2024-25 Academic Year
- STANDARDS OF PRACTICE
- ETHICAL STANDARDS
- WELCOME TO FIELD EXPERIENCE
- CONTACTS (for TECHNOLOGICAL EDUCATION)
- SECTION A: ROLES AND RESPONSIBILITIES
STANDARDS OF PRACTICE
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 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.
See: the Ontario College of Teachers' Standards of Practice for the teaching profession
ETHICAL STANDARDS
Care includes compassion, acceptance, interest and insight for developing students’ potential. Members express commitment to students’ well-being and learning through positive influence, professional judgment and empathy.
Trust embodies fairness, openness and honesty through members’ professional relationships with students, colleagues, parents/guardians and the public.
Respect for spiritual and cultural values, social justice, confidentiality, freedom, democracy and the environment honours human dignity, emotional wellness and cognitive development.
Integrity embodies honesty, reliability and moral action. Continual reflection assists in exercising integrity in professional commitments and responsibilities.
See: the Ontario College of Teachers' Ethical Standards for the teaching profession
WELCOME TO FIELD EXPERIENCE
Greetings and welcome to Field Experience—our teacher education program's vital experiential learning component where theory meets practice and the foundations of education take on real-world significance. We are excited to collaborate on this journey with our Teacher Candidates and those in the school system who support them.
In teaching, experiential learning (i.e., learning by doing and reflecting on that experience) is a powerful catalyst for growth and development. Field placements are designed to provide hands-on experiences, allowing Teacher Candidates to apply classroom knowledge to the dynamic realities of educational settings.
During field experience, Teacher Candidates not only observe and assist in classrooms but also actively engage in the daily life of a teacher. This immersion is designed to deepen the understanding of pedagogical strategies, classroom management, and the diverse needs of learners. Through this experience, we aim to foster reflective educators who seamlessly translate theory into effective, student-centered practices.
Teacher Candidates will be paired with experienced mentors and educators who are members of the Ontario College of Teachers and are eager to share their insights and offer guidance and support. The expertise of the Associate Teachers, combined with the enthusiasm of the Teacher Candidates, will contribute to a vibrant learning community. Experiential learning placements are not just about what the Teacher Candidate will learn but also about what they bring to teaching. Teacher Candidates' unique perspectives, creativity, and passion for education are invaluable assets that will enrich the field experience.
Through field experience, Teacher Candidates are exposed to and immersed in a professional network of educators and school leadership, which can significantly help establish a teaching career. We are confident that field experience will be a pivotal chapter in the teacher education journey of our Teacher Candidates, preparing them for the rewarding road ahead. Teacher Candidates are invited to contact the Field Experience Office if they have questions or ideas or want to share their experiences.
The basis of Teacher Candidates' success in teaching practice is the mentorship they receive from our school partners and leadership, Faculty Advisors, and especially Associate Teachers. By providing meaningful field experience, our school partners have supported the professional journeys of our Teacher Candidates and contributed significantly to enhancing the teacher education program. Through Associate Teachers’ guidance and commitment to excellence, our Teacher Candidates have gained invaluable hands-on experience, honing their skills and nurturing their passion for teaching. The support of our school partners is pivotal in helping Teacher Candidates transition from aspiring educators to confident, capable teachers. Please accept our heartfelt appreciation for the unwavering commitment and care given to shaping the future of education. We warmly welcome our school partners to let us know how we can better support the practical learning of our Teacher Candidates by contacting our Field Experience Office directly or through their Principals or representatives of the Faculty of Education.
The Field Experience Handbook, found below, informs Teacher Candidates, Associate Teachers, Principals, Vice-Principals, Faculty Advisors, and school board personnel about the expectations, policies, and procedures designed to make this experience effective and enjoyable for all. We look forward to continuing to provide our Teacher Candidates with exceptional field experience, knowing that together, we are making a significant difference in the field of education.
With sincerest gratitude,
Lindsey Jaber, Ph.D., C.Psych.
