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OISE/UT: Toronto East (Practicum Block 2)

To: Associate teachers and administrators of host schools, Initial Teacher Education Program, OISE/UT
From: The Toronto East instructional team:
  • Larry Bencze (416) 923-6641 ex. 2429
  • Barrie Bennett (academic co-ordinator) (416) 923-6641 ex. 2607
  • Karyn Cooper (416) 923-6641 ex. 2715
  • Don Fraser (416) 923-6641 ex. 7872
  • Harry Hunkin (field co-ordinator) (416) 269-8340
  • John Mazurek (416) 923-6641 ex. 2636
Greetings,

Thank you for choosing to be an OISE/UT associate teacher. We appreciate the efforts you will make during the next two months to support the professional development of a teacher candidate. We are looking forward to working with you.

As you know, the second practicum is about to begin. The candidates are in your school Friday, January 28; Friday, Feb. 4 to Friday, February 11; and Monday, February 21 to Friday, March 24. (Technically, for your records on the final report, the practicum officially begins February 8 and ends March 24, which is 23 school days in all. January 28, February 4, 7 and 11 are considered STEP days – time for the candidates to gain school/teaching experience (e.g., become acquainted with the students, gain instructional confidence, participate in school/board P.D. opportunities, conduct action research, and prepare unit plans).

Below is a list of expectations designed to help you guide and assess during the practicum. Please read it at your earliest convenience. We draw your attention to two particular matters of note:

  1. The unit planning work (explained below) will require some consultation/collaboration between you and the candidate during the next two weeks.
  2. Some lessons/learning experiences organized by the candidate during the practicum will integrate Cooperative Learning strategies and tactics. (This will not be simply "group work," but an integration of academic and social learning. The candidate is expected to consider your students’ experience with Cooperative Learning and tailor lessons/activities accordingly.)

Thank you for supporting of these initiatives.

Expectations for Candidates During the Second Practicum

Prior to the practicum (Jan. 28 STEP day):

Consult with the associate re subject themes/topics to be covered during the practicum. Agree on unit of study to be developed. Consult re resources available. Then, independently, begin to develop a detailed provisional plan for a unit - an integrated (cross-curricular) unit, if applicable.

Expectations re unit planning:

Candidates will:

  • Collaborate with their associate teacher to design a unit of study for the second practicum.
  • Focus the unit around a particular topic, theme or question that is congruent with learning expectations of the Ontario Curriculum for their grade level, as well as with the long-range plans of their associate teacher and the particular interests and needs of their students. (Note: candidates are encouraged to choose a Social Studies, History, or Geography topic, if possible.)
  • If feasible, integrate learning opportunities for two or more subject areas (e.g., Social Studies, Language, and the Arts).
  • Prepare an outline which includes:
  • A list of the key learning expectations to be met in the target subject area(s)
  • An overall sequence and estimated timeline for the unit
  • A brief description of the organizing framework (e.g., a set of key learning questions; or, Multiple Intelligences) which has been used to guide the selection of lessons and activities
  • An overall list of key resources
  • A brief description of key lessons and/or activities. Include:
  1. how they relate to both the targeted curriculum timeline estimates
  2. major steps involved
  3. instructional strategies and tactics involved
  4. resources/materials needed
  5. assessment & evaluation methods and criteria
  • A list of 5 significant ways that the unit has been tailored to meet the particular interests and needs of the students
  • A completed "Collaboration re Unit Planning" sheet which provides evidence of how you have worked/consulted with the associate in designing the unit plan. To view/print the Collaboration sheet, click here. When finished, use the back button on browser your to return.
Week One (Feb. 4 (STEP day), Feb. 7 (STEP day), Feb. 8-10, Feb. 11 (STEP day):
  1. Prepare unit plan (as described above) in regular consultation with the associate. A final version of the unit outline is reviewed and approved by the associate by Feb. 11 (or anytime before Feb. 16 by mutual agreement). Complete and have associate sign the "Collaboration re Unit Planning" report. (The candidate will submit this to their OISE/UT instructor the following week.)
  2. Under the supervision of the associate, design and teach individual lessons by the second or third day of the practicum. Consult the associate regarding lesson plans and obtain final approval for plans. Lesson plans should be submitted to the associate at least one-half hour before the school day begins. Have all lessons observed by the associate. Afterwards, reflect on the teaching performances through dialogue with the associate and, together, complete at least one "Reflection Sheet" per day.
  3. Note: If the candidate will not be teaching a Social Studies-based unit later in the practicum, at least one of the lessons/learning experiences taught during Week One will be in Social Studies. This may be done with the placement class or with another class in the school.

