himself with the welfare of his pupils while they are under his care.

Duties of a Member to the Public 16. A member shall, (a) endeavour at all times to extend the public knowledge of his profession and discourage untrue,

unfair or exaggerated statements with respect to teaching; and (b) recognize a responsibility to promote respect for human rights.

Duties of a Member to the Federation 17. A member shall co-operate with the Federation to promote the welfare of the profession.

Duties of a Member to Fellow Members 18. (1) A member shall, (a) avoid interfering in an unwarranted manner between other teachers and pupils; (b) on making an adverse report on another member, furnish him with a written statement of

the report at the earliest possible time and not later than three days after making the report; (c) notwithstanding section 18 (1) (b), a member who makes an adverse report about another

member respecting suspected sexual abuse of a student by that other member need not provide him or her with a copy of the report or with any information about the report. (WB02)

(d) refuse to accept employment with a board of trustees whose relations with the Federation are unsatisfactory; and

(e) where he is in an administrative or supervisory position, make an honest and determined effort to help and counsel a teacher before subscribing to the dismissal of that teacher.

(2) Under clause (c) of subsection (1), the onus shall be on the member to ascertain personally from the Federation whether an unsatisfactory relationship exists.

(3) A member shall not attempt to gain an advantage over other members by knowingly underbidding another member, or knowingly applying for a position not properly declared vacant, or by negotiating for salary independently of his local group of fellow-members.

Appendix C

Associate/Mentor Teacher’s Daily Feedback Sheet

Teacher Candidate ______________________ Lesson Topic __________________

Grade__________ Date_________________ Time___________________________

Areas of strength Areas requiring improvement Goals for next day!

1. 2. 3.

Appendix D

Faculty Advisor’s Formative Report

Consecutive: OCT/NOV ( ) FEB ( ) MAR/APR ( ) Concurrent: JAN ( ) MAY ( )

White – Teacher Candidate • Pink – Advisor Copy • Yellow - Faculty

TEACHER CANDIDATE: ____________________________________________________________________

(Last Name) (First Name) ADVISOR: _____________________________ TEACHER / SCHOOL: ___________________ GRADE(S) and/or SUBJECT(S): ___________________________________________________________________ BOARD: Greater Essex DSB ( ) Windsor Essex CDSB ( )

St. Clair CDSB ( ) Lambton Kent DSB ( ) Other:_______________________ SECTION 1: PERSONAL AND PROFESSIONAL FACTORS

Please comment on the following relating to the candidate’s professional and ethical conduct ________________________________________________________________________________________________ self-evaluation and receptiveness to counselling ________________________________________________________________________________________________ cooperation with staff members and other teacher candidates ________________________________________________________________________________________________ dress and grooming ________________________________________________________________________________________________ punctuality and overall dependability

SECTION II: PERFORMANCE ASSESSMENT On the following pages, please assess the candidate’s performance on the indicators shown. These are based on the Ontario College of Teachers Standards of Practice which are considered foundational to success in the pre-service practicum, namely: (1) Commitment to Students and Student Learning, and (2) Teaching Practice. It is also expected that both will be informed by the Standard of Practice for Professional Knowledge.

1) COMMITMENT TO STUDENTS AND STUDENT LEARNING

The Teacher Candidate

showed an overall awareness of how children develop and learn demonstrated overall care and respect for the students practised principles of diversity and inclusion, providing for individual differences in social and cultural backgrounds shaped instruction appropriately to meet different abilities and ways of learning effectively motivated students to improve their learning encouraged active participation in the learning process provided appropriate feedback on students’ class-work and assignments promoted appropriately respectful interactions within the classroom addressed inappropriate student behaviour in an appropriate manner established a safe and supportive learning environment

COMMENTS ON ANY OF THESE INDICATORS

Appendix E

White – Teacher Candidate • Pink – Advisor Copy • Yellow - Faculty

Faculty Advisor’s Formative Report, p. 2. TEACHER CANDIDATE: __________________________ 2) TEACHING PRACTICE The Teacher Candidate prepared and organized pertinent curriculum resources set clear and achievable instructional expectations prepared adequate daily lesson plans presented material in a clear and meaningful manner managed instructional time effectively spoke with clarity and appropriate volume and expression made effective use of appropriate instructional strategies followed established routines for promoting effective classroom management provided opportunities to practice and apply new learning in meaningful ways modelled correct and appropriate oral and written language demonstrated effective questioning techniques

COMMENTS ON ANY OF THESE INDICATORS

made effective use of appropriate technology when available demonstrated accurate knowledge of curriculum content used appropriate and varied techniques to monitor and assess students’ learning linked daily lesson plans and long-range plans

Comment on these expectations during the Feb and Mar/Apr practice teaching blocks.