Associate Dean, Teacher Education
Associate Professor, Faculty of Education
CONTACTS (for TECHNOLOGICAL EDUCATION)
COORDINATOR OF TECHNOLOGICAL STUDIES B.ED. DEGREE/DIPLOMA
Tim Tiegs
Tim.Tiegs@uwindsor.ca
Leonard and Dorothy Neal Education Building
3rd floor, Room 3300
Leslie Borg
Field Experience Coordinator
lborg@uwindsor.ca
(519) 253-3000 ext. 3807
Karen Bourdeau
Practice Teaching Assistant, External Placements
educexternal@uwindsor.ca
(519) 253-3000 ext. 3869
PROGRAM OFFICE
Lindsey Jaber, PhD, Associate Professor
Associate Dean, Teacher Education
assocdeanteachered@uwindsor.ca
(519) 253-3000 ext. 3804
Sydney Murray
Student Success Coordinator
educstudentsuccess@uwindsor.ca
(519) 253-3000 ext. 3808
Lina Nardone
Administrative Assistant to the Associate Dean, Teacher Education
lnardon@uwindsor.ca
(519) 253-3000 ext. 3805
Dana Datta
Program Support Assistant (currently on leave)
educ@uwindsor.ca
(519) 253-3000 ext. 3805
Thuy Shiu
Program Support Assistant (temporary)
educ@uwindsor.ca
(519) 253-3000 ext. 3805
SECTION A: ROLES AND RESPONSIBILITIES
As a Teacher Candidate, you are expected to:
- Adhere to a full-time, 5-day per week practicum schedule;
- Be responsible for awareness of and respect for all policies and procedures, both at the Faculty of Education and those of your placement school(s);
- Perform professional duties and obligations in accordance with the Ontario College of Teachers’ Standards of Practice, Ethical Standards, and the Duties of Teachers; Recognize and acknowledge student welfare as the ultimate concern and that the Associate Teacher has the final responsibility for what occurs in the classroom;
- Be professional and practice good time management skills by being prepared, arriving half an hour before the school's start time, and expecting to stay beyond dismissal, unless otherwise directed by your Associate Teacher or School Administration;
- Maintain professional and appropriate interactions with students in and outside of the classroom. Teacher candidates are not to contact students directly through social media, email, or phone calls under any circumstances;
- Be mindful of the conversations you engage in, both in and out of the classroom and staffroom. This includes conversations about students and their families, school staff, Faculty of Education personnel, and teacher candidates;
- Use what is observed to familiarize yourself with the school's culture and create lesson plans that meet the needs of all learners in each classroom;
- Take initiative to support and assist Associate Teachers and make professional and meaningful connections with students and colleagues;
- Understand that Associate Teachers have their own unique teaching styles. Teacher Candidates must be respectful and follow the rules and expectations of the school and their Associate Teacher;
- Be detailed, organized, and prepared in your lesson planning. At the direction of your Associate Teacher, you should provide your lesson plans in advance, including when you will be absent from your placement, to ensure all needs are being met and to make revisions as necessary;
- Get involved with extra-curricular activities within your school community. You are expected to be a part of ALL activities that your Associate Teacher is a part of, unless specified otherwise;
- Reflect on your teaching experience and lessons, and Implement the feedback from your Associate Teacher and Faculty Advisor;
- Complete the monthly log sheets, Critical Reflection Journal/Blog; and
- Engage in regular communication with your Faculty Advisor throughout your placement. Your Advisor should be kept apprised of your progress and work with you to address any areas needing further development.
As an Associate Teacher, you can support your Teacher Candidate(s) by:
- Continuing to perform professional duties and obligations in accordance with the Standards of Practice , Ethical Standards and the Duties of Teachers;
- Welcoming and orienting your Teacher Candidate(s) to the school and classroom;
- Sharing and familiarizing your expectations with your Teacher Candidate(s);
- Modeling your best classroom pedagogical practices and discussing them with your Teacher Candidate(s);
- Assisting your Teacher Candidate(s) in planning teaching strategies, and in selecting and designing appropriate materials, lessons, and assessments;
- Guiding your Teacher Candidate(s) in developing sound classroom organization and management strategies;
- Expecting and approving written lesson plans to ensure that the needs of your classroom and students, as well as your own expectations, are being met;
- Supporting your Teacher Candidate(s) using The 3Cs of Mentoring; and
- Providing feedback that is continuous, constructive, and realistic for the purpose of strengthening your Teacher Candidate(s)’ strategies, professionalism, and performance.
Important Notes:
- Associate Teachers must contact the Advisor as soon as possible if a Teacher Candidate is experiencing difficulties or if they believe the Teacher Candidate is at risk of failing the practicum.
- Teacher Candidates are not to be left alone/unsupervised with students under any circumstances. Such actions may lead to serious consequences for Associate Teachers and Teacher Candidates.
As a Faculty Advisor*, you are expected to:
- Provide a letter for teacher candidates to give to each Associate Teacher describing the Advisor role as a mentor for Teacher Candidates and support for the Associate Teacher;
- Be available during all practicum blocks and respond to all communications from Teacher Candidates, Associate Teachers, and the Field Experience Office within one business day;
- Collect and review copies of the Formative and Summative reports for each placement and work with the Associate Teacher and Teacher Candidate to determine the next steps for improvement and growth;
- Collect and review monthly log sheets, Critical Reflection Journal / Blog; from all Teacher Candidates after each practicum;
- Notify the Field Experience Office of any at-risk Teacher Candidates as soon as possible so that improvement strategies can be implemented;
- Develop a Learning Plan with at-risk Teacher Candidates in consultation with their Associate Teacher;
- Mediate conflicts between Teacher Candidates and Associate Teachers;
- Act as a liaison between the schools and the Faculty of Education;
- Submit the mid-year "IP" grade and all final grades (P/NP) for your section of EDUC 5498 through UWinsite Student, in accordance with the Senate Bylaws. Teacher Candidates who are making up placement days should receive a grade of “IN” until they have completed all placement days, at which point, a grade change request must be submitted through UWinsite Student; and
- Monitor and verify the completion of the required practicum hours.
Important Note:
Advisors are encouraged to visit Teacher Candidates while on placement; however, all Advisors must visit Teacher Candidates if they have been requested to do so by the Associate Teacher, Teacher Candidate, or Field Experience Office. If a Teacher Candidate is at risk of failing a practicum, the school visit must be followed up with a Learning Plan developed with the Teacher Candidate in consultation with the Associate Teacher, and submitted to the Associate Dean, Teacher Education.