  4. Plan and teach at least half-days (consecutive or non-consecutive classes) by Feb. 9 or 10. Continue to work with associate and advisor as indicated in #2 above.
  5. Participate in all regular school duties (e.g., yard supervision, staff meetings, professional development workshops).
  6. Meet with the associate at the end of the week for a summary assessment of performances to date: strengths/weaknesses/next steps. (Note: for this purpose, associates are asked to use the Teacher Candidate’s Growth Plan form.)
  7. Under the associate's guidance, communicate with parents.
  8. Gather information for Action Research.
Week Two (Feb. 21-25):
  1. Under the supervision of the associate, plan and teach 3 half-days and 1-2 full days, including management of most or all classroom routines. Implementation of the unit plan begins. Independently develop plans for each individual lesson/learning experience, then check these plans with the associate. Lesson plans should be submitted to the associate at least one-half hour before the school day begins. Independently revise plans, if necessary, after this consultation. In partnership with the associate, design or refine assessment procedures for the lessons/learning experiences taught. Conduct student assessment. Have most lessons observed by the associate or advisor. Continue to reflect on the teaching performances through dialogue with the associate or advisor. Together, complete at least one "Reflection Sheet" per day.
  2. Review status of unit plan implementation with the associate. Revise the plan accordingly to meet the needs of students.
  3. Participate in all regular school duties (e.g., yard supervision, staff meetings).
  4. Meet with the associate at the end of the week for a summary assessment of performances to date: strengths/weaknesses/next steps. (Use the Teacher Candidate’s Growth Plan form noted above.)
  5. Under the associate's guidance, communicate with parents.
  6. Gather information for Action Research.
Weeks Three to Five (Feb. 28-Mar. 24):
  1. Under the supervision of the associate, with or without a candidate-colleague, assume 70-90% of the planning, teaching and assessment duties, including most or all aspects of classroom management. Continue to have many lessons observed by the associate or advisor, and to reflect on the teaching performances through dialogue with the associate or advisor. Together, complete at least one "Reflection Sheet" per day.
  2. Complete the unit of study or an appropriate portion of the unit.
  3. Participate in all regular school duties (e.g., yard supervision, staff meetings).
  4. Meet with the associate at the end of Weeks Three and Four for a summary assessment of performances to date: strengths/weaknesses/next steps. (Use the Teacher Candidate’s Growth Plan form noted above.)
  5. Meet with the associate by Mar. 23 to review a draft of the final assessment.
  6. Under the associate's guidance, communicate with parents.
  7. Gather information for Action Research.

Focus of Workload During the Second Practicum

A major goal of this placement is that candidates gain experience and skill in planning and leading a unit of study, i.e., a coherent series of lessons/learning experiences. The unit design should promote deep understanding, be consistent with expectations of the Ontario Curriculum, and provide for appropriate assessment.

A second goal of this placement is that candidates demonstrate professional work habits. We expect them to have written and complete plans for all lessons that they will teach in a school day, and have these on the associate teacher’s desk one-half hour before classes begin.

A third goal is that candidates will familiarize their associates with the components of Lesson Design and Cooperative Learning, and integrate these instructional techniques in their teaching.

Suggestions for Guiding Candidates’ Reflection on   Lessons They Teach

  • Remember that the "feedback" process involves both the associate teacher and the candidate.
  • Give candidates feedback every day.
  • Observe most lessons, especially early in the practicum, and keep anecdotal notes for subsequent discussions with the candidate. Attached is a generic checklist that can be used as an observation guide. for observations.
  • At least once daily, associates and candidate discuss and complete the attached Reflection Sheet . The candidate is first asked to comment on each of the categories on the form. The associate teacher then adds several comments, based on his/her observations. Finally, the associate or candidate writes a summary of the ideas (in point form) and gives a copy to the other party. This process usually takes about 10 minutes. To view/print the Reflection Sheet, click here. When finished, use the back button on your browser to return.