Specific Areas of Strength Specific Areas Requiring Further Development

General or additional comments relating to the overall Performance Assessment. Use the supplemental assessment form for additional comments. Dates of Absence(s):

__________________________________________________________ ________________ Signature of Advisor Date __________________________________________________________ ________________ Signature of teacher candidate Date (indicates receipt of the report, not necessarily agreement with its contents)

Associate/Mentor Teacher’s Formative Report To be completed HALF-WAY through the October/November, February and March/April blocks. (Please check as appropriate): Consecutive: OCT/NOV ( ) FEB ( ) MAR/APR ( ) Concurrent: JAN ( ) MAY ( )

White – Teacher Candidate • Pink – Associate/Mentor • Yellow - Faculty

TEACHER CANDIDATE: ________________________________________________________________ (Last Name) (First Name)

TEACHER: ___________________________SCHOOL:________________________________________ GRADE(S) and/or SUBJECT: ________________________________________________________________________________

BOARD: Greater Essex DSB ( ) Windsor Essex CDSB ( ) St. Clair CDSB ( ) Lambton Kent DSB ( ) Other: __________________________

SECTION 1: PERSONAL AND PROFESSIONAL FACTORS

Please comment on the following relating to the candidate=s professional and ethical conduct: ______________________________________________________________________________________________________________ self-evaluation and receptiveness to counselling: ______________________________________________________________________________________________________________ cooperation with staff members and other teacher candidates: ______________________________________________________________________________________________________________ dress and grooming: ______________________________________________________________________________________________________________ punctuality and overall dependability:

SECTION II: PERFORMANCE ASSESSMENT On the following pages, please assess the candidate=s performance on the indicators shown. These are based on the Ontario College of Teachers Standards of Practice which are considered foundational to success in the pre-service practicum, namely: (1) Commitment to Students and Student Learning, and (2) Teaching Practice. It is also expected that both will be informed by the Standards of Practice for Professional Knowledge. Please observe the following KEY: C=consistently U=usually S=sometimes I=infrequently n/a=not applicable (The placement did not provide sufficient information to assess this aspect.)

1) COMMITMENT TO STUDENTS AND STUDENT LEARNING

The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATORS showed an overall awareness of how children develop and learn demonstrated overall care and respect for the students practised principles of diversity and inclusion, providing for individual differences in social and cultural backgrounds shaped instruction appropriately to meet different abilities and ways of learning effectively motivated students to improve their learning encouraged active participation in the learning process provided appropriate feedback on students= class-work and assignments promoted appropriately respectful interactions within the classroom addressed inappropriate student behaviour in an appropriate manner established a safe and supportive learning environment

Appendix F

White – Teacher Candidate • Pink – Associate/Mentor • Yellow - Faculty

Associate/Mentor Teacher====s Formative Report, p. 2. Teacher Candidate:_______________________________ 2) TEACHING PRACTICE

The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATORS prepared and organized pertinent curriculum resources

set clear and achievable instructional expectations

prepared adequate daily lesson plans

presented material in a clear and meaningful manner

managed instructional time effectively

spoke with clarity and appropriate volume and expression

made effective use of appropriate instructional strategies

followed established routines for promoting effective classroom management

provided opportunities to practice and apply new learning in meaningful ways

modelled correct and appropriate oral and written language

demonstrated effective questioning techniques

made effective use of appropriate technology when available

demonstrated accurate knowledge of curriculum content

used appropriate and varied techniques to monitor and assess students= learning

linked daily lesson plans and long-range plans

Comment on these expectations during the Feb and Mar/Apr practice teaching blocks.

