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OISE/UT: Toronto East Option

To: Associate teachers and administrators of host schools, Initial Teacher Education Program

From: The Toronto East Instructional Team:

Larry Bencze (416) 923-6641 Ext. 2429
Jackie Eldridge (Coordinator) (416) 923-6641 Ext. 2643
Don Fraser (416) 923-6641 Ext. 7872
Harry Hunkin (contact Marilyn Pittman)
John Mazurek (Coordinator) (416) 923-6641 Ext. 2643
Marilyn Pittman (Administrative Assistant) (416) 923-6641 Ext. 6845


Re: Suggested Guidelines for the First Practicum, Oct.-Nov., 2000

Thank you for agreeing to work with our teacher candidates during the fall practicum. We are confident that they will greatly benefit from their time in your classrooms and from your willingness to share your expertise. The following information may assist you in establishing workload, observation and feedback procedures, and assessment criteria for the candidates.

Suggested Workload for Teacher Candidates, First Practicum
Workload will vary depending on the comfort level and experience of the candidate, the nature
of the class, and whether one or two candidates are placed in the classroom.
Below is a suggested minimum. Some candidates will be able to handle more sooner.

 

First day (Oct. 23):

observe; assist associate teacher with classroom duties (NOTE: Oct. 23 is a STEP day - not officially part of the practice teaching block)

First week (Oct. 24, 25, and 27)

teach 1 or 2 lessons a day, each lesson followed by time for feedback and reflection; some work with smaller groups.
(NOTE: Oct. 24 and 26 are STEP days -- i.e., not officially part of the teaching block. Most candidates will be in their host schools on Oct. 24; approximately 20 candidates will attend computer inservice on that date. All candidates will attend a Ministry of Education Day at OISE/UT on Oct. 26. October 25 and 27 are officially part of the teaching block.)

Second week (Oct. 30 - Nov. 3)

teach 2 lessons a day, most lessons followed by time for feedback and reflection; some work with smaller groups; assume responsibility for leading some class routines.

Third week (Nov. 6-10)

teach 3 lessons a day, sometimes consecutive lessons; many of these lessons followed by feedback and time for reflection; assume responsibility for leading most class routines.

Fourth week (Nov. 13-17)

teach 3 lessons a day and at least 3 uninterrupted half-days; time daily for feedback and reflection; assume responsibility for leading most class routines

Fifth week (Nov. 20-24)

teach uninterrupted blocks of half-days or more and at least 2 full days; assume responsibility for leading all classroom routines during the full days, and most routines overall; time daily for feedback and reflection


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 Hunter’s 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 teacher’s 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 candidate’s 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 candidate’s 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 Candidate’s Comments” sections of the Teacher Candidate’s 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 candidate’s 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 day’s 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 school’s 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.