*The above roles and responsibilities for the Faculty Advisors do not include the in-class roles and responsibilities for EDUC 5498 (Practicum), and EDUC 5497 (Internship).
SCHOOL ADMINISTRATORS
Principals and Vice-Principals support practice teaching in many ways, including:
- Recruiting Associate Teachers;
- Assisting in the orientation of Teacher Candidates assigned to their school;
- Facilitating Teacher Candidates’ involvement in activities beyond the classroom setting (e.g., extra curricular activities, staff meetings, staff socials, student functions, professional development days, parent/teacher conferences, etc.);
- Cooperating with Faculty Advisors in solving problems that may arise; and
- Providing feedback to the Field Experience Office on the general performance of Teacher Candidates and the administration of the practicum.
SECTION B: FIELD EXPERIENCE POLICIES
All policies below are applied equally and without exception to all Teacher Candidates:
- When possible, practicum placements are arranged with one of the two school boards identified by the Teacher Candidate in PART B: Practice Teaching Placements (Practicum) of the mandatory Incoming Technological Studies Teacher Candidate Registration survey.
Note: As per OCT accreditation regulations, the Faculty of Education is not permitted to place Teacher Candidates in any full-French school boards. Our programs are accredited for English school boards only.
- All placement arrangements are made by the Field Experience Office only. Teacher Candidates must not be involved in arranging their own placements. The placement arrangement process is incredibly complex, and numerous factors must be considered when assignments are made. It is therefore critical that this policy be respected.
- The Field Experience Office will notify the Teacher Candidate once a placement has been confirmed. Once the Teacher Candidate is notified of the placement, they are required to contact the host Associate Teacher directly, within three (3) business days, to discuss and agree upon the practicum start date. The start date must be within fourteen (14) days of the official placement confirmation.
- Requests for changes in placements will not be considered for reasons of convenience of transportation. In signing PART B of the aforementioned registration survey, you confirm that you agree to and understand the following:
I understand that I am responsible for making all necessary transportation arrangements to and from placement. I understand that the partner boards cover a large geographical area and since some schools are not available by public transit, a vehicle may be required. I understand that the Field Experience Office cannot become involved in facilitating any carpool arrangements and that the Faculty of Education will not change placement locations due to transportation issues.
- Placements in schools where any potential conflicts of interest exist are not permitted, including all relatives who are part of the school in any capacity (i.e., any staff member or student).
The Field Experience Office must be made aware of any potential conflicts of interest by the beginning of the school year so that they may be avoided. It should be noted that a placement will be cancelled immediately if the Field Experience Office becomes aware of a conflict of interest situation at a Teacher Candidate's placement school.
- It is crucial that throughout the year, local addresses, telephone numbers, and email addresses remain current. It is sometimes necessary to communicate placement changes at short notice. It is the responsibility of the teacher candidate to ensure their contact information is up-to-date via the UWinsite Student platform.
- All official Faculty correspondence will be sent to your University email address only. This address must be used for all communication with your Associate Teacher, Advisor, and all Faculty of Education personnel. Teacher Candidates should check their University email regularly, and respond to all correspondence in a timely manner.
Teacher Candidates have a professional responsibility to be familiar with and respectful of all Faculty of Education policies. Policy breaches may be considered a case of Professional Misconduct.
The Technological Studies teacher education program requires the completion of a minimum of 80 days (400 hours) of classroom teaching and observation.
All practicum placements are at the English secondary school level in the Teacher Candidate’s broad-based Technological Teaching Subject.
Requirements for Passing Practicum
Teacher Candidates receive a Pass/Non-Pass grade for Practice Teaching (EDUC-5498). A Pass is required for both the successful completion of the B.Ed. degree and recommendation to the Ontario College of Teachers for certification. The Faculty Advisor determines the Pass/Non-Pass based on practicum reports and course assignments/assessments.
To pass, a Teacher Candidate must receive a “Satisfactory” Summative assessment at the end of the placement.
Unsatisfactory Summative Assessments
Teacher Candidates who receive an “Unsatisfactory” Summative Assessment are at-risk of receiving a Non-Pass (NP) in Practicum (EDUC 5498), and will be referred to the Associate Dean, Teacher Education. The Associate Dean will determine the Teacher Candidate’s status in the program, which may include the requirement to withdraw, the completion of a makeup placement, or referral to the Professional Standards Committee. This determination will be communicated by the Associate Dean, Teacher Education to Teacher Candidates in writing.
It should be noted that a Teacher Candidate who receives approval to complete an alternate placement may have their convocation postponed.
Practicum Termination
It may be deemed necessary to immediately withdraw a Teacher Candidate from a placement. If a Teacher Candidate is asked to leave a placement, the placement is considered terminated and deemed unsuccessful. In these situations, the Associate Teacher may or may not complete a Summative Report. If a Summative Report is not completed, the placement will be documented as “Unsatisfactory”.