Specific Areas of Strength Specific Areas Requiring Further Development

Overall Performance Assessment. If a teacher candidate is experiencing serious difficulties in the placement, please contact the Faculty Advisor. A supplemental assessment form for additional comments is available.

Dates of Absence(s):

______________________________________________________________________________ ___________________________________ Signature(s) of Associate/Mentor Teacher(s) or Principal submitting this report Date _______________________________________________________________ ___________________________________ Signature of teacher candidate Date (indicates receipt of the report, not necessarily agreement with its content)

TEACHER CANDIDATE: ___________________________________________________________________ (Last Name) (First Name) TEACHER: ____________________________________SCHOOL:_________________________________________ GRADE(S) and/or SUBJECT: __________________________________________________________________________________ BOARD: Greater Essex DSB ( ) Windsor Essex CDSB ( )

St. Clair CDSB ( ) Lambton Kent DSB ( ) Other__________________________________

SECTION 1: PERSONAL AND PROFESSIONAL FACTORS Please comment on the following relating to the candidate’s professional and ethical conduct: _____________________________________________________________________________________________________________ self-evaluation and receptiveness to counselling: _____________________________________________________________________________________________________________ cooperation with staff members and other teacher candidates: _____________________________________________________________________________________________________________ dress and grooming: _____________________________________________________________________________________________________________ punctuality and overall dependability:

SECTION II: PERFORMANCE ASSESSMENT On the following pages, please assess the candidate’s performance on the indicators shown. These are based on the Ontario College of Teachers Standards of Practice which are considered foundational to success in the pre-service practicum, namely: (1) Commitment to Students and Student Learning, and (2) Teaching Practice. It is also expected that both will be informed by the Standards of Practice for Professional Knowledge. Please observe the following KEY: C=consistently U=usually S=sometimes I=infrequently n/a=not applicable (The placement did not provide sufficient information to assess this aspect.) 1) COMMITMENT TO STUDENTS AND STUDENT LEARNING

The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATOR S

showed an overall awareness of how children develop and learn

demonstrated overall care and respect for the students practised principles of diversity and inclusion, providing for individual differences in social and cultural backgrounds

shaped instruction appropriately to meet different abilities and ways of learning

effectively motivated students to improve their learning encouraged active participation in the learning process

provided appropriate feedback on students’ class-work and assignments

promoted appropriately respectful interactions within the classroom

addressed inappropriate student behaviour in an appropriate manner

established a safe and supportive learning environment

Associate/Mentor Teacher’s Summative Report

To be completed at the conclusion of the following blocks: Consecutive: OCT/NOV ( ) FEB ( ) MAR/APR ( ) Concurrent: JAN ( ) MAY ( )

White – Teacher Candidate • Pink – Associate/Mentor • Yellow - Faculty

Appendix G

White – Teacher Candidate • Pink – Associate/Mentor • Yellow - Faculty

Associate/Mentor Teacher’s Summative Report, p. 2. Teacher Candidate: ___________________________________

2) TEACHING PRACTICE

The teacher candidate C U S I n/a COMMENTS ON ANY OF THESE INDICATORS prepared and organized pertinent curriculum resources set clear and achievable instructional expectations prepared adequate daily lesson plans presented material in a clear and meaningful manner managed instructional time effectively spoke with clarity and appropriate volume and expression made effective use of appropriate instructional strategies followed established routines for promoting effective classroom management provided opportunities to practice and apply new learning in meaningful ways modelled correct and appropriate oral and written language demonstrated effective questioning techniques

made effective use of appropriate technology when available demonstrated accurate knowledge of curriculum content used appropriate and varied techniques to monitor and assess students’ learning

linked daily lesson plans and long-range plans

Comment on these expectations during the Feb and Mar/Apr practice teaching blocks.

Specific Areas of Strength Specific Areas Requiring Further Development

General or additional comments relating to the overall Performance Assessment. Use the supplemental assessment form for additional comments.

SUMMATIVE ASSESSMENT: Please indicate your OVERALL assessment by checking ONE box ONLY.

Satisfactory *Borderline *Unsatisfactory * Prior consultation with Faculty Advisor is required.

