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FE2 (EXCEPT Phys. Ed.)

A note on workload: The schedule, tasks, progression, and target workload percents are all general recommendations, based on the conditions of the particular placement. They should be followed as is possible and appropriate to the placement; however, they are not strict requirements. Variation and discrepancy may occur based on a number of factors, including but not limited to: the CT’s workload, the Student Teacher’s ability and readiness to take on a given workload, the school/class schedule, and the placement’s overlap with the CT’s current unit planning. It is always best for all parties (Student Teacher, CT, Supervisor) to discuss workload when there are changes made and/or if there are concerns. In general, the workload should not be substantially less than recommended but may be increased, if agreed upon by all parties.

2nd Field Experience offers Student Teachers opportunities to work with small groups of students in formal and informal contexts, as well as perform some limited co-planning/co-teaching with their Co-operating Teacher (CT). Orbits of inquiry during 2nd Field Experience are based on developing selected professional and subject-specific competencies that include student engagement and learning an introduction to classroom management. Related professional development goals are: a deeper understanding of student learning in small and larger groups, appreciation of the process of effective lesson planning and implementation, and awareness of professionalism in formal and informal learning contexts. The recommended progression of tasks and workload assignment as well as the assessment schedule are as follows:

Weekly Check-in:

The Field Supervisor will check-in with the Co-operating Teacher on a weekly basis (either by telephone, e-mail or in-person) in order to ascertain how the Student Teacher is performing and if there are any issues to be addressed. While this is an informal exchange, it has an important purpose and is successful when there is thoughtful and frank dialogue. Check-ins need not be lengthy. No written report is required, although the Field Supervisor should take note of when/how the check-in occurred and any salient points. Check-ins do not interfere with you contacting the Field Supervisor at any time should you need to discuss matters pertaining to the Student Teacher.

Evaluations
Assessment and reporting forms specific to each placement, and instructions on how to complete and submit, can be found here. Forms should be submitted to the appropriate parties as they are completed, per the assessment schedule below.

FE2 Written Components:

đź“‹ Lesson/Learning Plans & Planning Book
  • Students Teachers, with the support of their Co-operating Teacher and Field Supervisor, will engage in rigorous activity, lesson/learning and unit planning as appropriate to each placement (see workload schedule)
  • Daily planning is an expectation throughout the placement (and of the profession; Professional Competency 3 = "Plan teaching and learning situations"). Student Teachers are required to write a full plan for each lesson taught, well in advance of the lesson being taught (in case of absence, the Student Teacher should have plans completed and readily available such than another teacher could take over).
  • Plans should be submitted to the Co-operating Teacher and Field Supervisor in advance of scheduled teaching observations/evaluations in order to communicate intended learning and to obtain feedback.
  • Templates for and annotated versions of activity, lesson, and learning plans are available on the ISA website. Student Teachers should use and build off of these comprehensive templates, initially and for any observation/evaluation. Depending on the context, Student Teachers may elect to use a condensed format later on for their own planning, if not being evaluated.
  • A log of all plans (Planning Book) must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office). The Planning Book should contain up-to-date plans for all activities, lessons, and units taught by the Student Teacher, as well as the Student Teacher’s comments on adjustments or improvements to be made, based on implementation.
đź““ Weekly Reflection Journal
  • The Journal allows Student Teachers to synthesize ideas, thoughts and activities from the week and link practice to theory, as part of their own best practices in reflective teaching and PC development
  • Journal content may be free-form but its tone should be professional (i.e. not that of a personal diary)
  • The Journal must be kept up-to-date and readily available for consultation at any time (e.g. by the Co-operating Teacher, Field Supervisor, ISA Office).
  • In addition to the Journal, students may choose to keep a personal diary; this document is not shared and is a tool for processing individual feelings and experiences