Reasons for immediate withdrawal from placement include, but are not limited to, the following:
- The Teacher Candidate displays conduct that contravenes the Standards of Practice and Ethical Standards of the Teaching Profession;
- Violation of the provisions of the Ontario Education Act, The Teaching Profession Act, and the Ontario College of Teachers Act;
- The Teacher Candidate engages in physical or sexual abuse, harassment, or other misconduct;
- The Teacher Candidate constitutes a threat to, or compromises the physical or emotional well-being of students;
- The Teacher Candidate fails to act professionally (e.g., absenteeism, lateness, lack of planning and preparation, behaviour demonstrating lack of commitment to the profession, etc.);
- Continuing in the placement is not in the best interest of the school, the Faculty of Education and/or school personnel; or,
- The Teacher Candidate is at risk of failing the placement.
Professional Standards Committee
The Professional Standards Committee (PSC) reviews referrals from the Associate Dean, Teacher Education regarding the performance and/or professional conduct of Teacher Candidates.
Chaired by the Associate Dean, Teacher Education, committee members include three Faculty members who are not the Teacher Candidate’s Advisor. The Teacher Candidate and their Advisor are required to attend an in-person meeting of the Committee in which they are provided an opportunity to share information and respond to questions. The PSC decides each case on its own merit and communicates its recommendation regarding the Teacher Candidate’s standing in the B.Ed. program to the Dean of Education. Candidates have the right to appeal the decision.
Challenging Placement Experiences
When challenges are identified within a placement, they must be addressed immediately. The roles and responsibilities of Teacher Candidates, Associate Teachers, and Faculty Advisor include, but are not limited to the following:
It is suggested that Teacher Candidates:
- Connect with the Faculty Advisor and Associate Teacher.
- Contact the Field Experience Office, who may direct you to the Associate Dean, Teacher Education, if further intervention or support is needed.
It is suggested that Associate Teachers:
- Consistently provide feedback and debrief with your Teacher Candidate.
- Contact the Faculty Advisor, who will arrange to visit the school to observe, discuss concerns, and provide support.
- Contact the Field Experience Office, who may direct you to the Associate Dean, Teacher Education, if further intervention or support is needed.
If a Teacher Candidate becomes at-risk of failing the placement at any time, the Associate Teacher must contact the Advisor. This will allow for the development of a Learning Plan to support the Teacher Candidate’s growth and provide opportunities for improvement.
Under no circumstances should a Teacher Candidate leave, or not return to, their placement, as this will result in an “Unsatisfactory” practicum and referral to the Associate Dean, Teacher Education.
Learning Plan
When a Teacher Candidate is experiencing serious challenges in placement, the Advisor and Teacher Candidate will develop a Learning Plan, in consultation with the Associate Teacher. The Learning Plan identifies areas of strength and areas requiring further development to support the Teacher Candidate’s growth and learning. A copy of the Learning Plan must be submitted to the Associate Dean, Teacher Education and the Field Experience Coordinator.
Complaints About Associate Teachers
Under the Teaching Profession Act (Section 4.2), Teacher Candidates are associate members of the Ontario Teachers’ Federation (OTF) and are subject to its regulations. The following is taken from the OTF resource: Guidelines Regarding Harassment Complaints that Arise During Practicum Placements.
If a Teacher Candidate decides to make a complaint about an Associate Teacher, they must follow the steps outlined below:
- The teacher candidate should discuss the issue with the Faculty Advisor. Depending on the severity and nature of the concern, the Teacher Candidate should be encouraged to first take it up with the Associate Teacher. If the Teacher Candidate is uncomfortable doing so, the Faculty Advisor should contact the Associate Teacher, and propose a meeting with Federation support to mediate the situation.
- If the matter cannot be resolved in this way, the Teacher Candidate might choose to pursue it in a more formal venue. This would entail a complaint made by the Teacher Candidate to the school Principal, who would then follow the Board’s policies. In such cases, the Teacher Candidate is obliged to provide the Associate Teacher with a written statement of the complaint registered with the Principal within three days.
SECTION C: FIELD EXPERIENCE PROCEDURES
Teacher Candidates must complete at least 80 full days (400 hours) of practice teaching in their technological teaching subject between September and April in the current academic year.
When a Teacher Candidate is notified that a placement has been confirmed, they are required to directly contact the host Associate Teacher within three (3) business days to discuss and agree upon a start date. The start date must be within fourteen (14) days of the official placement confirmation.
Full time attendance during practicum placement is required. Teacher Candidates must be physically present in their host schools, five (5) days per week. When not directly teaching a class or group, Teacher Candidates are to be actively involved in planning, observing, and other appropriate/related activities.
There may be some placement situations where the Associate Teacher does not have a full teaching schedule in the teacher candidate’s broad-based area. As the OCT requires practice teaching time to be completed within the teachable area only, the faculty will provide specific information to any teacher candidate affected as to the scheduling of their practicum. Otherwise, teacher candidates are expected to be in their practicum on a full-time basis — five (5) full days per week.
| 1 period taught (broad based area only) | 0.25 days | 1.25 hours |
| 1 period taught (broad based area only) + 1 prep | 0.5 days | 2.5 hours |
| 2 periods taught (broad based area only) + 1 prep | 0.75 days | 3.75 hours |
| 3 periods taught (broad based area only) + 1 prep | 1.0 days | 5 hours |
MULTI-SESSION TRANSITIONAL CERTIFICATE
To obtain a Multi-Session Transitional Certificate of Qualification and Registration from the Ontario College of Teachers, a Teacher Candidate must meet all of the following criteria:
- Successful completion of one or more semesters of technological studies teacher education program courses (i.e., at least half [½] of the required course components);
- A University of Windsor-issued transcript must be obtained and show the semester(s) completed (i.e., at least half [½] of the required course components);
- Successful completion of 10 days of practicum at an English secondary school level in the technological broad based subject;
- Submission of practicum Log Sheets to the Faculty Advisor and the Field Experience Office that are validated (initialed) by the Associate Teacher(s).