Dates of Absence(s):

_______________________________________________________________ _____________________________ Signature(s) of Associate/Mentor Teacher(s) or Principal submitting this report Date

_______________________________________________________________ _____________________________ Signature of teacher candidate Date (indicates receipt of the report, not necessarily agreement with its contents

Associate/Mentor Teacher’s Report (Supplemental)

Consecutive: OCT/NOV ( ) FEB ( ) MAR/APR ( ) Concurrent: JAN ( ) MAY ( )

FORMATIVE ( ) SUMMATIVE ( )

White – Teacher Candidate • Pink – Associate/Mentor • Yellow - Faculty

TEACHER CANDIDATE: __________________________________________________

(Last Name) (First Name) TEACHER / SCHOOL: _____________________________________________________

Additional Comments:

Signature of Associate/Mentor Teacher

Signature of teacher candidate acknowledging receipt of report

Date

Appendix H

Professional Standards Committee (PSC) – Process

Failure due to issues related to performance in

teaching practice

Failure for Cause: Professional/Academic

misconduct and/or neglect of teaching

responsibilities

Serious contravention

of OCT Standards

Practicum Failure Professional/Academic Misconduct

A list of examples, but not limited to:

• School (AT/Principal) asks the TC to leave the placement • Allegations that TC had/or has inappropriate interaction/relationship with Faculty, Faculty

Advisor, Associate Teacher, and/or classroom students • TC endangers student welfare • TC absent without permission of the Faculty during practicum placement • TC abandons the placement • TC chronically absent (faculty/school) • TC accused of plagiarism • TC accused of cheating • TC accused of disrupting classroom environment • TC accused of harassment (Faculty member/TC/Associate/Classroom Student) • TC accused of sexual harassment • TC accused of discriminatory behaviour which contravenes the OCT Standards, the

Faculty of Education Mission, or the University of Windsor Human Rights Policy • TC exhibits a lack of commitment to professional development • Fraudulent behaviour on the part of the TC in carrying out faculty/practicum duties • TC accused of theft • Drug and/or alcohol abuse

Appendix I

Professional Standards Committee –Process continued

Step 2: Meeting with Associate Dean (PS) arranged for review and processing; attendees to include (as appropriate):

• Faculty Advisor • Faculty Member • TC • Field Experience Manager • Experiential Learning Specialist

Associate Dean (PS) recommends course

of action

Associate Dean (PS) convenes the Professional Standards Committee Professional Standards Committee submits their recommendation to the Dean

TC Behavioural

Contract

PSC Convened

Decision of the Dean

Decision of the Dean

Step 1: Contact Faculty of Education (Associate Dean Pre-Service, FEM, ELS) • Faculty Advisor • Faculty Member • School

Name (Last, First): Local Contact Number: E-Mail: Date(s) of Absence: School: Associate/Mentor Teacher: Grade/Subject: Nature of placement (check one): In-School Day Field Experience Day Please state reason for the absence:

I agree that the personal information contained in this form will be used by the Field Experience Office to determine the approval or non-approval of the absence request.

Candidate’s Signature: Date: Signature of Field Experience Manager indicating prior approval (required in cases other than illness):

Date:

The following section should be filled out following completion of the necessary make up times. The completed form should then be returned to the Field Experience Office.

Total number of days missed:

Make Up Date(s)

Associate/Mentor Teacher

Name of the School Associate/Mentor Signature & Date

Advisor’s Signature:____________________________ Date:_______________________

PRACTICUM ABSENCE REPORT

For information on absences, please see page 13 in the Field Experience Handbook

This form should be used as an advance application to be absent from practice teaching or to report an absence due to sickness. In both cases it should be submitted to the Field Experience Office as soon as possible. A copy will be returned to you for your records and for confirmation that the time has been completed. All practicum days missed, including In-school days, must be made up. Only the Dean and Associate Dean (Pre-Service) have the authority to waive this policy.

Appendix J

In-School Observation Checklist

What does observation include? It may be considered a continuum from watching and observing through to active involvement with students in the classroom. Observation days provide the teacher candidate with an opportunity to familiarize themselves with the school, associate teacher, students and classroom routines, as well as become involved with some teaching activities which assist the associate teacher (grading student work, yard duty, hallway supervision, lunch-hour supervision, etc).