Weekly Feedback

  • At the end of each week, it is expected that candidates and associates will have a discussion of the candidate’s overall progress to date and, based on that, set goals and tasks for the next week. The discussion should take about 10-15 minutes.
  • Afterwards, the candidate is expected to summarize the conference by completing the "Goals," "Strategies," and "Teacher Candidate’s Comments" sections of the Teacher Candidate’s Growth Plan.
  • On the next school day, the candidate give the form back to the associate - - who completes the section, "Associate Teacher Comments". Both parties sign the form and each keeps a copy. Weekly feedback ensures that there are no surprises or misunderstandings when the Summative Evaluation is shared at the end of the placement.
  • To view/print the Teacher Candidate’s Growth Plan, click here. When finished, use the back button on your browser to return.

Summative Evaluation Forms

  • Associates complete and print these evaluations on the computer using a Filemaker Pro template that can be downloaded from this web site - - see the Downloads item on the entrance page. If necessary, your candidate should be able to assist you.
  • The OISE/UT Practicum Office will send watermarked paper to the schools on which to print the reports. The student receives on copy of the report and another copy is sent to the Practicum Office (See the Practicum Information booklet from the Office).

Suggestions for Formative and Summative Evaluation (Second Block)

When evaluating, associates consider the following six areas.
Assessment, Planning and Instruction

As stated above, the focus of this placement is the effective design and teaching of a unit of study, as well as the design and teaching of discreet lessons/learning experiences within or outside of the unit. Candidates are expected to prepare logical plans:

  • Objectives (what is to be learned and how it will be learned) should be clearly stated, both in the plan and during the lesson.
  • New information should be presented with some novelty and attention to pupils' interests and prior knowledge. Pupils' understandings of concepts and skills should be checked before and during their independent practice.
  • In carrying out lessons, candidates should encourage active participation by demonstrating a variety of questioning skills and Cooperative Learning tactics, a sense of timing and pace, as well as some enthusiasm and/or humour.
  • Candidates have had some experience with long-range planning of assessment. With your guidance, they should begin to assume assessment responsibilities for all lessons/learning experiences that they teach.

Classroom Management

  • Candidates’ classroom management training has focussed on low-key responses to misbehaviour (a "bumps" framework that they can explain to you). We expect that they will be able to apply such responses to handle low-level misbehaviours.
  • During this practicum, candidates are not expected to handle cases of flagrant misbehaviour independently. Your support in such cases is appropriate.
  • By mid-placement, candidates should be able to assume responsibility for most classroom routines and show increasing effectiveness with regard to efficient time management.

 Understanding Curriculum and the Learner

  • Plans for each lesson/learning experience should contain clear outcomes that are congruent with expectations of the Ontario Curriculum.
  • Candidates are expected to develop and apply an understanding of appropriate practices with regard to child development (e.g., lesson plans should show sensitivity to attention spans, need for movement, complexity of tasks and concepts).
  • The design and teaching of learning experiences should show a developing awareness of how to meet the special needs of students, i.e., the candidate should be attempting some specific modifications of lessons and activities to provide these students with authentic learning opportunities.

Diversity and Equity

  • Candidates’ instruction and involvement with students should demonstrate a developing understanding of particular issues of diversity and equity in the classroom (e.g., the adaptation of a classroom activity to acknowledge the cultural diversity of the students or to discourage gender bias).

Professionalism

  • As mentioned above, it is expected that each day’s lesson plans are complete and well-organized, and are available to the associate 30 minutes before the school day begins. It is expected that candidates will work at school for at least 30 minutes after classes have ended.
  • Candidates should conform to the school’s standards for teachers' dress.
  • Interactions with students, peers, and staff should reflect an understanding of the Ontario College of Teachers’ Standards of Practice for professional conduct.

Involvement in School/Community Life

  • Candidates should attend staff meetings and, when invited, staff functions and social events (e.g., potluck lunch).
  • Candidates should attend school-wide events such as a parents’ night, report card interview night or student concert.
  • It is expected that candidates will partner with their associates in a regular rotation of recess and bus duties (provided they are always paired with the associate or another staff member).
  • Candidates are expected to take some time to investigate and become familiar with the neighbourhood and local culture
  • Candidates are not expected to lead before-school, lunch, or after-school teams, programs, or clubs during the placement.
We hope that this information is helpful to you. Please contact us by E-mail or phone if you have any questions or concerns. Again, thank you for your support of this vital component of teacher education.

Sincerely,

The instructors of the Toronto East Option, OISE/UT: Barrie Bennett (Co-ordinator), Larry Bencze, Karyn Cooper, Don Fraser, Harry Hunkin (Field Co-ordinator), and John Mazurek

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