- Official Log Sheets are required as evidence that the Teacher Candidate has successfully met the requirements of a full time10-day practicum (50 hrs) of placement;
- Submission of Satisfactory Summative evaluation from the Associate Teacher.
Teacher Candidates are responsible for:
- Completion of online application and declaration with OCT
- Submission of the 6-digit OCT number to the Faculty of Education
- Requesting the Faculty Report
- Completion of the Sexual Abuse Prevention Program
- In order to be granted a transitional certificate, applicants must pay all necessary fees and meet all other applicable certification requirements.
The Multi-Session Transitional Certificate enables Ontario teacher candidates to be employed as occasional teachers on days that otherwise would have been designated as practicum days. This teaching experience may be used to satisfy practicum requirements, as determined by the Faculty of Education.
In the Faculty of Education at the University of Windsor, the following shall apply:
- Technological Studies Teacher Candidates holding a Transitional Certificate may act as an emergency occasional teacher, outside of their broad-based area, but only within the same school as their practicum placement.
- In the event a Long-Term Occasional position, within the candidate’s broad-based area, becomes available at another school, and the candidate is identified as a possible fit, the school board and the Faculty of Education must come to agreement as to whether this alternate plan is appropriate in the situation.
Absence from Practicum
Teacher Candidates must seek approval in advance for all expected absences. In these cases, the Teacher Candidate must submit the completed Practicum Absence Request/Report and supporting documentation a minimum of five business days in advance to the Field Experience Office.
Requests are reviewed by the Field Experience Office, who will make every effort to notify Teacher Candidates of the decision via email within two business days of the request submission. Teacher Candidates are held to the same standards as teachers for absence requests; that is, vacations and other non-essential reasons for practicum absences will not be approved. If the absence is approved, the Teacher Candidate must notify their Associate Teacher, Principal, and Advisor as early as possible via email.
In cases of illness or emergency, Teacher Candidates must notify their Associate Teacher, Principal, Advisor, and Field Experience Office as early as possible via email. Teacher Candidates must also submit all planned lessons for the missed day(s) to their Associate Teacher. Absences due to illness of more than two days may require a medical note. All missed practicum days must be made up.
Practicum Deferral (Medical)
If, due to medical needs, the completion of a practicum will be affected, the Teacher Candidate must request a practicum deferral. The request needs to be submitted in writing to the Associate Dean, Teacher Education along with supporting medical documentation. Practicum deferral requests are reviewed by the Associate Dean, Teacher Education, who will provide the Teacher Candidate with the decision in writing, along with requirements for making up the practicum.
Student Accessibility Services
If you are a Teacher Candidate with a documented disability, and you require accommodations during your practicum, you must register with the University of Windsor’s Student Accessibility Services (SAS) Office. You must then contact the Field Experience Coordinator or Associate Dean, Teacher Education to discuss possible practicum accommodations and provide a copy of your SAS practicum accommodations letter for your file.
Professional Development (PD) Days
PD days are counted as practicum days and should be attended unless advised otherwise by the Faculty and/or Principal. If attended, the Teacher Candidate includes this on the monthly log sheet and the Associate Teacher is to record the PD day in the Summative Report. If the Principal is not able to include Teacher Candidates in the planned PD, the Teacher Candidate is to carry out tasks and responsibilities assigned by the Associate Teacher and document the details on the monthly log sheet.
School Closure for Emergencies
Practicum missed due to school closure for emergency reasons does not require make-up time.
School Closure Due to Severe Weather
Practicum missed due to school closure for severe weather (e.g., fog, snow, ice, etc.) does not require make-up time. If buses are cancelled but schools remain open, Teacher Candidates are required to attend. Teacher Candidates who do not follow these policies will be referred to the Associate Dean, Teacher Education.
Absence of Associate Teachers
Teacher Candidates must notify their Advisor and Field Experience Office if their Associate Teacher is absent for more than three consecutive days.
Accidents and Injuries
Teacher Candidates are covered for accidents and injuries sustained during unpaid practicum placements through Workplace Safety Insurance. All Teacher Candidates must complete the form, Student Declaration of Understanding - Workplace Safety and Insurance Board or Private Insurance Coverage for Students on Unpaid Placements. Teacher Candidates must follow all School Board policies and procedures. Additionally, they must complete the University of Windsor Unpaid Practicum Accident Incident Reporting Form, and submit it to the Field Experience Office within two days of the incident.
Voluntary Withdrawal from the Program
Teacher Candidates considering voluntarily withdrawing from the program should contact their Faculty Advisor, the Associate Dean, Teacher Education and the Student Success Coordinator.
