Brief Description of Key Practicum-Related Roles

(Please refer to MT Practicum Handbook for a full description, available at: https://mtpracticum.weebly.com/forms--resources.html)

Role of the Associate Teacher (AT)

• Is a strong mentor, listener, and coach, and is willing to commit the time to mentor a TC.

• Develops a professional and collegial atmosphere and works as a partner with the TC.

• Provides a staff handbook or access to a copy of it to the TC. • Is a resource to the TC, providing ideas, materials, resources, guidance and

direction. • Carefully observes lessons with students, provides regular, encouraging and

constructive feedback. • Encourages the TC to engage in extra-curricular activities and to attend school

events such as staff meetings, school and board PD, parent conferences, etc. • Accommodates individual needs that a TC may share with them and/or as

outlined by U. of T.’s Accessibility Services (e.g., learning disability, health problems, family challenges, etc.).

• Provides formative feedback in the form of a checklist and conference form at the half-way point in collaboration with the TC.

• Writes a detailed summative evaluation of the TC's performance and abilities in collaboration with the TC.

Role of the Teacher Candidate (TC) • Develops a professional and collegial relationship with the AT as a professional

partner in the classroom and school. • Shares any concerns or accommodations needed as might be outlined by U. of

T.’s Accessibility Services (e.g., learning disability, health problems, family challenges, etc.).

• Participates in a range of teaching and administrative tasks that are responsibilities/duties of a classroom teacher.

• Looks for opportunities to teach in a variety of subject areas across the curriculum, with a variety of different age groups.

• Shows initiative and begins to take over routines, such as taking attendance, dismissal, bell work, classroom set-up, etc.

• Shares lesson and unit plans with AT in advance of teaching time.

Role of the Faculty Advisor • Acts in a non-evaluative capacity to provide feedback to teacher candidates. • Acts as a support person to the TCs, ATs, Liaison Teacher, and school

administrator(s). • Observes and provides feedback to TCs and support as needed. • Acts as a Liaison between the Practicum Coordinator and the Associate

Teacher when there is a need to determine if make-up days are required, as well as the scheduling of the make-up days.

DESK CARD: PRACTICUM

INFORMATION

FALL, 2017

Key  Dates  for  Practicum  –  Fall,  2017    

OBSERVATION  DAYS  Elementary:  October  20  &  26  Secondary:      October  20  &  26    PRACTICUM  (Elementary  and  Secondary)  Monday,  October  30  –  Friday,  November  24          

Assessment  and  Evaluation  Dates  for  Fall  Practicum  Complete  Mid-­‐Point  Formative  Assessment  by  Friday,  Nov.  10.  Complete  Summative  Evaluation  by  Friday,  Nov.  24.    

Week-­‐by-­‐Week  Teaching  Expectations  FALL  

  Week  1   Week  2   Week  3   Week  4  

Year  1  PT  1  

Inquiry/  Observation/  Active  Engagement  

⅓  timetable  Elem:  1-­‐2  lessons/day    Sec:  1  class/day  

⅓  timetable  Elem:  1-­‐2  lessons/day    Sec:  1  class/day  

⅓  -­‐  ⅔  timetable  Elem:  2-­‐3  lessons/  day    Sec:  1-­‐2  classes/day  

Year  2  PT  1  

⅓  timetable  Elem:  1-­‐2  lessons/day    Sec:  1  class/day  

⅔  timetable  Elem:  3  lessons/day    Sec:  2  classes/day  

⅔-­‐full  timetable  Elem:  3-­‐4  lessons/day    Sec:  2-­‐3  classes/day  

⅔-­‐full  timetable  Elem:  3-­‐4  lessons/day    Sec:  2-­‐3  classes/day  

The  expectations  noted  above  are  to  be  used  as  a  guiding  framework,  and  can  be  adjusted  to  better  meet  the  needs  of  a  specific  practice  teaching  situation.  