Week

Overview

Placement

Preparation

Tasks

  • Review ISA Student Teaching e-Handbook
  • Take note of your Placement Coordinator name and contact info
  • Take note of placement details, including school address, Co-operating Teacher name and email (available 1-2 weeks before placement, after you have completed the online briefing)
  • Reach out to your Supervisor for introduction, if they have not yet
  • Reach out to CT for introduction and to request information about their grade level(s) and what topics they are currently covering or expecting to cover during your time together
  • Familiarize yourself with your CT's topics and grade levels
  • Research school and school board for your knowledge, including their Mission and Policies
  • Research travel time and route required to commute to/from host school
  • Review workload and assessment schedule required for FE2
  • Review FE1 Action Plan and begin brainstorming FE2 expectations; be prepared to bring your Action Plan to your Introductory Meeting the first week
  • Complete your Student Teacher Profile, to be shared with your Field Supervisor and Co-operating Teacher on your first day
  • Fill out and sign the required Teaching Episode Consent Form

Week 1

Tasks/Workload

  • Review Student Teacher Profile and FE1 Action Plan and expectations for FE2 with the Co-operating Teacher and Field Supervisor (e.g. at Introductory Meeting)
  • Submit your signed Teaching Episode Consent Form to your Field Supervisor
  • Shadow and observe the CT for the first two days
  • Become knowledgeable about students, routines, school policies, schedules, programs and resources, etc.
  • Discuss with the CT and Field Supervisor what small group activities and extracurricular activities will be taken on starting at the end of Week 1
  • Create an activity plan(s) to support the intended small group learning (e.g. if the students are studying fractions in Math, create a game/activity that will reinforce the learning).
  • Provide a copy of the activity plan(s) to your CT for feedback.
  • Create a schedule for leading the small group activities that will take place in Week 2
  • Assist in classroom activities (e.g. taking attendance, making announcements, preparing and distributing materials, etc.)

Assessment

  • Introductory Meeting (Student Teacher, Co-operating Teacher, Field Supervisor)

Weekly Check-In (Initiated by Field Supervisor):

  • Field Supervisor check in with Cooperating Teacher
  • Field Supervisor check in with Student Teacher

Week 2

Tasks/Workload

  • Based on your planning in Week 1, lead learning activities with small group of students in the classroom (e.g. activities, reviewing materials, guiding project work, tutorials etc.)
  • Maintain established classroom routines with the help of the CT(s)
  • Discuss with the CT(s) and Field Supervisor what will be taught in team-teaching lesson(s) in Week 3
  • Collaboratively plan a full class lesson(s) with the CT and (if paired) student teacher partner (use McGill's Learning Plan Template)
  • Be actively involved in an extracurricular activity

Assessment

N.B.: Lesson planning is not assessed as all planning for teaching should have been conducted in collaboration with the CT

Weekly Check-In (Initiated by Field Supervisor):

  • Field Supervisor check in with Student Teacher

Week 3

Tasks/Workload

  • Team teach full class lesson(s) with the CT(s) 
  • Continue to maintain established classroom routines, with the help of the CT(s)
  • Continue to lead small group activities
  • Continue to be actively involved in extracurricular activities (complete activity as appropriate)
  • Student Teacher creates FE2 Action Plan, in consultation with CT and Supervisor

Assessment

  • Formative Assessment 2 (jointly)
  • Summative Report (jointly) *SUBMIT TO ISA*
    • Summatives can be written in the final week but should not be submitted until the student teacher's final day in the field!
  • FE2 Action Plan (to be used in FE3)
    • Student Teachers are encouraged to use their assessments/reports, and Professional Seminar self-assessments to inform the creation of their Action Plan. (The PS self-assessment does NOT need to be submitted to the CT or Supervisor.)

N.B.: Lesson planning is not assessed as all planning for teaching should have been conducted in collaboration with the CT

Weekly Check-In (Initiated by Field Supervisor):

  • Field Supervisor check in with Cooperating Teacher
  • Field Supervisor check in with Student Teacher
 

*Formative Assessments done “separately” can be 1 of 2 options (chosen based on need and/or best interest of the CT, Supervisor and Student Teacher):

  1. CT and Supervisor observe same lesson, submit two separate assessments to Student Teacher OR
  2. CT and Supervisor observe different lessons, submit two separate assessments to Student Teacher

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