SECTION D: PRACTICE TEACHING EXPECTATIONS
Orientation
When Teacher Candidates first arrive, the Principal and Associate Teacher are asked to assist them in becoming acquainted with the school, its routines, and organization. Orientation activities may include:
- Initial welcome;
- Tour of the school and its facilities;
- Introductions to support staff;
- Information about the school’s philosophy, accomplishments, policies, and initiatives;
- School-specific Health & Safety orientation/training;
- Information about parent and community relations.
Active Observatioin and Critical Reflection Journal
As a critical component of the Practicum course (EDUC 5498), Teacher Candidates are required to complete an Observation and Reflection Journal. This component is explained to Teacher Candidates in advance and in detail through discussions led by the Faculty Advisor.
Weekly Blog
Teacher Candidates must maintain weekly blogs throughout the secondary school year, and until they return to the University of Windsor's campus for their second summer of courses. This component is explained to Teacher Candidates in advance and in detail through discussions led by the Faculty Advisor.
Lesson Planning
Teacher Candidates must collaborate with their Associate Teacher to create lesson plans that meet the curriculum expectations and learning needs of all students. At the direction of the Associate Teacher, Teacher Candidates should provide their lesson plans in advance, including when they will be absent from placement, to make revisions as necessary.
Effective lesson planning includes, but is not limited to:
- Considers curriculum expectations, learning goals, and success criteria, accommodations, and modifications,
- Differentiates instruction to meet the needs of all learners in the classroom, and
- Incorporates assessment as, of, and for learning.
Daybook
Teacher Candidates are expected to maintain a detailed and organized Daybook.
Suggested sections include, but are not limited to:
- Relevant school and classroom policies;
- Teaching timetable;
- Supervision duties (i.e., yard, lunch, bus);
- Seating plans;
- Information regarding students’ learning strengths and needs;
- Unit plans;
- Lesson plans with relevant materials and resources;
- Self-reflection of classroom experiences.
Associate Teachers may require Teacher Candidates to include additional sections and information in their Daybooks.
Teacher Candidates may be placed with an Associate Teacher either alone or in pairs. Teacher Candidates can achieve the teaching expectations by:
- Team teaching; and
- Teaching small groups of students; and
- Teaching in another class for part of the day.
All of the following workload expectations are guidelines. Due to the nature of the Technological Studies program, it is possible that Teacher Candidates will not complete practicum in consecutive 5-6 week placement blocks.
To meet the practicum teaching expectations, Teacher Candidates require balanced and meaningful opportunities in the following areas:
- Active observation
- Scaffolded interactions with students
- Collaborative and independent planning and teaching
- Collaborative and independent assessment, evaluation, and descriptive feedback
- Regular and constructive feedback sessions with their Associate Teacher
- Critical self-reflection and implementation of feedback
Associate Teachers may use their professional discretion to adjust the Teacher Candidate’s teaching expectations. This should reflect the needs and best interests of the Teacher Candidate(s) and the students in the classroom.
Please refer to the Practice Teaching Expectations Chart below for the weekly teaching expectation percentages.
Prior to Practicum
- Contact the Associate Teacher to inquire about parking, bell times, school allergies, and any other important information;
- Fill out Profile Form to give to your Associate Teacher;
- Prepare your Daybook and ensure you have all necessary materials.
During Practicum
- Carry identification (e.g., UWin student card) and your original Police Vulnerable Sector Check (PVSC);
- Give the Associate Teacher your Profile Form;
- Keep an organized and updated Daybook at all times;
- Complete the Critical Reflection Journal. Areas of focus may include, but are not limited to the following:
- Classroom setting
- Classroom management
- Establishing community
- Student observation
- Equity, diversity, and inclusion
- Differentiated instruction
- Individual education plans
- Daily timetables and long-term planning
- School programs and initiatives
- Extracurricular activities
- School improvement plan
- Obtain a signed copy of the Associate Teacher’s assessments:
- Formative Assessment: mid-practicum
- Summative Assessment: end of practicum block
Daily Expectations (at all times)
- Observe your Associate Teacher, paying close attention to their interactions with students, other teachers, and others in the school;
- Explore ways to implement assessment for learning in your lessons;
- Support individual students and small groups during lessons and activities;
- Assist your Associate Teacher in teaching parts of lessons and activities;
- Help your Associate Teacher with out-of-classroom duties, including supervision and extra-curricular activities;
- Observe other teachers and other classes, if possible.
TEACHING EXPECTATIONS/ASSESSMENT SCHEDULE
The following charts provide guidance for how workload/teaching expectations should gradually build. Associate/Mentor Teachers may make adjustments depending on the practice teaching schedule agreed upon with the Teacher Candidate. When a new semester begins, Teacher Candidates may benefit from some additional observation time.
NOTE: Week-by-week lists of expectations are to be followed, if possible. Associate/Mentor Teachers are to contact the Faculty Advisor with questions or concerns.
