Focus of
Workload During the First Practicum
A major goal of
this placement is that candidates gain experience and skill
in planning and leading discreet lessons. We expect that
they will familiarize their associates with Madeline
Hunters Lesson
Design format,
and use this format to create logical lesson plans and
coherent learning experiences for students. In addition,
candidates have a slightly different planning organizer that
they are encouraged to use for Science lessons.
Another 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
teachers desk one-half hour before classes begin.
Suggestions
for Guiding Candidates Reflection on the Lessons They
Have Taught
The
feedback process involves both the associate
teacher and the candidate.
Daily
Feedback:
It is suggested
that the associate observe most lessons, especially early in
the practicum, and keep anecdotal notes for
subsequent, daily discussions with the candidate.
Attached is a generic
checklist
(Competence, Communication, Questioning Skills,
etc.) that can be used as a guide for observations.
Associates are also invited to focus their observations on
specific instructional concepts and skills and professional
issues that relate to the candidates course work
to date. (These are listed below.) To guide the
candidates reflection after the lesson, we suggest
that associates use the 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 earlier observations and what the
candidate has said. Finally, the associate scribes the form
- a point-form summary of the key ideas discussed - and
gives a copy to the candidate. For a single lesson, this
process can usually be completed in about 5
minutes.
Weekly
Feedback:
At the end of
each week, it is expected that candidates and associates
will have a discussion of the candidates overall
progress to date and, based on that, set goals and tasks for
the next week. This conference should take approximately
10-15 minutes. Afterwards, the candidate is expected
to summarize the conference by completing the
Goals, Strategies, and Teacher
Candidates Comments sections of the
Teacher
Candidates Growth
Plan. The
next school day, the form is given back to the associate,
who completes the final section, Associate Teacher
Comments (approximately 5 minutes). Then both
parties sign the form and each retains a copy. This weekly
formative evaluation process ensures that there are no
unpleasant surprises or misunderstandings when the summative
evaluation is shared at the end of the placement.
Other suggestions for effective feedback and
associate-candidate discussion are contained below.
Summative
Evaluation Forms
Associates must
complete these evaluations electronically on computer. Disk
copies of the forms were made available to each host school
at our September meeting. They can also be downloaded from
our website,
http://www.oise.utoronto.ca/~teachercentre. Final
copies of the reports are to be printed on regular paper
(not watermarked paper as in previous years). One set of
these will be given to the student, another set sent to the
Practice Teaching Office. Each set should be signed
separately (i.e., signatures not photocopied). Expect
further information from us in mid-November regarding
mailing procedures. It is important that a draft
of the summative evaluation be shared with the candidate by
Wednesday of the last week of classes. Please contact
the faculty advisor at this time if there is a disagreement
between the associate and the candidate regarding the
evaluation. Again, please remember that weekly and
mid-practicum reports can alleviate last-minute
surprises.
Suggestions
for Summative Evaluation of Candidates During the First
Placement
There are 6
aspects of the candidates performance about which an
associate is asked to comment. The following are our
expectations for candidates in each category during the
first placement. Please use these as guidelines for your own
evaluations.
Assessment,
Planning and Instruction
As stated
above, the focus of this placement is the effective design
and teaching of discreet lessons. Candidates are expected to
prepare logical plans following the Lesson Design format.
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 students interests
and prior knowledge. Students understandings of
concepts and skills should be checked before and during
their independent practice. In carrying out lessons,
candidates should encourage active participaton 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 (see the attached
observation checklist sheet and the course descriptions
below for details of specific instructional concepts,
skills, tactics, and strategies with which candidates should
be familiar). As stated above, candidates have little
experience to date with assessment, report cards, and
long-range planning. They are not expected to be proficient
in these areas during this placement. With your guidance,
they should begin to assume some assessment
responsibilities.
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
the end of the placement, candidates should be able to
assume responsibility for most classroom routines and show
some effectiveness with regard to efficient time
management.
Understanding
Curriculum and the Learner
Plans for each
lesson should contain clear outcomes that are congruent with
expectations of the Ontario Curriculum. Candidates are
expected to develop and apply an understanding of
appropriate practicies with regard to child development
(e.g., lesson plans should show sensitivity to attention
spans, need for movement, complexity of tasks and concepts,
etc.).
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 days lesson plans are
complete and well-organized, and made available to the
associate 30 minutes before the school day begins. It is
also expected that candidates will work at school for at
least 30 minutes after classes have ended. They should
conform to the schools standards of dress for
teachers. 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). They
should also attend school-wide events such as a
parents night, report card interview night or student
concert. It is expected that they will be a partner with
their associate in a regular rotation of recess and bus
duties (provided they are always paired with the associate
or another staff member). Candidates are not expected to
lead before-school, lunch, or after-school teams, programs,
or clubs during the placement. They are expected to take
some time to investigate and become familiar with the
neighbourhood and local culture.
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