 Detailed  weekly  expectation  charts  can  be  found  on  the  MT  Practicum  website  

at  https://mtpracticum.weebly.com/weekly-­‐expectations.html

CRITERIA  FOR  PRACTICUM  (From  the  Mid-­‐Point  Formative  Assessment  Checklist)  

 PROFESSIONALISM  

• Demonstrates  initiative,  active  engagement  and  a  positive  attitude  • Engages  in  inquiry  and  reflective  practice,  and  is  receptive  and  responsive  

to  feedback  • Demonstrates  flexibility,  adaptability,  and  risk-­‐taking  • Demonstrates  preparedness  for  all  practicum  responsibilities  (e.g.,  dress  

code,  duties,  pre-­‐planning)  • Demonstrates  regular  attendance  and  punctuality  (and  follows  MT  

protocol  related  to  all  absences)    DIVERSITY  and  EQUITY  

• Uses  strategies  and  language  that  are  inclusive  and  provides  equitable  learning  for  all  students  

• Demonstrates  and  promotes  respect  for  all  identities  and  abilities  • Incorporates  appropriate  accommodations  and  modifications  as  needed  

 INVOLVEMENT  IN  SCHOOL  /COMMUNITY  LIFE  

• Demonstrates  an  interest  in  school  activities  • Communicates  effectively  with  school  personnel,  parents  and/or  

community  • Is  cognizant  of  and  adheres  to  school  practices  and  routines  

 UNDERSTANDING  CURRICULUM  AND  THE  LEARNER  

• Demonstrates  clear,  engaging,  supportive  and  instructionally  effective  language  

• Demonstrates  a  commitment  to  getting  to  know  students’  interests  and  strengths  

• Uses  a  variety  of  effective  questioning  to  facilitate  student  inquiry  and  learning  

• Demonstrates  knowledge  of  subject  areas,  child  development  and  diverse  learning  styles  

 ASSESSMENT,  PLANNING  AND  INSTRUCTION  

• Plans  lessons/units  from  an  outcomes-­‐based  perspective  using  the  Ontario  provincial  expectations  

• Plans  include  instructional  strategies  appropriate  to  students’  developmental  stages  and  needs  

• Plans  include  assessment  strategies  and  assessment  criteria  appropriate  to  expectations  

• Uses  appropriate  assessment  and  evaluation  tools  and  strategies  to  gather  information  about  student  learning  and  uses  this  information  to  inform  planning  and  instruction  

 CLASSROOM  MANAGEMENT  

• Uses  a  variety  of  techniques  that  are  fair  and  consistent  in  preventing  and  responding  to  misbehaviour  

• Fosters  respect  and  establishes  a  positive  classroom  climate  with  students  • Develops  useful  routines,  communicates  and  adheres  to  procedures,  

revising  them  as  needed  • Prepares  materials,  resources  and  sets  up  classroom  appropriately  for  

lessons    

LESSON  PLAN  EXPECTATIONS  Teacher  Candidates  are  expected  to  complete  lesson  plans  for  the  lessons  they  are  responsible  for  teaching.      WHY?        In  order  for  Teacher  Candidates  to  develop  a  “habit  of  mind”  as  they  design  and  plan  lessons  for  their  students,  TCs  must  regularly  engage  in  lesson  planning.    Having  a  well-­‐developed  lesson  plan  also  demonstrates  to  an  Associate  Teacher  the  careful  and  thoughtful  process  behind  planning  an  effective  lesson.  Writing  detailed  lesson  plans  is  an  important  stage  on  the  developmental  continuum  of  learning  to  teach.  

Online resources for Associate Teachers include: Master of Teaching Practicum Information Booklet Midpoint Formative Assessment Checklist Assessment & Evaluation Tips A variety of feedback forms Lesson plan templates, and lesson plan feedback form

https://mtpracticum.weebly.com/forms--resources.html

If you have a question, concern, suggestion, etc., please contact us. Your

feedback is always welcome!

Thank you for being an

ASSOCIATE TEACHER!