Workload/Teaching Expectations
| Week 1 (0-25 hrs) |
Week 2 (26-50 hrs) |
Week 3 (51-75 hrs) |
Weeks 4 & 5 (76-125 hrs) |
Week 6 (126-150 hrs) |
| observation | collaborative planning and teaching | teaching up to 25% | teaching 25-50% | teaching 50% |
| scaffolded interaction with students | continue with areas of focus from week 1 | continue with areas of focus from weeks 1 and 2 | collaborative assessment of students | collaborative assessment of students |
| continue with areas of focus from weeks 1-3 | continue with areas of focus from weeks 1-5 | |||
| Formative Assessment | ||||
| Week 7 (151-175 hrs) |
Week 8 (176-200 hrs) |
Week 9 (201-225 hrs) |
Weeks 10 & 11 (226-275 hrs) |
Week 12 (276-300 hrs) |
| observation | collaborative planning and teaching | teaching 75% | teaching 75% | teaching 75-100% |
| teaching 50% | teaching 50-75% | continue with areas of focus from weeks 6-8 | continue with areas of focus from weeks 8-9 | continue with areas of focus from weeks 9-11 |
| collaborative assessment of students | collaborative assessment of students | |||
| continue with areas of focus from weeks 1-5 | continue with areas of focus from week 6 | |||
| Formative Assessment | ||||
| Week 13 (301-325 hrs) |
Week 14 (326-350 hrs) |
Week 15 (351-375 hrs) |
Week 16 (376-400 hrs) |
|
| observation | teaching 100% | teaching 100% | teaching 100% | |
| scaffolded interaction with students | continue with areas of focus from week 12 | assessment of students | assessment of students | |
| collaborative planning and teaching | continue with areas of focus from weeks 12-14 | continue with areas of focus from weeks 14 and 15 | ||
| collaborative assessment of students | ||||
| teaching 100% | ||||
| Summative Assessment | ||||
Week 1 (0-25 hrs)
- Identify parts of lessons you will teach next week with your AT(s);
- Identify the ways in which your AT(s) use assessment for learning in their lessons;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 2 (26-50 hrs)
- Assist AT(s) by teaching parts of lessons as planned in week 1;
- Identify lessons and topics to co-teach during week 3 (up to 25%);
- Identify ways in which to implement assessment for learning in lessons;
- Review lesson plans for week 3 with AT(s);
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 3 (51-75 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Identify lessons and topics to co-teach during weeks 4 and 5 (up to 50%);
- Identify the ways in which to use assessment for learning in lessons;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Weeks 4 and 5 (76-125 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Assess student work in collaboration with AT(s) (assessment of learning);
- Identify lessons to co-teach and teach (50%) in week 6;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 6 (126-150 hrs)
- Debrief and reflect on lessons with AT(s), implementing suggestions and feedback;
- Assess students in collaboration with AT(s) (assessment of learning);
- Identify lessons to co-teach and teach (50-75%) in week 7;
- Make daily entries in your Critical Reflection Journal and/or Blog;
- Review Formative Assessment with Associate Teacher(s).
Week 7 (151-175 hrs)
- Debrief daily with AT(s) and revise lessons to implement suggestions and feedback;
- Identify lessons to teach and co-teach in week 8 (50-75%) with AT(s);
- Identify ways in which AT(s) uses assessment for learning in lessons;
- Review lesson plans for week 8 with AT(s) and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 8 (176-200 hrs)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Assist AT(s) by teaching parts of lessons as planned in week 7;
- Identify lessons and topics to co-teach and teach (75%) in week 9;
- Identify ways in which to implement assessment for learning in lessons;
- Review lessons for week 9 in collaboration with AT(s) and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 9 (201-225 hrs)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify lessons and topics to co-teach and teach (75-100%) in weeks 10 and 11;
- Identify ways in which to implement assessment for learning and of learning into lessons;
- Review lessons for weeks 10 and 11 in collaboration with AT(s) and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Weeks 10 and 11 (226-275 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Identify lessons and topics to co-teach and teach (75-100%) in week 12;
- Identify ways in which to implement assessment for learning and of learning into lessons;
- Review lessons for week 12 in collaboration with AT(s) and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog;
- Review Formative Assessment with AT(s).
Week 12 (276-300 hrs)
- Debrief and revise lesson plans daily with AT(s), implementing suggestions and feedback;
- Assess students (assessment of learning) in collaboration with AT(s);
- Identify lessons and topics to co-teach and teach (100%) in week 13;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 13 (301-325 hours)
- Identify lessons and topics to co-teach and teach (100%) by the end of the week;
- Identify ways in which to implement assessment for learning and as learning into lessons;
- Debrief daily with AT(s) and reflect on lessons;
- Implement suggestions and feedback;
- Identify and review lessons to co-teach and teach (75-100%) in week 14 and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Week 14 (351-375 hours)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify lessons and topics to teach (100%) in weeks 15 and 16;
- Identify ways in which to implement assessment for, as, and of learning into lessons;
- Review lessons for weeks 15 and 16 with AT(s) and revise, as necessary;
- Make daily entries in your Critical Reflection Journal and/or Blog.
Weeks 15 and 16 (351-400 hours)
- Debrief daily with AT(s) and reflect on lessons; implement suggestions and feedback;
- Identify ways in which to implement assessment for, as, and of learning into lessons;
- Assess students;
- Make daily entries in your Critical Reflection Journal and/or Blog;
- Review Summative Assessment with AT(s) and obtain a signed copy of the final Summative Assessment;
- Submit signed Summative Assessment to Brightspace and upload to Sonia.