What Students Should Know From Their OISE/UT Coursework So Far This Year

Courses: Teacher Education Seminar and Psychological Foundations
Instructors: Jackie Eldridge and John Mazurek
Content:
  • levels of thinking; Bloom’s Taxonomy
  • framing questions
  • wait time
  • distribution of student responses
  • covert and overt responses
  • creating a safe environment for learners
  • creating an inclusive environment for learners (Tribes training)
    student accountability; levels of concern
  • motivation (SKAMPI model)
  • Lesson Design (especially, the setting of clear objectives) and the art of designing lessons (e.g., using Bloom’s Taxonomy as an organizer for clear objectives)
  • Conventional Assessment: the difference between formative and summative assessment, and between assessment and evaluation; basic types of assessment criteria (dispositions, skills, etc.); types of paper-and-pencil assessement (Performance assessment will be a topic in Term Two.)
  • Cooperative Learning: Johnston’s model; 5 basic elements (an introduction only)
  • Kagan’s Cooperative Learning tactics: 4 Corners, Placemat, Inside-Outside Circles, Think/Pair/Share, Numbered Heads
  • Classroom Management: responding to misbehaviour:
    • low-level responses:
      • “Bump 1”: proximity, look, gesture, touch, name, ignore, pause
      • “Bump 2”: squaring off: stop teaching, pause, intensify Bump I technique, minimal verbal, thank you
      • “Bump 3”: choices: logical - fits the misbehaviour, not a threat, not seen as punishment, etc.
    • other concepts:
      • intensity of the response (“light pink/dark pink”)
      • allowing student to save face
      • rapport with students (humour, interest in life outside school, etc.)
      • students at risk
  • Adaptations for special needs (awareness level only)
Course: Primary/Junior Education (P/J candidates only)
Instructor: Jackie Eldridge, Don Fraser and John Mazurek
Topics:
  • Child development: candidates have a basic understanding of developmental characteristics of Primary and Junior children, and possible implications for teaching students of these age groups
  • Retell, relate, reflect: candidates know how to apply Schwartz and Bone’s “3R’s” framework to read-aloud; i.e., how to foster active participation and comprehension in read-aloud contexts
  • Number sense and numeration in Primary: candidates know some teaching techniques which encourage children’s construction of meaningful number “rules."
  • Introduction to First Steps Writing: candidates are familiar with the basic organization and principles of this resource
Course: Language
Instructor: Jackie Eldridge
Topics:
  • Both the PJ's an JI's have been introduced to the balanced literacy framework.
  • They can do read aloud and response ie. reading response journals, response to literature through literacy centres, shared reading and guided reading as well as morning message.They are beginning to understand the importance of the use of cueing systems.
  • Most are beginning to understand that quality children's literature is the cornerstone of a good LA program; therefore they will be able to choose quality materials for their lessons. The literature they chose will be diverse in nature, representative of the reality of a diverse student population.
Course: The Arts
Instructor: Harry Hunkin
Topics:
Students should be able to lead a learning experiences in 2 of the following 3 areas:
  •  printmaking
  •  clay
  •  picture making
Course: Schools and School Systems
Instructor: Harry Hunkin
Topics:

Candidates have investigated the following questions

  • What are the many hats that a teacher has to wear (psychologist, social worker, parent, nurse, curriculum expert, team player, coach, etc.)?
  • What are the qualities of a classroom leader?
  • How do provincial and board policies impact at the school and classroom level?
  • How do teachers federations impact at the school and classroom level?
  • How do teachers develop effective ways of working together?
Course: Mathematics
Instructor: Don Fraser
  • The candidates have met three times so far in this course. Hopefully they are developing a 'joie des mathematiques' and are looking forward to teaching math....
  • The importance of mastery, meaning and motivation in the Mathematics program. Examples of lessons from each of the three divisions have been used to highlight how these principles play out at the classroom level. Candidates have been exposed to each of the five strands. As well, problem solving and communication have been encouraged.
Course: Science
Instructor: Larry Bencze
Topics:
  • The candidates have had three three-hour classes in Science & Technology so far. These culminated in them conducting short "micro-lessons," in which they described student activities and conducted a short interactive teacher presentation, usually with a demonstration of concrete phenomena, to a small group of their peers. These are similar to the Lesson Design outline, but do have some significant differences you could ask the candidates to explain. A detailed course description is available at the Science & Technology course web site, which is linked to the Teacher Centre web site at: http://fcis.oise.utoronto.ca/~teachercentre/
  • Please feel free to e-mail a message about any of this at: Larry_Bencze@oise.utoronto.ca.

Course Assignments Relating to the Practicum

 

  1. All candidates will develop lessons during the practicum which try to incorporate instructional concepts, skills, tactics and strategies that have been introduced in the Teacher Education and Educational Psychology courses. They will try to match these seamlessly with the program of their placement class. After the practicum, the candidates will report on two such lessons.
  2. It would be helpful for the candidates if the they had some time to come up with a math activity and field test it with some students. This will lead to the completion of an assignment due in January and will also be a step on the path of their major project in the Math course, the development of a Math Adventure Day in an elementary school.
  3. The major assignment in the East Option is a cross-course professional portfolio. Candidates are expected to collect, select and reflect on artifacts that demonstrate their learning and their growth as teachers, and that show how they have tied together theory and practice. It is important that they have opportunities during the teaching block and STEP to engage in this process.

Thank you for your support of these learning initiatives.