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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
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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:
The unit planning work (explained below) will require
some consultation/collaboration between you and the candidate during the next two weeks.
- 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:
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- 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:
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- how they relate to both the targeted curriculum timeline
estimates
- major steps involved
- instructional strategies and tactics involved
- resources/materials needed
- assessment & evaluation methods and criteria
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- 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.
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Week
One (Feb. 4 (STEP day), Feb. 7 (STEP day), Feb. 8-10, Feb. 11 (STEP day):
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.)
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.
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.
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.
Participate in all regular school duties (e.g., yard supervision, staff meetings,
professional development workshops).
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 Candidates Growth Plan form.)
Under the associate's guidance, communicate with parents.
Gather information for Action Research.
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Week
Two (Feb. 21-25):
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.
Review status of unit plan implementation with the associate. Revise the plan
accordingly to meet the needs of students.
Participate in all regular school duties (e.g., yard supervision, staff meetings).
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 Candidates Growth Plan
form noted above.)
Under the associate's guidance, communicate with parents.
Gather information for Action Research.
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Weeks
Three to Five (Feb. 28-Mar. 24):
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.
Complete the unit of study or an appropriate portion of the unit.
Participate in all regular school duties (e.g., yard supervision, staff meetings).
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 Candidates
Growth Plan form noted above.)
Meet with the associate by Mar. 23 to review a draft of the final assessment.
Under the associate's guidance, communicate with parents.
Gather information for Action Research.
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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
teachers 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.
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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. The discussion should take about
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.
- 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
Candidates Growth Plan, click here. When finished, use the back button on your browser
to return.
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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).
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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 days 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 schools 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.
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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 |