SECTION E: PRACTICE TEACHING ASSESSMENT AND EVALUATION
As an Associate Teacher, when assessing and evaluating Teacher Candidates, it is expected that:
- Teacher Candidates are not judged by the same standards as an experienced teacher;
- Assessment reports reflect the written and oral feedback you have given Teacher Candidates;
- Consideration is given to the Teacher Candidate’s stage in the program.
Associate Teachers have an obligation to help the Teacher Candidate(s) assigned to you to be the best teachers they can be. Associate Teachers also have an obligation to the teaching profession to assist in ensuring that only deserving Teacher Candidates are successful. Teacher Candidates should not receive a “Satisfactory” evaluation if they have not met the practicum expectations.
Teacher Candidates have a responsibility to:
- Become familiar with the established procedures for practicum assessment and evaluation;
- Seek clarification about comments and suggestions received throughout practicum and during the assessment process;
- Receive all feedback, particularly the final Summative Assessment, in a respectful and professional manner.
COMPLETION AND SUBMISSION OF ASSESSMENT REPORTS
- To complete the Formative and Summative Assessment reports, Associate Teachers use the Faculty of Education's online evaluation system (web2.uwindsor.ca/education/evaluations). Associate Teachers will need to create a user account using their School Board email address. Once this step is complete, Associate Teachers can access the appropriate form. Additional instructions are included in the Confirmation of Student placement email or can be obtained by contacting the Field Experience Office.
- Associate Teachers are asked to provide Teacher Candidates with signed hard copies of all completed assessment reports. Teacher Candidates must provide copies of their assessment reports to their Faculty Advisor.
Regular feedback during practice teaching is essential for facilitating Teacher Candidates’ professional growth. Formative assessment is both informal and formal.
Informal
Associate Teachers are expected to provide Teacher Candidates with ongoing feedback. Written feedback is recommended because it is more constructive than oral comments and allows for greater Teacher Candidate reflection. Feedback should include the Teacher Candidate’s strengths and areas requiring improvement with suggestions and strategies for professional development. Teacher 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 Teachers complete the Associate Teacher’s Formative Assessment Report.
At the end of the practicum, the Associate Teacher completes all pages of the Associate Teacher’s Summative Assessment Report. The final assessment should be based on the Teacher Candidate’s overall performance and growth. In preparing the final Summative Assessment Report, Associate Teachers must deem the Teacher Candidate’s performance in the practicum as Satisfactory or Unsatisfactory, checking the appropriate box on the report. A Teacher Candidate is within their rights to refuse to accept a report in which this information is omitted.
Teacher Candidate Absence(s)
All absences during practicum 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 Teacher(s)' final assessment, the Summative Assessment report is to be withheld until the Teacher Candidate makes up the missed time/work.
Important Notes:
- In cases where a Candidate is assigned to more than one Associate Teacher for one practicum, a single Summative Assessment based on the consensus of the Associate Teachers involved is submitted.
- Ensure that a final determination ("Satisfactory" or "Unsatisfactory") is entered on the form before it is given to the Teacher Candidate for review and signature. A Teacher Candidate is within their rights to refuse to sign and accept a report that is not complete.
- A Teacher Candidate's signature indicates receipt of the report only and does not reflect agreement with its contents.
- Remember that Teacher Candidates include practicum assessment reports in their professional portfolios and in employment application packages.
Satisfactory
A Satisfactory assessment indicates that Teacher Candidate is:
- Consistently meeting expectations in all or most areas;
- Successfully integrating pedagogy, skills, and knowledge to provide quality learning experiences for all students;
- Maintaining respectful and professional relationships with all members of the school community;
- Showing a willingness to improve and grow by taking initiative, implementing constructive feedback, and reflecting on their own practice.
A Satisfactory report indicates that there are no major concerns about the Teacher Candidate’s competence, ability, or professionalism. There will always be room for development, growth, and improvement. A Satisfactory assessment represents a wide range of teaching ability, falling on a continuum from adequate to exceptional. Use your comments to specifically indicate to the Teacher Candidate, Faculty Advisors, and prospective employers where each Teacher Candidate falls on this continuum.
Unsatisfactory
An Unsatisfactory assessment indicates that a Teacher Candidate is:
- Not meeting expectations in most areas;
- Negatively impacting students’ learning;
- Experiencing difficulty maintaining respectful and professional relationships with all members of the school community;
- Demonstrating an unwillingness to receive and implement constructive feedback.
An Unsatisfactory report indicates that there are major concerns about the Teacher Candidate’s competence, ability, and professionalism, and that their performance is considered inadequate. Before an Unsatisfactory assessment is given, consultation must occur with the Teacher Candidate's Faculty Advisor.
Important Considerations for Assessment Reports
- All absences from practicum must be recorded on the Formative and/or Summative Assessment Report, as they occur. If a Teacher Candidate’s absences are thought to impede the Associate Teacher’s final assessment, the Summative Assessment Report should be withheld until the Teacher Candidate makes up the absences.
- In cases where a Teacher Candidate has been assigned to more than one Associate Teacher, single evaluations based on a consensus of the Associate Teachers should be submitted;
- The Teacher Candidate’s signature on the assessment reports indicates receipt of the report, and not agreement with its contents;
- Teacher Candidates often include these reports in their professional portfolios and job applications.