� School knowledge o Principal o Office Staff o School policies o School Facilities o Library o Computer/Technology Lab o Parking o Staff room o Professional dress & deportment o Xerox

� Classroom routines o Entering/Leaving procedures o Attendance o Seating arrangements o Recess & lunch hour o Homework o Housekeeping

� Teaching strategies o How instructional goals & expectations are presented o Knowledge of subject matter - curriculum coverage o Logical development and sequencing of the lesson o Resources and materials provided for students o Incorporation of a variety of learning strategies o Differentiated instruction (how are the differing needs of students addressed?)

� Lesson implementation o Articulation of lesson expectations o Questioning techniques used o Pacing o Resources and technologies used o Strategies which foster critical thinking skills o Effectively utilizing chalk board(s)

� Classroom management o Positive classroom management strategies o Methods for encouraging student rapport & trust o Techniques which support a respectful classroom environment o How the associate teacher encourages student rapport & trust

Appendix K

BASIC LESSON PLAN (with annotations)

TOPIC: a brief title for the lesson CURRICULUM EXPECTATIONS: quoted directly from the provincial curriculum document SPECIFIC EXPECTATIONS : desired student outcomes The students will…..

• What the students will accomplish in the area of beliefs, values or orientations • What capabilities the students will practice or develop, whether physical or

cognitive • What facts, definitions and understandings the students are expected to retain

RESOURCES: materials required for this lesson and activities INTRODUCTORY ACTIVITY: the (usually brief) opener for the lesson, designed to motivate the students, and focus their minds on what will follow DEVELOPMENT STRATEGIES: the main part of the lesson, in terms of allotted time; a sequence of learning activities designed to engage the students in the content of the lesson, and allow them to accomplish the desired objectives/outcomes/expectations CONCLUDING ACTIVITY: the (usually brief) closer for the lesson, designed so the student will pull the main ideas together, or reinforce key learnings; sometimes called the “recap” METHOD OF EVALUATION: an outline of the procedures, formal and informal, by which the teacher will determine if the students are accomplishing the objectives of the lesson FOLLOW -UP IDEAS: a brief outline of what will follow in the next lesson(s) SELF-REFLECTION: completed after the lesson is taught: what went right? why? what went wrong? why? what could I do to improve the lesson?

Appendix L

LESSON PLAN TEMPLATE

TOPIC:

CURRICULUM EXPECTATIONS:

SPECIFIC EXPECTATIONS :

The students will: 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ RESOURCES: ______________________________________________________________________________________________________________________________________________________ INTRODUCTORY ACTIVITY: ______________________________________________________________________________________________________________________________________________________ DEVELOPMENT STRATEGIES: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ CONCLUDING ACTIVITY: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ METHOD OF EVALUATION: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ FOLLOW -UP IDEAS: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ SELF-REFLECTION: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER CANDIDATE SELF-REFLECTION Teacher Candidate: _____________________________________ Lesson: ______________________________________________ Date: ____________

Successes I experienced…

Challenges I encountered…

Areas to work on….

Action Plan…

What I learned from this experience…

Appendix M

TEACHER CANDIDATE & ASSOCIATE/MENTOR TEACHER REFLEC TION Please find shown below a personal reflection of my teaching based on the lesson(s) I taught in your classroom today. Your input as my teacher mentor is extremely valuable in assisting me to develop the skills and techniques necessary to succeed in the teaching profession. I would appreciate if you would please review this personal reflection and critique of my teaching, and share with me any insights and/or suggestions that you may have concerning areas of strength and challenges. Thank you, your advice is most appreciated! Date of Teaching: __________ Teacher Candidate: ___________________________ Associate/Mentor Teacher: ______________________ School: _____________________

Grade: ___ Lesson Subject(s): _________________________________________

Teacher Candidate reflections re: effective teaching:

Teacher Candidate reflections re: classroom challenges and proposed teaching strategies:

Associate/Mentor Teacher Response: Date: _______________

Appendix N

The Field Experience Handbook contains crucial information regarding the Faculty of Education’s expectations, policies, procedures, etc. It is essential that all participants read and understand the contents of the Handbook. I, ____________________________________, certify that I have read and understood (please print) the contents of the Field Experience Handbook.

____________________________________ ______________________________ Teacher candidate signature Date

Advisor:_____________________________

Division:_____________________________