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South Option 2000 - 2001
The compulsory field practicum in PJI: South takes two forms: 1) STEP days and Practice Teaching Sessions and 2) the Internship. This section deals with STEP and Practice Teaching.
The pre-service teacher education year is divided into semesters. Each semester consists of a series of STEP days (held on Tuesdays) followed by a practice teaching session. In each semester, student teachers are placed in a different classroom. Student teachers take both the STEP and the practice teaching session in the same classroom in a given semester.
OBJECTIVES FOR STEP AND PRACTICE TEACHING
The purpose of STEP and Practice Teaching is to provide student teachers with opportunities to:
The special feature of STEP is that it provides for the integration of theory and practice as part of two extended associations with particular groups of children and the program in the classrooms where student teachers will practice teach. STEP takes place on Tuesdays and is a precursor to Practice Teaching. Practice Teaching enables student teachers to pursue the above purpose intensively in classrooms for approximately twenty five days consecutively.
The schedule of STEP and Practice Teaching is as follows.
Semester 1 (Placement 1)
Semester 2 (Placement 2)
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Being in the same classroom for STEP and practice teaching in each semester enables student teachers to become involved gradually in one classroom program. The approximately twelve-week length of each semester should give student teachers sufficient time to plan, try out ideas, refine teaching skills and reflect. STEP days and pracitce teaching blocks shold blend into one whole and continuous learning experience.
STEP and practice teaching sessions provide student teachers with opportunities to understand and appreciate the curriculum, program and administrative responsibilities of principals. Principals contribute greatly to the professional development of student teachers when they meet with them early in STEP to explain the school's operation and to answer questions. Student teachers will benefit from discussions with principals on a wide range of topics -- some of which are suggested below.
1. The School Philosophy.
2. Relationships with Parents
3. Curriculum and Staff Development
4. School Board and Community Relations
5. Development of Attitudes and Values
A student-teacher has a full agenda during STEP days. She/he must:
1) gain personal experiences to build a valid and practical view of elementary school teaching;
2) pursue and complete Faculty assigned tasks/projects; and last, but not least,
3) make a contribution to the STEP classroom program that enhances the work of the associate teacher and the learning of the children.
Past experience indicates that associate teachers may both expedite the work of student teachers and, at the same time, acquire a valuable resource for enhancing their own classroom program. So that the benefits of having a STEP student in your classroom may be realized, the following suggestions are offered for consideration.
A STEP STUDENT IS MORE LIKELY TO BECOME A VALUABLE RESOURCE IN THE CLASSROOM PROGRAM WHEN ASSOCIATE TEACHERS:
1) Introduce STEP students to the class as persons preparing for the profession by using the same form of name as the associates use with children;
2) Introduce STEP students to key school personnel including: the teacher-librarian, the school secretary, the school nurse, etc.;
3) Provide STEP students with important print information including the weekly timetable, the class list, the procedures for fire alarms, the school starting times, the rules and duties for recess, etc.;
4) Provide an opportunity, early in STEP, for the student teacher to explain to the associate: 1) the Faculty's expectations (as seen by the student teacher); and 2) the student teacher's own personal goals vis-a-vis a particular STEP setting;
5) Arrange with each student teacher a convenient time(s) for: a) planning with the student; b) debriefing classroom events; c) assigning teaching tasks for the coming week in STEP; and d) providing formative feedback to help the student develop as a professional;
6) Find out regularly from student-teachers which Facutly tasks they are working on and discuss how the assignments may be productively enhanced/accomplished within the classroom program; and
7) Contact the program coordinators -- Lucy Giannotta (lgiannotta@oise.utoronto.ca) or Bob Martin (rmartin@oise.utoronto.ca) if: a) questions or difficulties arise in relation to STEP; and b) if a school visit by a student's advisor or other faculty staff would be helpful.
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